I’d like to think I am a better teacher than I was say 10 or even 5 years ago. I’d like to think that every year I continue to improve. I’m sure that’s not always the case, and that some years I stagnate. I’m ok with that if my overall trajectory is up, which I think (and hope) it is. As I came to realise some years ago, after a certain point it takes a lot of time and conscious effort to make significant improvements to your practice. It’s bit by bit rather than wholesale.
Having a lighter timetable than some probably helps my development in the classroom. Not because I have an abundance of time to pontificate – I really don’t – but because teaching fewer classes makes it easier to retain a clearer focus on the change to my practice I am making and the impact it is having on my students. I have more bandwidth to make sense of my classroom.
I deliberately refer to change in the singular. Isolating just one variable in teaching, consciously honing it in light of feedback, is hard enough, let along managing multiple changes at once. I’m envious of those who seem able to pick up a new idea and run with it immediately. I prefer to see if the thing I’m working on really is making a difference, and to give it the time and space it needs to work. I also find it difficult to turn successes into habitual practice.
I’ve written before about our approach to professional learning, and the way that we set ourselves classroom-based targets at appraisal – one an overt craft goal; the other an inquiry question. We’ve moved this process on quite a bit since that blog, but the essence of our approach remains the same. We identify one pedagogical goal to work on with an instructional coach, and one question about an aspect of student learning that we undertake through disciplined inquiry.
This year my pedagogical goal is to improve my modelling of sentence structures to aid students’ analytical writing. It may seem odd that I’ve chosen to focus on what you’d think would be bread and butter for an English teacher. What makes it even more perplexing is that I’ve written on this topic before and spoken about developing sentence structures at conferences!
The thing is: whilst I think I’m much better at teaching students to write good sentences and helping them turn their good sentences into good paragraphs, I still don’t think I’m quite good enough. There is still a lot more I can do to help my students set up their ideas, move between their points and introduce and engage with judicious secondary material.
There are doubtless other things I could be working on, but I want to stick with the modelling and deconstruction of sentence structures. Too often we set ourselves improvement targets – whether formally or more personally – and we move to something new before we have truly honed the change or habituliased it into a daily routine. The emphasis is for breadth, not depth.
So, this year I am keeping the main thing the main thing. I am going to build on the gains I’ve already made in this area and make a conscious effort to identity a couple of techniques that I can add to my armoury every time I teach writing. Small little sustainable moves that will have a big impact on my students’ writing, and that I can perhaps share with my colleagues when I am ‘sure’ that they work.
I want to write about my efforts on this blog and to share any successes or failures. I may not get around to doing this, of course, but the intent is there. And after all, it’s the thought that counts. I will call blogs relating to this focus ‘Developing Great Writing’, so you can choose to read about them or not if you want.
Wish me luck.