That
was the best advice I ever learned, the most empowering message I ever received as a teacher, and
it came from one of my teaching colleagues, Bryan Marvis.
In
the midst of a day-long misery of classes in a workshop designed to teach us
yet another new method of writing performance goals and student objectives (which
came along every ten years, torturous state mandates designed to waste time
better spent in the actual act of teaching), Bryan burst from a classroom into
the hallway where I was chatting with another colleague.
“What
are you doing?” I asked, because he was a dedicated and excellent teacher and I
was surprised to see him not involved in every second of what the district had
planned for us that day.
“I
told my superintendent that my time is valuable and if any session I attend is
not valuable or well-presented, I’ll be walking out to do something more useful
with my time.”
Wow! Up until that time, while I’d felt the same
way, I’d never actually got up and left.
Wouldn’t I be considered impolite?
Wouldn’t I get in trouble should my principal hear about my actions?
Bryan
taught me that the action goes both ways.
A teacher owes it to his or her class to be prepared, informative, and
structured. Every step of a new learning needs to be presented and measured
before the next step is taken. And while every teacher had to take a methods
class so we’d know how to teach to a variety of learning styles, the “experts”
brought in to instruct us adults rarely used any method other than the “read
the overhead transparency while I say it aloud” method.
Since that day, I have left workshops, sessions and classes if they did not deliver
what their advertising said they would. I’ve left if the teacher did not employ
several learning-style methods. If the instructor was not structured, telling
me where we were going and where we’d end up. If the educator clearly did not
know his subject matter or blew off questions asked by students.
I
hold the firm belief that if a person is going to teach a class of any subject
matter, he or she needs to know how to employ all methods of learning styles
and multiple intelligences. At the very
least, he or she needs to tell the students what they will accomplish during
the class, what the final outcome will be, and the steps it will take to get
there.
At
first, I felt I needed to make up a reason for leaving a session, such as
simulating an uncontrollable cough or intense need for the restroom. Often I said, “Excuse me,” as I went. Later, I felt such untruth was not fair. The
person in charge needed to know he or she was lacking in some way, otherwise
how would subsequent change occur? Now,
I just go.
And
that’s what my husband and I did last Saturday after enduring 2 and ½ hours of
a workshop we hoped would improve as it went along. Who was it who said hope is
nectar in a sieve?
“Winging
it” is not an acceptable teaching method.
Neither is rambling. Neither is rampant self-promotion or story after
story about oneself. If the announcement of your class promised learning the
specifics you need to know in your chosen career, let’s say, how to set up a
blog, how to use Facebook and Linked In to market yourself as a writer and how to tweet,
then those are the exact things your attendees are there to learn. Each person
should know how to do that at the end of the workshop.
We
had arrived at the hour the workshop was to begin only to find it in session
and the section we’d signed up for set an hour ahead. We left to explore a section of town about
which we knew nothing except that I’d lived there until the age of three and
where my house had been was now an industrial warehouse. We drove about and got turned around in our
discoveries. We made it back to the
appointed spot five minutes late but it didn’t seem to matter. The part we’d come for had already started at
some point earlier. People got up to make tea or have coffee or use the
restroom when we came in and a few minutes later we all settled in for the rest
of the workshop where we would be taught what we'd come for.
Only teaching never occurred. We were shown (the only teaching device of the entire workshop) on a computer screen a curve
that was supposed to show us that if we weren’t famous, our blogs would never
be read by very many people anyway. That
was mighty inspiring. Then the entire
class was not shown how to develop a blog.
But if we really wanted to write one, we were given the name of two blog hosts and it took other class members
to mention several more.
After
an hour I used the restroom again. I
couldn’t sit there surrounded by emptiness of fact any longer. I came back and it was as if I had not
left. Nothing was still happening. Then I checked my e-mail accounts and
Facebook, not so surreptitiously.
Nothing was still happening. The
woman at the end of the table sitting between my husband and I was furiously
typing through all of this, probably creating two or three chapters on her next
novel. Once she instructed the
instructor on some point the instructor misconstrued.
When
attendees asked specific questions as outlined in the advertising matter, the
instructor either blew them off saying an e-mail with that information would be
sent, or telling them they really didn’t need to know that aspect of social
media to be successful.
We
moved on to the topic of Facebook, and attendees were not shown how to set up a
Facebook account or use it for marketing. My husband left to use the restroom. Because a student asked a specific question
about privacy, another student showed her the settings cog so some did learn
about that.
Someone
asked about Linked In and we were all told it really wouldn’t help us at all
since that was for business. Even though, for some of the people in attendance, writing IS their business.
Another
asked about Twitter and was told that tweeting wasn’t important in spreading
the word about our books. In other words, according to the instructor, everything
every person came to learn how to do in order to market their books, as
advertised, was not necessary and was not taught.
I
looked at my husband. He looked at me.
We both nodded, gathered our empty notepads, rose from our chairs, and
departed. We gave it the old Bryan Marvis play. We agreed the best part of the
whole afternoon was the town tour we'd given ourselves and the lovely building in which the workshop was housed.
Bless
those other attendees who, like us, paid their $70 to learn not much of anything. I want to tell them not to give up and to
keep their ear out for someone who really CAN teach them what they want and
need to know. But if they choose another session where nothing is being taught
by someone with negligible teaching skills, I hope they get up, gather up their
belongings, and leave.
As
for Bryan, he was a great teacher.