Copy From Other Teachers To Figure Out What You Lack.
I tend to pay attention to things that happen in other teachers’ classrooms. While walking from a teacher’s lounge, from the main office, on my way to make copies, or grab some coffee, I take few-second snapshots of the action that I witness in a classroom, and my mind inevitably ponders the question: do I want to be a student in this classroom or not? Sometimes my answer is Yes, but more often my answer is No.
This small test comes from the archives of memory going back to my school years and me learning English. My memories of the English class are quite unpleasant. I remember my teacher being sarcastic, too demanding of the things we had no idea about, picking on students and even bullying, having teacher’s pets and being often unfair. On top of that, there was a lot of grammar and drilling and talking about the things no one cared about nor felt related to. There was never a discussion, never a project going on, never anything that stuck in my memory. Those days are gone, and I am happy without them.
Now that I teach English, I often jump into students’ shoes and ask myself the same question: do I want to be a student in this classroom? Do I want to be a student in my own classroom? Whenever I hear a teacher talking all the time, doing exercises that remind me drills, holds a ruler to point at something on the board, explains too much or too little, I shiver because it brings me back to the terrifying classroom twenty years ago.
I don’t judge. Observing and judging are different things. I observe to implement or not to implement what I experienced. I never judge because teachers are humans too. Teachers build their experience, methods, techniques. Ordinary teachers shape themselves into effective and extraordinary ones. Sometimes it takes two-three years. Sometimes it takes ten.
Being grounded in my own experience of classes that I observe and teach helps me make adjustments to my teaching philosophy and style. By now, I know what teacher I don’t want to be and what kind of teacher I strive to be.
Therefore, exploring other teachers’ classroom is so essential for everyone who intends to crack the code of being a great teacher and being a happy teacher. I know, it’s difficult to find time to visit other classrooms, observe lessons, ask questions while you are loaded with paperwork, grading, other assignments that are sometimes so mundane and boring that even I would scream: “Make it stop!” However, the truth is learning comes from modeling the masters, following great examples, witnessing failures and shaping your actions accordingly. New exposure to ideas refreshes your understanding of your subject and your purpose in a classroom. You might learn a new technique, new table arrangement, a new idea for a project, a new way to calm down your classroom, or even how to shave off some teacher’s guilt and paperwork that will not get you fired.
If you are an ESL teacher, don’t limit yourself to visiting your colleagues only. Teachers of other subject areas can contribute as much value and even more to your teaching practices. Take note on what you saw, ask to share resources, compliment on the seen, ask for advice.
Once you selected your top three classrooms that inspire you, make it your goal to visit those teachers as often as you can (especially if you are a new teacher) and write down things you want to transfer to your classroom. Then, while you teach, model the great practices you have observed from your top three teachers. Experiment with your students. Find what best works for you and your personality.
Most importantly, follow your gut while making a choice about whom to visit. No guilt here. Don’t be rational, follow what you feel. Not all experienced and established teachers in a district may inspire you. Not all new teachers are a “’disaster.” Keep both new and experienced teachers on your radar. Choose the classroom where you would love to be a student.
The takeaway is: learn from copying other teachers. Put on your student’s hat when selecting the classroom you would like to learn from. Look at your teaching from a student’s perspective. Are you happy or bored with your own lessons? Don’t stop experimenting. Fail and learn. Also, remember: practice does not mean perfect. Practice implies progress.
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