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Pune Municipal Corporation Teacher – 105 Posts B.Sc, BA, B.Ed, B.A.B.Ed, B.P.Ed, M.Com, MA, M.Sc – 02-01-2021
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🔥🔥WHAT MAKES GOOD TEACHER : THE GREAT🔥🔥
I'm obsessed with the question: "What makes a good teacher great...???"
I've collected 26,000 responses to this question, in eight different schools, from the poorest schools in Los Angeles, to suburban schools in Texas,to elite private schools abroad. And after 24 years of teaching students, I'm still perplexed by this question. Today, I'm going to teach you the lessons I learnedfrom those thousands of students, and learn what I found out from themif we just listen to students. The thing about it is that during my timeof asking kids this question, I realized that we don't ask this questionfor a particular reason: schools are afraid. Based on fear, they don't reallywant to know what kids think. Partially because they don't thinkkids will take it serious. I'm going to share with youone of the most profound quotes, answers to this questionthat I've ever received. [A great teacher eats apples] (Laughter) Now, I know what you're thinking. Doesn't this prove my point? "Great teachers eat apples." When I first saw this,I dismissed it as silliness, but it appeared again and again. So I thought, "There's got to be something to this,but what are they trying to tell me?" So one day, I decidedI would start eating apples. I ate them in the morning, at lunch,during class, in the hall. Kids began to give me apples. The'd see me eating themand say, "You're eating an apple!" "I know!" They would smile, and I would smile back. It wasn't until I understoodthat kids wanted to see me as somebody who is willingto receive a gift from them, that the apple was a symbolfor our relationship. There was goodness in that, and trust. But for a long time, I wasn't listeningand I hadn't understood this. [A great teacher is chill] They have their own language. When they say, "A great teacher is chill," what they really mean is:"Don't take it too serious. Be calm in all situations.Don't get overwhelmed." (Laughter) They have a way of speaking to usabout what they really want to tell us, but we have to listen. Right? I'm the father of two grown kids. They're out of school now and in college. But when they were at homeand they were teenagers, I had to learn a whole new language. When they would come homefrom school, I might ask them: "How was your day?"and they would say, "Fine," which usually meant:"It was not bad. It was pretty good. Nothing happened eventful. I probably learned something.Maybe I didn't." But if they came homeand said, "Fine," what they meant was: "It wasn't really great, but don't ask me,because you wouldn't understand anyways." If I asked them how their day wasand they said "OK," what they were trying to tell me was:"It wasn't good at at all, and you should probablyask me more questions, but don't expect me to answer." (Laughter) Kids have their own language;they have their own way of thinking. They want us to think like them and understandwhat's inside of their head. They have so many waysof thinking that things are great. They want us to seetheir world inside of them. But they don't want us to act like them; they want us to be calmand protect them and keep them safe. Kids have a way of communicating, and adults just haven't spentthe time listening. But what if we did? What if we really listendeeply to students? One of the things I noticed after all the yearsof collecting these responses is that there is patterns that emerge. When I asked the questionof what makes a good teacher great, oftentimes I heard,"A great teacher loves to teach." 70 percent of the time, the quoteor the answer that followed was: "A great teacher loves to learn." The reason this is significantis they don't see this happening. They don't see teacherslearning in front of them. They see them teaching, but they wish they would learnalong with them. Think about it. Principals hire teachersto be content experts, to have all of the knowledge,not to be learners. But what if they did? What if you showed up in the classroom,and the teacher had something prepared, said, "I don't know exactlywhat we're going to do today, but I can't wait to learn with you." Or that they saw their teacher struggle through somethingthey didn't actually know and then eventually discover the answer. Kids want to be inspired by this ideathat learning is important. But they don't see it in schools. [A great teacher isn't a teacher] When I saw this quote:"A great teacher isn't a teacher," I actually was a little bit offended. "What do you mean?! I'm a teacher!" They're like, "We know." What they were trying to tell me is: a great teacher isn't in the classroom. Think about it. Think about a time that you havesome enduring understanding, a time when you learned something that you still rememberand you use to this day, like throwing a baseball or riding a bike. I remember learningto ride a bike from my mom when I was five years old. She took off the trainingwheels of my bike, she got behind me, and began to push. And we ran, and we ran, until she finally let go,and I began to ride a bike. That's what I did;that's how I learned to ride a bike. I can still ride a bike to this dayfrom that moment. But can you imagine if I tried to learnto bike from my mom in a classroom, what it would look like? [Copy thisBike riding 101] (Laughter) "Son, first, you need to learnall the parts of a bike. There's the pedals and the crank,and there's a chain that turns the wheel. You have to have a significant force; once the force has enough momentum,you can keep your balance. That's how a bike works. I want you to learn all the parts,be able to label them and draw them. Then you're going to learnand write a research paper about the history of bike riding. (Laughter) All the important elements,the adventure, the development of bikes. And at the end of that,you're going to take a final examination. If you pass and get an A,you can ride a bike. (laughter) At five years old,I think I would've said, "Never mind, I'll just walk." (Laughter) This is exactly what we do to children. We put them in a classroom and