ļ»æEpisode Description:
There's a common misconception (mostly from outside of education) that teachers are merely 'deliverers of content,' and even worse, 'babysitters.'
This episode takes those notions apart, and explores why teachers and all educators are actually creatives.
The work of a successful teacher takes immense creativity. Designing engaging work for students, having the ability to constantly improvise, overcoming obstacles and barriers, and crafting a space or setting for others to flourish are among the many daily tasks of a teacher.
In the first episode ever of The Epic Classroom podcast, we define the creativity of teachers and explore how to adopt that mindset in your work.
Hello and welcome to the first episode ever of the Epic classroom podcast. My name is Trevor Muir, and as a former high school and middle school teacher, as well as a college professor of future teachers, but also a dad who sends his kids to school, I realize how profoundly important school is. I mean, our education experience is a huge part of our entire lives! The majority of our childhoods are spent within the walls of schools. Itās where we learn to socialize, and develop confidence, and learn to read and write and solve problems. And those experiences, and the people who help design and lead them, have a huge role shaping us into who we are the rest of our lives. School is impactful, and therefore, school should be epic.
Listen, Iāll be the first to admit that the term EPIC is a little outdated. I think young people stopped using it the same year that NSYNC broke up. But I still like it. My first book is called The Epic Classroom, and itās still the name of my Facebook and Instagram accounts. And now itās the name of my podcast, because to me EPIC isnāt just an outdated way of saying something is awesome or mind blowing. Like, āThat was an epic party man.ā I mean I do think school should sometimes be awesome and mind-blowing. I think it should sometimes be fun and exciting. Iām all about the classroom sometimes being epic in that sort of way. But not what I usually mean when I say epic classroom. The word epic also means story. And I love a good story. I like telling them, and hearing them, and living them. And I think school and learning and teaching should be epic. It should be a story people remember, are shaped by, are moved into action because of. So thatās what this podcast is about: How do we as educators live into this story weāre a part of, and help our students do the same? Each episode I share ideas, stories, and inspiration for creating and leading a more memorable and transformational classroom, one that is epic. So letās do this. Episode 1 of The Epic Classroom podcast.
So I became a teacher mainly because of the tremendous impact several teachers had on developing me into who I am today. My hope was that I could have that same impact on my students, not just in becoming knowledgeable learners (which the great teachers of my past always strived for with me), but also because of how they taught me to become a better person.
And so I enrolled in an education program at a local college. I took classes all about understanding education theory, creating assessments, managing the classroom, understanding content standards, and all the subjects that fit the job description of a āgood teacher.ā Upon graduation from the program, I was well-versed in education theory; understanding cognitive constructivism, and could write a mean essay on behaviorism as a classroom management plan. I felt I was well-equipped to step into the classroom and put these theories and ideas into practice.
And then in my first week of teaching, a student told me that sheād been recently abused at home, and nothing in my teacher preparation program told me how to handle that conversation.
The first content standards I had to teach were on literature, and so I thought Iād have my students read The Great Gatsby, and weād just have a bunch of deep conversations about the novel like the ones my friends and I would have in college.
If youāve taught high school language arts before, you can guess how that unit turned out.
I had a strong set of ideals and believed I could subvert the system and avoid teaching certain content standards. The real world does not expect students to know MLA format, so why should I?
Unfortunately, my principal, as well as state testing, did not agree. So much for being a rebel in year one.
I often had to yell to get students to be quiet.
I didnāt know how to respond to disgruntled parents.
I was overloaded with work to bring home.
I had no idea how to say no to other teachers, administrators, and parents who requested extra work of me.
And frankly, my lessons were boring.
This was my first year of teaching. Sound familiar?
I learned quickly in this first year that all of the textbooks, classes, and research papers on teaching will not adequately prepare you for the real thing. I had this notion that the work of teachers was formulaic, and that if I could just follow a simple process, I could be one of those great, memorable teachers. However, Iāve learned since that those great teachers of my past hardly had a simple formula that they followed.
