[One of the cool things about being willing to talk through what you actually think about teaching is that sometimes you stumble across new ways of thinking about the things you think. This post stems from one of those conversations.]
Anyone who has ever heard me talk about what I believe about teaching has probably heard me talk about the difference between the statement, “I teach English,” and “I teach kids English.” It is at the core of what I believe about how we can make schools more caring, human places. Most of the time, we talk about this in terms of how this can make school so much more powerful for kids, but it’s also an idea that can make school so much more powerful for the adults as well.
One of the things that we worry about in our profession is teacher burn-out. It’s real. The job is exhausting, and there are any number of factors that can cause teachers to lose their effectiveness and lose their passion. One of those reasons is that it can be very difficult to keep finding the energy to teach the same thing over and over again for a forty-year career. And if you think of your teaching as “subject first,” not “student first,” maintaining love of the subject can get really hard. But our students are forever new, often (to me) fascinating, and as infinitely variable as we can imagine. When we focus on always learning who are students are as the first and most important thing we do, we can find one more way to sustain our energy for the work we do.