tell them, "This is what I want you to learn.It's important. Do it." And kids know that it's not true, that we don't really valuelearning this way. So no wonder they're disruptive,or bored, or disengaged. Kids want us to be teachersthat aren't teachers. I want to tell you a story about Yvette. "A great teacher understandsthat they have a life outside of school." They really do. They want us to knowthat their life in school is way more differentthan the life outside of school. I just thought, "Well,how hard is your life? Your job is to do school;my job is to teach." Yvette was a tough student, She was feisty, and she hadan infamous reputation. She walked aroundwith a jacket to prove it. Whenever she walked around,the kids would follow. She would come in and sitin the front row and lean just so that she can haveeye contact to intimidate me. She would call me "mister"and not even use my full name. When she'd get up to go to the bathroom,all the girls would follow. Eventually, I learnt from Yvettewhat she needed to learn. And I thought I becamepretty good at what I was doing. I noticed one day, she stoppedturning in her homework. She had become a great leaderin the classroom: she turned in her homework,she participated in class; she actually was quite good. So when this happened,I was surprised. So I went up to her and said,"Yvette, I'm very disappointed in you." She said, "I know mister; I'm sorry." "I expect it turned in tomorrow." Tomorrow came, and just a few sheetsof unfinished work were turned in. I also went up to her and said,"Yvette, this is disappointing." She said, "I normally domy homework in the bathroom because it's the quietestplace in my house, but this week the electricitywas turned off, and it's dark in there. I had a candle, but it burned out. And I'm sorry." She gazed down, not her prideful self. I had missed the point. I had not listened when she said,"I'm trying, mister." I heard the words, but I didn't listen. Great teachers noticewhen there's a struggle. They don't make assumptionsabout what kids can and cannot do. They wait and watch,and they rescue them when they're stuck. Good teachers hear them,but they don't listen. I'll never forget Yvette,and I'm grateful because whenever I seean answer of a student like that, I remember her, and I listen. [A great teacher sings] This was the most perplexing answerI think I ever received. It happened every year for ten years;at least one student would put this. "A great teacher sings." What are they talking about? I can't sing. So I started thinking,"Wait a second. What do they mean?" It wasn't until Danny turned it inas one of his responses. He was the class clown. You know he was the onethat when we took the class picture, he put ear fingers behind your head. He would make facesat me during lectures so I would laugh. Everything was a joke to Danny. So, when he turned in his responses, and they were all seriousand actually really good, I was surprised when thisshowed up in the middle. But I knew there was something to it;I just didn't know what. So the next day,I put the agenda on the board, listing all the activities of the day,the expectations, and the homework. And instead of actually reading them,very seriously, I sang, (Laughter) in an operatic style, big as I could. The eyes of the students were wide,their mouths dropped. (Laughter) But you know what happenedat the end of that? I expected pointing and laughing. But the classroom eruptedin cheers and applause. There was a standing ovation. I could not believe it. At the end of class, they walked out,gave me high fives and handshakes, and here came Danny. He walked in, and he leaned in,and patted me on the shoulder, and said, "I told you a great teacher sings." (Laughter) (Applause) Great teachers make themselveshumble before their students. They take risks. They put aside their fear to try. They trust that they are goingto be supported if they fail. But they don't see this;they see experts, remember? Content experts. What if we hire teachers not to be deep understandersof content, knowledge keepers, but deep understanders of students? How our schoolswould change and transform? But it's no wonder students don't careor that teachers don't really listen. Because they have never been taught. But what if we did listen? You see, we spend three yearsof a student's life, teaching students to read. About 12 years of those students' lives,teaching them to write. Maybe if they're lucky,they get a semester or half a year learning to public speak. But they get virtual zero yearsof formal listening instruction. Zero. Think about it. When was the last timeyou were at a dinner party, and someone asked a question:"So what do you do for a living?" and the response was,"Oh, I'm a listening teacher. I teach advanced listeningat the high school events, listening communications,or beginning listener for elementary?" We don't hear this. Because we just don't believethat in schools it's important, though in the world, listening is one of the number one skillsessential for business and life. And we just don't teach it. We need to listen to our students. In our classrooms are the future. The Maya Angelous, the Mother Theresas,the Elon Musks of the world. And can you imagine if we took the time to ask those students,"What would make a good teacher great?" and then we actually listened, we could transform schools and education. Thank you. (Applause)
I've collected 26,000 responsesto this question, in eight different schools, from the poorest schools in Los Angeles, to suburban schools in Texas,to elite private schools abroad. And after 24 years of teaching students, I'm still perplexed by this question. Today, I'm going to teach you the lessons I learnedfrom those thousands of students, and learn what I found out from themif we just listen to students. The thing about it is that during my timeof asking kids this question, I realized that we don't ask this questionfor a particular reason: schools are afraid. Based on fear, they don't reallywant to know what kids think. Partially because they don't thinkkids will take it serious. I'm going to share with youone of the most profound quotes, answers to this questionthat I've ever received. [A great teacher eats apples].