Finding the words for a student who shares about being abused can only come from wisdom and experience. Discovering a way to take a set of content standards, which at first glance can look boring and insignificant to a student (and teacher), and crafting them into an engaging and meaningful experience is not something that simply can be taught.
The truth is, there is a stigma that teachers are merely deliverers of content. First the teacher masters the content themselves, then gives it to students. The object is for students to retain that content long enough to demonstrate their understanding, and then discard it so that the teacher can deliver more. According to this stigma which has dominated the collective consciousness for over a century, everything revolves around this ādelivery model.ā Classroom management equates to having a quiet class that allows the teacher to deliver. Lesson planning is about devising effective delivery. Assessment is about measuring that effectiveness. Professional development is about improving your delivery skills.
Teachers are so much more than content-deliverers.
When I was a student, I thought of most of my teachers as content deliverers. From Ben Steinās character in Ferris Beullerās Day Off (Buellerā¦ Bueller), to the teacher on Charlie Brown (WA WA WA), teachers have been labeled in media as deliverers. I was trained throughout my education program in college to deliver. And frankly, after years of teaching, I still often slip into the mindset that my job is simply to deliver.
However, I learned in my first year of teaching, and every day since, that teachers are far from just being mere deliverers of content.
Teachers are creatives.
The work of a successful teacher takes immense creativity. Designing engaging work for students, having the ability to constantly improvise, overcoming obstacles and barriers, and crafting a space or setting for others to flourish are among the many daily tasks of a teacher. Creativity by definition requires that something be brought into existence. Whether crafting original lectures, designing curriculum, or having a certain look to bring thirty students to silence, the work of a teacher is creative and original.
Itās very easy to look at teachers who do big and elaborate projects with their students and think that they are the ācreative teachers.ā And yes, we can use them as models and examples of what we want to strive for. But donāt let those aspirations negate this fact:
What you already do as a teacher is creative work.
I donāt care if you subscribe to a more traditional model of teaching and have your students sit in rows and use textbooks, the work you do is creative. If you teach reading to 1st graders, you are doing creative work. If you coach soccer and have to decide on the best drills for your team to practice, you are being creative. If you work at a university and give one hour lectures five times a week, and you spend time crafting those lectures into a format you believe your students are understanding, you are creative.
Of course I think we should take this creative energy and utilize it to make learning as effective as possible, and that might mean shedding some of those traditional practices that do not engage and inspire learning.
But thatās for another episode.
This one is about the undeniable fact that teaching is a creative profession. And if teachers adopt the mindset of a designer; someone who creates compelling experiences for their students, they might just be blown away by what they can create.
In this very difficult, unsettling, and unknown chapter of being an educator- this time of teaching during a pandemic, we need to draw on our creativity now more than ever. It feels like student apathy is at an all-time high, and student engagement is so difficult to come by. And of course there are external factors that need to change for some of this work to become easier. It would help if the pandemic would end, but also with Educators could get more support from society at Large, but I also think we need to lean on our own creativity more and more. That's what I want to explore in the next few podcasts. concrete ideas to create learning experiences that engage students right now in this moment. How do we get them to want to learn in our classrooms? How can I use my creativity to design learning experiences that my students want to be a part of despite the challenges of distance learning, or disrupted learning? But also, how do I create learning experiences that I'm excited about during this time? So that's what we are going to talk about next time.
And that's it we did it. Episode 1 of the Epic classroom podcast is in the books! Thanks so much for listening and I hope you will share this with any of your friends, whether they are Educators or not, and invite them to be a part of the conversation. Also take a second to leave a review of the podcast. Those early reviews will help so much the helping this thing grow and allowing more people to hear it. Lastly, thank you, whatever you do in schools and for kids, For your important work. In these times of disruption and even chaos, you are helping bring stability, and Challenge, and wonder to students, and the importance of that cannot be overstated. See you next time.
