“It
is not the critic who counts; not the man who points out how the strong man
stumbles, or where the doer of deeds could have done them better. The
credit belongs to the man who is actually in the arena, whose face is marred by
dust and sweat and blood; who strives valiantly; who errs, who comes short
again and again, because there is no effort without error and shortcoming; but
who does actually strive to do the deeds; who knows great enthusiasms, the
great devotions; who spends himself in a worthy cause; who at the best knows in
the end the triumph of high achievement, and who at the worst, if he fails, at
least fails while daring greatly, so that his place shall never be with those
cold and timid souls who neither know victory nor defeat.”
President
Theodore Roosevelt
By
Tommie Saylor
Kennedy
High School Principal
Everyone
is an expert when it comes to teaching.
I’m
not talking about Richard DuFour, Robert Marzano or Madeline Hunter – renowed educational
researchers and recognized authorities in the field of education.
No,
I’m talking about the many common people who honestly believe that, given no
other experience beyond once attending school themselves, believe that they
know all they need to know about teaching.
Given
this logic, it’s like saying that because I once flew on an airplane, I’m
qualified to be a pilot. Or I’m qualified to pass legislation regarding how to
fly. Or I’m qualified to offer the pilot of an aircraft suggestions on how to
more effectively fly the airplane.
Good
teaching is 50 percent scientific. It is a step-by-step approach that yields predictable
outcomes that enhance a student’s potential to learn. This scientific
facet is augmented by a professional learning community where daily practices
are constantly monitored, data collected and reviewed, and adjustments made to
maximize learning.
Good
teaching is 50 percent artistic, a process that both educates and entertains
(or what I like to call “edu-tainment”). It is a process that makes learning
fun and interesting. It is a process that when applied effectively by a
creative, imaginative and inventive instructor, not only makes the learning
relevant to the student, but also sparks something deep inside them, making
them “hungry” to learn.
This
artistic segment is fueled by one’s passion for teaching, love for children and
by an unyielding devotion to the cause – often at the detriment of one’s own
family.
But
perhaps most importantly, good teaching is 50 percent relationships. The
old adage, “students don’t care how much you know, until they know how much you
care” is absolutely true.
Getting
to know your students, taking an interest in their lives and letting them know
that though you may be hard on them, you truly care about them is perhaps the
teachers finest tool.
Looking
at the math, I realize that the above adds up to 150 percent. But that is
what good teachers give, a 150 percent effort each and every day.
So
let the critics do what they do. Let the haters hate and let our detractors
second guess, for we are the ones in the classroom.
We
do, when other do not.
Our
eyes are on the future, while our efforts are in the present. We lift
kids up where others wish to push them down. We may occasionally stumble,
falter or fail. A lesson may go wrong, a student may be disciplined or some
outside influence may cause the school to take action to keep kids safe.
Yet
as the doers take action and our critics speak of in terms of would have or should
have and could have, we are the ones “in the arena,” enthusiastically devoted
to the cause of securing our students future.
So,
let the critics speak without knowing. Let the lawmakers legislate without
understanding. We will not be deterred, we will not be drawn from our course,
we shall never waver.
Helping
students to find their greatness. Making Kennedy the school of choice. Excellence
by design.
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