Now, I know what you're thinking. Doesn't this prove my point? "Great teachers eat apples." When I first saw this,I dismissed it as silliness, but it appeared again and again. So I thought, "There's got to be something to this,but what are they trying to tell me?" So one day, I decidedI would start eating apples. I ate them in the morning, at lunch,during class, in the hall. Kids began to give me apples. The'd see me eating themand say, "You're eating an apple!" "I know!" They would smile, and I would smile back. It wasn't until I understoodthat kids wanted to see me as somebody who is willingto receive a gift from them, that the apple was a symbolfor our relationship. There was goodness in that, and trust. But for a long time, I wasn't listeningand I hadn't understood this. [A great teacher is chill] They have their own language. When they say, "A great teacher is chill," what they really mean is:" Don't take it too serious. Be calm in all situations.Don't get overwhelmed." They have a way of speaking to usabout what they really want to tell us, but we have to listen. Right? I'm the father of two grown kids. They're out of school now and in college. But when they were at homeand they were teenagers, I had to learn a whole new language.
When they would come homefrom school, I might ask them: "How was your day?"and they would say, "Fine," which usually meant:"It was not bad. It was pretty good. Nothing happened eventful. I probably learned something.Maybe I didn't." But if they came homeand said, "Fine," what they meant was: "It wasn't really great, but don't ask me,because you wouldn't understand anyways." If I asked them how their day wasand they said "OK," what they were trying to tell me was:"It wasn't good at at all, and you should probablyask me more questions, but don't expect me to answer."
Kids have their own language;they have their own way of thinking. They want us to think like them and understandwhat's inside of their head. They have so many waysof thinking that things are great. They want us to seetheir world inside of them.
But they don't want us to act like them; they want us to be calmand protect them and keep them safe. Kids have a way of communicating, and adults just haven't spentthe time listening. But what if we did? What if we really listendeeply to students? One of the things I noticed after all the yearsof collecting these responses is that there is patterns that emerge. When I asked the questionof what makes a good teacher great, oftentimes I heard,"A great teacher loves to teach." 70 percent of the time, the quoteor the answer that followed was: "A great teacher loves to learn."
The reason this is significantis they don't see this happening. They don't see teacherslearning in front of them. They see them teaching, but they wish they would learnalong with them. Think about it. Principals hire teachersto be content experts, to have all of the knowledge,not to be learners. But what if they did? What if you showed up in the classroom,and the teacher had something prepared, said, "I don't know exactlywhat we're going to do today, but I can't wait to learn with you." Or that they saw their teacher struggle through somethingthey didn't actually know and then eventually discover the answer. Kids want to be inspired by this ideathat learning is important. But they don't see it in schools. A great teacher isn't a teacher, When I saw this quote:"A great teacher isn't a teacher," I actually was a little bit offended. "What do you mean?! I'm a teacher!" They're like, "We know." What they were trying to tell me is: a great teacher isn't in the classroom. Think about it. Think about a time that you havesome enduring understanding, a time when you learned something that you still rememberand you use to this day, like throwing a baseball or riding a bike. I remember learningto ride a bike from my mom when I was five years old. She took off the trainingwheels of my bike, she got behind me, and began to push. And we ran, and we ran, until she finally let go,and I began to ride a bike. That's what I did;that's how I learned to ride a bike. I can still ride a bike to this dayfrom that moment. But can you imagine if I tried to learnto bike from my mom in a classroom, what it would look like?
"Son, first, you need to learnall the parts of a bike. There's the pedals and the crank,and there's a chain that turns the wheel. You have to have a significant force; once the force has enough momentum,you can keep your balance. That's how a bike works. I want you to learn all the parts,be able to label them and draw them. Then you're going to learnand write a research paper about the history of bike riding. All the important elements,the adventure, the development of bikes. And at the end of that,you're going to take a final examination. If you pass and get an A,you can ride a bike. (laughter) At five years old,I think I would've said, "Never mind, I'll just walk."
