“Young” teachers begin teaching with the styles of how they were taught as children, along with how they were raised, and what was learned in college, to create their style of teaching. The new teacher then adds trainings, resources, and practical experiences to evolve as a teacher. Most teachers try their best, yet the students and the system are so challenging that 30 to 50 percent quit the profession within the first five years. See www.edutopia.org/magazine/ed1article.php?id=Art_1221&issue=feb_05 for more details.
New and veteran teachers alike try to find mentors, systems and methods to solve the challenges in this profession today. There is an industry for educators to refer to. There is also an industry to address the poverty in the schools. These consultants and companies have “all the answers” which the teacher can apply as the missing piece of the puzzle for the successful class. Indeed, teachers apply a potpourri of ideas. Some things have worked in the past, but don”t work on this group. Other techniques are useful, yet have been forgotten. And so on. It seems once teachers find what works, the students adapt and a new strategy must be tried.
It is difficult for the teacher to feel successful. It is difficult for the students to feel successful.
When I began teaching 26 years ago I could say to the class, “I don”t feel well today; could you help me so the day goes well?” They did. But this isn”t usually the case today. I find myself digging deep for ideas and patience.
Since I made a promise to myself and the students not to ever yell or raise my voice in anger or discipline, it seems the students are even more willful and defiant. On one hand they like me not yelling and on the other they have a hard time respecting me as yelling is common in homes. My goal is to earn trust, be gentle, listen and communicate. My role model is Monty Roberts because, truthfully, I don”t see many calm adults to the degree of calm that he has achieved.
This brings me to a discussion I had with a teacher about teaching and names of speakers that inspire. He was partial to one we both had training from. During this conversation I realized that the speaker had been more of a disseminator of information and resources. Some suggestions were interesting and useful. I then asked him to turn around. I stood behind him and whispered in his ear: “You can do it. Don”t give up on any child. You can help them, they need your example of how to treat one another,” and so on. This is how I have experienced Monty Roberts.
Monty encourages teachers to see the children with the eyes of possibility, not as failures ? for the teacher or students. He isn”t unique in this; he is powerful in this. He sees each child as: now is their future. He doesn”t see the students as test scores or “get them out of here, they are ruining the class.” He is free from the issues that tire and drain educators. He realizes the challenges, but his eyes are on the target of their personal responsibility and personal power. I want to learn this. I want to be a part of this way of seeing, the new strength and support, for myself and to share with my peers.
Monty wants this for educators and for the students. He donates his time and energy. He isn”t the guru, nor does he come across as one. He is The Whisperer. You too can be The Whisperer!
When teachers whisper, students do listen.
Dr. Nan, our superintendent, adds: “Interestingly, my master teacher when I was a student teacher was a very soft spoken man who never raised his voice and his students listened ever so closely. I always remember him as one of the three most influential teachers in my life, for it was there that I learned early on about quiet strength.”
Reprinted from the April 16 newsletter for the Konocti and Monty Roberts Educational Exchange (KARE)
