Post by Evan Hartman: Evan is in his 4th year of teaching. He worked as a biomedical engineer for three years before becoming a math teacher. This is his first year at Bettendorf High School. You can follow Evan on twitter @EvanrHartman
Like some of you, I came into education as career change. I
began my career as an engineer because I was one of those kids whose fate was
to be an engineer. That is, my father was an engineer and I was raised to think
like an engineer. There was never really a question; when you grow up with
Dilbert as your Dad, you take on certain characteristics.
As an educator, this has been both a boon and a burden. The
obvious benefit of having hands on experience in an array of highly technical
fields has, to be blunt, made me a desirable hire. In terms of classroom
practice, it posed some unforeseeable challenges that have forced me to adjust
my outlook. I could not have anticipated that it would, at times, make it
difficult to relate to students.
This is because, as with most teachers, I am a
self-motivated learner. The question “Why do I have to learn this?” simply
doesn't occur to me. Everything is fascinating. It requires very little for me
to find myself a dozen Google searches deep in some new topic (this morning,
while I drank my coffee, it was gravity batteries). However, I think that most
of us are aware that this is unusual. In my teaching career, I can count the
number of students who have this kind of motivation on my digits (if I am
wearing sandals).
These students form a woefully small portion. Yet I find
that education is tailored for them. The traditional classroom – even those
using so-called reform curricula – present content as though its purpose were
self-evident. Proceeding as though students simply need to change their
attitudes to find the material interesting is ineffective; we need not even
make a value judgment of whether or not we should
force the content upon students. It simply doesn't work.
The eminently quotable Grace Hopper once quipped that “The
most damaging phrase in the language is, ‘We've always done it this way.’” We
continue to educate students in a set of content areas because…well, that’s
just what we've always done it. Students
learn their four R’s because that’s simply what is done. A better way should be
sought; I don’t have the answer, but I have some observations that may be
useful in seeking solutions. I want to discuss what motivates people to learn.
Broadly speaking, there are 2 types of motivation: intrinsic
and extrinsic. Intrinsic motivation is derived from the desire to do something
for its own sake. In my example, I learn for its own sake. I enjoy it. I don’t
derive external rewards from it. Extrinsic motivation is, of course, derived from
external causes. Things are done for some incentive. For example, most people
work for money rather than because they enjoy what they do (if you don’t
believe me, ask yourself if you would do your job for no pay).
In an ideal world, everyone would be an intrinsic learner.
They would learn because they want to learn (it is worth pointing out here that
the scientific consensus is that infants and toddlers are naturally intrinsic
learners). However, it is indisputable that many, if not most, of their learners
with whom we interact are not
intrinsically motivated by education. This observation has created a number of
initiatives, some more effective than others. Generally, this revolves around
using purely extrinsic motivation in lieu of intrinsic motivators. For example,
paying students would be an extrinsic motivator; of course, schools don’t pay
students directly, but we routinely make the appeal that getting an education
leads to greater earnings later in life (extrinsic motivation by delayed
gratification, if you prefer). An alternative that has (thankfully) fallen out
of favor is extrinsic motivation by negative reinforcement. Some of you may
recall being highly motivated to do your school work to avoid being shamed in
front of the class or given the paddle.
However, these are all simply means to an end; students are
able to meet the goals set for them because they are motivated to complete the
task but not by the underlying educational purpose. That is, students can
complete work but have low retention and low conceptual understanding. These
extrinsic motivators simply motivate students to finish the task. There is no
reflective component, no connection building; if you subscribe to the
constructivist school, it is something of a nightmare scenario. It appears that
using purely extrinsic means can’t find a foothold by which we can generate
authentic learning in our students.
Rather than continuing to beat our head against a wall
trying to motivate students to learn what we think they should learn, I think
that we need to acknowledge the reality that most of our students are
ambivalent about what we have to teach them. Of course we have our standards to
meet, but those are our agenda – not our students. If we’re genuinely trying to
create ‘life-long learners’ (I think this is a loaded term, but it suffices),
then the standards are superfluous because the students aren't going to be
given a set of standards for their learning for the entirety of their lives.
Instead of teaching what we have to offer by means of
standards, why not teach what people want
to know? It may be apostasy, but I’ll admit most of what I know I didn't learn in school. All of those Silicon
Valley Wiz-Kids? Most of what they know they didn't learn in school, either.
"The only way to do great work is to love what you do!" - Steve Jobs
How is this possible? Perhaps because the classroom as we
know it may be obsolete. It has been said that the lecture is obsolete as a
means of information transfer; at one time, the oral tradition was an absolute
necessity for information transfer. The printing press, however, made
information a commodity. The wide spread use of the internet has absolutely
demolished the need for oral transmission of information; the lecture is dead,
long live the lecture (in the form of video lessons, wikis, etc).
Ultimately, what I am suggesting is that instead of teaching
what we think students should know by means of broadcast we transition to a
model of helping students pursue their own interests in a way that is
educational. The availability of on-demand educational media makes this
possible in ways that we couldn't have imagined 20 years ago. Strictly
speaking, I see no reason why every student in my class must be working on the
same task (or even studying the same topic). The availability of resources
means that my role as a teacher is not to dictate a structured curriculum to
which every student need adhere. Instead, I view my role as helping every
student to pursue their passion.
I have students working in a class to pursue their own
goals. In discussions, they arrived at the conclusion that they wanted to film
interviews with students, teachers, and community members and use this video to
create a documentary. Wonderful – it’s project based learning you say. However,
and this is important, I don’t know very
much about making documentaries.
Before Jimmy fires me for negligence of professional duties,
I would like to argue that I don’t have
to know anything about documentaries. My students have found something that
intrinsically motivates them; they’re learning everything they need to know (in
fact, they’re teaching me a bit). I facilitate their access to resources, I act
as a sounding board, I make suggestions when they solicit my input. I help them
find experts to consult and resources to move their ideas forward. In short,
I’m simply the adult in the room.
I believe that this sort of experience is profound for students;
they have ownership of the process and gain maturity by charting their own
course. They are pursuing their passions
and learning about what they want. I
haven’t given students the hard sell to convince them to learn what I think is important. That is the
crucial idea here and what I hope you, faithful reader, take from this: let
students learn what they want to know and do so authentically. You’ll be
shocked at what students are capable of doing when you let slip the reins and
allow them to pursue their own interests.
Evan - what a terrific post! You have been instrumental in stretching our thinking & supporting your colleagues who have figured out that there are other ways to reach kids in order to inspire them. Hard to believe you have only been with us for one semester. You have already made a tremendous impact at Bett and more importantly, in the classroom. Keep pushing our thinking, asking why, & expecting our best! Kudos! - jimmy
ReplyDeleteMaria Montessori would be proud of you!! Follow the child. :)
ReplyDelete