This is exactly what we do to children. We put them in a classroom and tell them, "This is what I want you to learn.It's important. Do it." And kids know that it's not true, that we don't really valuelearning this way. So no wonder they're disruptive,or bored, or disengaged. Kids want us to be teachersthat aren't teachers. I want to tell you a story about Yvette. "A great teacher understandsthat they have a life outside of school." They really do.
They want us to knowthat their life in school is way more differentthan the life outside of school. I just thought, "Well,how hard is your life? Your job is to do school;my job is to teach." Yvette was a tough student, She was feisty, and she hadan infamous reputation. She walked aroundwith a jacket to prove it. Whenever she walked around,the kids would follow. She would come in and sitin the front row and lean just so that she can haveeye contact to intimidate me.
She would call me "mister"and not even use my full name. When she'd get up to go to the bathroom,all the girls would follow. Eventually, I learnt from Yvettewhat she needed to learn. And I thought I becamepretty good at what I was doing. I noticed one day, she stoppedturning in her homework. She had become a great leaderin the classroom: she turned in her homework,she participated in class; she actually was quite good. So when this happened,I was surprised. So I went up to her and said,"Yvette, I'm very disappointed in you." She said, "I know mister; I'm sorry." "I expect it turned in tomorrow."
Tomorrow came, and just a few sheetsof unfinished work were turned in. I also went up to her and said,"Yvette, this is disappointing." She said, "I normally domy homework in the bathroom because it's the quietestplace in my house, but this week the electricitywas turned off, and it's dark in there. I had a candle, but it burned out. And I'm sorry." She gazed down, not her prideful self. I had missed the point. I had not listened when she said,"I'm trying, mister." I heard the words, but I didn't listen. Great teachers noticewhen there's a struggle. They don't make assumptionsabout what kids can and cannot do. They wait and watch,and they rescue them when they're stuck. Good teachers hear them,but they don't listen. I'll never forget Yvette,and I'm grateful because whenever I seean answer of a student like that, I remember her, and I listen.
A great teacher sings, This was the most perplexing answerI think I ever received. It happened every year for ten years;at least one student would put this. "A great teacher sings." What are they talking about? I can't sing. So I started thinking,"Wait a second. What do they mean?" It wasn't until Danny turned it inas one of his responses. He was the class clown. You know he was the onethat when we took the class picture, he put ear fingers behind your head. He would make facesat me during lectures so I would laugh. Everything was a joke to Danny. So, when he turned in his responses, and they were all seriousand actually really good, I was surprised when thisshowed up in the middle. But I knew there was something to it;I just didn't know what. So the next day,I put the agenda on the board, listing all the activities of the day,the expectations, and the homework. And instead of actually reading them,very seriously, I sang, in an operatic style, big as I could. The eyes of the students were wide,their mouths dropped.
But you know what happenedat the end of that? I expected pointing and laughing. But the classroom eruptedin cheers and applause. There was a standing ovation. I could not believe it. At the end of class, they walked out,gave me high fives and handshakes, and here came Danny. He walked in, and he leaned in,and patted me on the shoulder, and said, "I told you a great teacher sings." . Great teachers make themselves humble before their students.
They take risks. They put aside their fear to try. They trust that they are goingto be supported if they fail. But they don't see this;they see experts, remember? Content experts. What if we hire teachers not to be deep understandersof content, knowledge keepers, but deep understanders of students? How our schoolswould change and transform? But it's no wonder students don't careor that teachers don't really listen. Because they have never been taught. But what if we did listen?
You see, we spend three yearsof a student's life, teaching students to read. About 12 years of those students' lives,teaching them to write. Maybe if they're lucky,they get a semester or half a year learning to public speak. But they get virtual zero yearsof formal listening instruction. Zero.
Think about it. When was the last timeyou were at a dinner party, and someone asked a question:"So what do you do for a living?" and the response was,"Oh, I'm a listening teacher. I teach advanced listeningat the high school events, listening communications,or beginning listener for elementary?" We don't hear this.
Because we just don't believethat in schools it's important, though in the world, listening is one of the number one skillsessential for business and life. And we just don't teach it. We need to listen to our students. In our classrooms are the future. The Maya Angelous, the Mother Theresas,the Elon Musks of the world.
And can you imagine if we took the time to ask those students,"What would make a good teacher great?" and then we actually listened, we could transform schools and education.
Thank you....
