What is Teaching?

I know, you saw this and thought the answer is obvious.  That’s part of the problem.  We all assume we can teach because we went to school.  That’s such fascinating logic to me because we don’t do that with other professions.  We don’t say that we can be surgeons because we’ve successfully had a surgery done to us.  Yet, we think we can teach when we’ve been taught.

Part of understanding what teaching is, is understanding what knowledge is and what “smart” is.  

A lot of people and students think “smart” is something performance-based.  Smart people can do math quickly in their heads.  Smart people spell everything correctly.  Smart people can predict trends and human behavior without effort.  In this case, if the role of teachers was to teach students to do that, to be smart, then there isn’t much to do.  Doing math quickly is a matter of practice.  So is spelling correctly.  Why do you need a person to help with that?  Since we don’t think we need a person to do that, we don’t think that role requires much training, and therefore, not much pay.  

In twenty-five years, I’ve encountered these people every day.  They interrupt a fascinating discussion because someone mispronounced a word.  They dismiss the Humanities and social sciences when there isn’t much math involved. They also dismiss math when they’ve memorized a formula.  Consider how “smart” people have done a lot of damage with their smarts.

Teaching has nothing to do with being smart, becoming smart, or activating an inherent smart in students who would otherwise not have a chance.  This is because this definition is static, as if there is a definite goal or marker.  If we consider learning to be a life-long practice, we understand teaching much differently.  

Teaching is a science and art that only a human being can do.  As we navigate a classroom, we change our stance, tone, and strategy to ensure everyone is getting what they need.

Teaching uses content to teach empathy, logic, and meaning.  Teaching is more interested in building these skills than memorization.  

Teaching urges students to be effective communicators, in writing, listening, and speaking.  

Sometimes when people ask me what I teach, I want to say that it depends on who is in the room.  I want to say that my first term is focused on data-collection because I’m trying to figure out who is in the room and how they can grow.  I’m also trying to figure out how I can grow with them and the things I can put into practice and how I’ll build empathy for them and myself.  

But I typically just say, “History.”