Exceptional Professional Development

Yesterday I enjoyed some of the very best professional development in my career  — and I didn’t even leave the school building!  It began with a short meeting with two art teachers, Cindy Bryan and Bill Eby.

As the meeting ended, I asked them about their own art work.  Cindy showed me a picture she demonstrated with in class.  Bill invited me into his classroom to see his current colored pencil drawing.

As he pulled it out of his portfolio, he was surrounded by students.  “Did you get any more done last night?” one asked him.

He smiled and said, “Yes, I did work on it.”   Then he pulled it out for us to see.  As I admired his work, I noticed his students were all getting ready for the day.  They seemed to have a sense of purpose.  Some were chatting with him, others were gathering supplies.  All were glad to be there.

Leaving his classroom, I reflected on what I observed and considered how it could apply to teaching writing.  Soon I was in a Building Trades classroom with Jamie McAdams.  The bell rang and he began with a lesson. He used student work as a model in his lesson.  In less than ten minutes, his class had their projects out and were working independently.  He gave them time to settle in to their work and then he began conferring with students.

One student was ready to move on, past the rest of the class.  Jamie helped him.  Another student was working on a jig, but having a difficult time.  Jamie modeled, observed, and checked back many times throughout the class.  He helped him work through the tough spots any time he asked (and even when he didn’t).  Between conferences, Jamie would observe his students’ work.  He noticed a problem and met with the group to reteach.

As I stood in this classroom which looks and smells so differently than the writing classrooms I spend my days in, I again began to reflect on my practice as a teacher.There was much I could apply to my own teaching.  It didn’t take me long to realize in the first 90 minutes of Tuesday morning I was changed as an educator.  I became a better teacher.

Through Bill, Cindy, and Jamie, I’ve come to realize:

• They know their trade.  Bill and Cindy are artists.  Jamie builds.  Since they are engaged in the process they expect of their students, they are able to instruct much more efficiently.  What a disadvantage writing teachers are at when they don’t engage regularly in writing.  I’m going to share my writing with students this week.
• Since they have an “insider’s knowledge,” they know what to affirm in their students, as well as how to help them refine their work.  Encouragement is important, but it needs to be authentic and genuine.  Because they are artists and a builder, they know how to affirm their students in meaningful ways.  I’ve challenged myself to give more authentic encouragement to the writers in my classroom.
• It’s okay to return to a student many times within a class period. Sometimes I feel so much pressure to confer with students, I get harried and rushed.  Jamie reminded me to slow down and just talk with students.  Today I was more intentional about listening (really listening) and talking as one writer to another.
• Humor is a very good thing . . . especially when there’s not sarcasm attached.  People feel more at ease when they are able to laugh.  I’m going to be less serious.
• In all the classrooms, students seemed content.  Sure, some may have been a little grumpy or walking around with a chip on their shoulders, but over all a feeling of calmness and contentedness settled over the classrooms.  I think this is because students felt valued and were engaged in worthwhile projects. Also, Jamie didn’t rush his students.  I’m going to remove this word from my teaching vocabulary:  “Quickly . . . “
• Workshop teaching is good instruction.  A short, direct lesson; lots of work time with the opportunity for individual attention; and a bit of sharing at the end are enough.  I’m going to give students more time to work as writers.
• Collaboration is important.  We should talk more about our teaching practices and observe each other more often.  We ought to reflect together — grow together.  Collaboration is bigger than talking with people at the same grade level or in the same department. Collaboration is working with others who want to refine the art of teaching.  Collaboration is necessary for growth.
• I’m beginning to think Writing Workshop teachers should observe teachers who live in a “workshop” day in and day out.  Vocational classes and art classes are treasure boxes just waiting to be opened.