All day long I’ve carried this thing
Now the 6th period bell is fixing to ring
Text note, class notes and book work too
All this work is just too much to do.
A reasonable facsimile of the above poem was written by me and published in our school’s student magazine. I couldn’t find the original. This is just the part that stuck in my head. I was in 12th grade. Yes, I got an A. Obviously, the poem wasn’t featured because I was a brilliant poet. It was universally accepted because it paid tribute to a history teacher who was loved (or hated) by all.
This teacher didn’t lecture; his class notes were all projected on the wall and available in the library. There were whole class periods in which the only sound that was heard in the class was the scratch of lead pencils frantically copying each word. All of his students had three ring binders that were separated into sections. In one section, was a word-for-word transcription of his “lecture notes.” In a second section, each student was required to read their textbook and write a synopsis of what came under each section. In a third section, we had to write out and answer all the questions included at the end of the chapter. Last, we always had a special project to do. I liked to call them busy work. Once, I know we had to list all the first lady’s names. The journal itself was called a “learning journal.” I wasn’t learning.
I thought I hated history! What I really hate is textbooks. History should be told just like a story with an interesting plot, characters who aren’t one dimensional — very good or just plain evil and a setting in which the culture (and its impact on the story) is well defined. My 12th-grade history class was far from interesting to me. I was mostly bored and baffled. Why was I baffled? The day before the multiple guess test, this teacher had the entire test (and the correct answers) available for the students to review. He had each question on an overhead! Well, he had all the A, B, C and D choices on an overhead anyway. The actual questions were not on overhead. He had tape recorded the test questions. At the beginning of class he handed out color wheels. You know, A is blue, B is green… He would start the tape and we would hear his disembodied voice slowly read the test question and then state, “Select the correct answer from the available choices.” After a brief pause that allowed us to read the responses and turn the color wheel to display the appropriate answer, the voice would say, “Ready, respond!” At this, every student was to hold up their color wheel displaying their answer and the voice would say, “The correct choice is…” We would practice the test three, sometimes four, times. The next day we were given the exact same test! I can honestly say my brain dumped everything I had “learned” on a the subject within 72 hours of spitting it out on the test blank. What was the point?
For many years, I would have counted him as my worst teacher.
It is easy to look at other people and assume their failings are related to incompetency. Do we hold ourselves to the same standard? Would I judge the the same failings in me as incompetency? Because, life has a way of improving vision. At 17, I didn’t know that I would one day teach too. I taught nursing. The contents of the state boards became the standards that I taught to. If our pass rate was low, our school would lose its accreditation; I would lose my job. I had very little control over the text book I selected; they were all the same anyway. The books were written to cover everything on the test. Students, accustomed to being taught to pass a test, expected and asked to be given what they needed to study. I bristled.
These “middle-skilled” jobs include registered nurses, dental hygienists, construction managers and electricians. ~ Four Years of College Isn’t for Everyone, Harvard Study Says
I am probably biased, but I don’t see nursing as a middle skilled job. This doesn’t mean I think all nurses need a four-year degree; the program I taught in was two-year program. But, there is a lot of critical thinking that goes into decisions made by nurses. Bad nurses kill people. As a patient, I would never want a middle skilled nurse. As an instructor I told my students that, if I were ever lying in the bed and looked up and saw their face, I never wanted to think, “Oh no. Not her!”
I had been a bedside nurse. No one went over the “test” with me in the days or minutes before a shift. I just showed up and found a client laying in bed without a blood pressure. There weren’t multiple choice responses to guide me through my decision making process either. I just had to know physiology and pathophysiology, and possess good assessment skills and the respect of the physicians I worked with. I had been a manager. I walked in one morning and found that a patient had a respiratory rate of 4 all night. Normal is 12-20. The nurse never called the physician. She never even tried to wake up the “sleeping” patient to see if his brain like being deprived of oxygen all night. She just wrote 4 on his vital sign record, over and over. I was a clinical nurse specialist when a transcription error resulted in a nurse giving a patient 10 times the amount of insulin the doctor had ordered. She had to fill three syringes and give three injections in order to comply with what she thought was the order. She admitted she had never had to give even two syringes of insulin before. But, it never occurred to her to stop and question the order. The nurse needed to be taken away from the bedside and given remedial training. Instead, the hospital revised how it transcribed orders and what abbreviations were acceptable in medical records. I wanted to tell every student (and I sometimes did), “The test you have to pass isn’t the next test in this course or the state board. You pass the test when you don’t kill anyone.” When I refused to teach the test, my student evaluations suffered.
Despite my misgivings, my teaching strategies slowly morphed. When I started teaching, I assumed students would come to class having read their assignments and be ready to learn. I used case scenarios to teach the information. But, the adult learners didn’t come to class prepared. I couldn’t count on even half the class having read the assignment before coming to class. No longer case-study driven, my lectures reflected the order of the textbooks. I made handouts for the students. Each handout started with a measurable objective and a sample, multiple choice question with the answer and rationale. The notes themselves were in two columns. The left hand column was for class notes. The right hand column, was essentially the text book in bullet format. I asked the students to bring a highlighter and highlight the text book items I repeated in class and take notes on the things I added that weren’t well covered in the text. I encouraged the students to star the things that had been presented to them both in writing and orally. That was what I thought was important and what I would be testing. Grades on the tests went up. Student evaluations went up. My perception of myself as a teacher fell. The only “teaching” I did was when my students were in clinical. The students were pulled away from patient care areas for post-clinical conferences. A part of an 8-hour day, divided by 8-10 students doesn’t give much one-on-one time. But, I had earned those few minutes by putting up with all the rest.
My history teacher did the same thing. He didn’t teach us history. But, he earned a place in our life by going through the motions. Because, while I didn’t learn history, I did learn. He taught us not to take news stories at face value. He taught us to read critically. He did this by discussing current events. He asked our opinions and was genuinely interested in what we thought. He was the adviser for our school’s debate team and got all giddy about making us think about (and articulate) why we believed what we believed. No matter what side of the issue the class took, he argued the other. Looking back, he was the first teacher to encourage me to begin thinking critically about any topic. And, I wonder, “Did he hate ‘teaching’ as much as I did?”
I home school now. I do it so my kids can come along side me and learn how to live. We get a little math, English and history along the way. Our state mandates that home educated students be evaluated every year on a norm referenced standardized test. Lord, give me what it takes to not teach to the test.
dailypost:Topic: describe the worst teacher you ever had