Teach education

Reflections of an IB science teacher

You are what you teach

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I am a science teacher. I represent science to roughly 210 teenagers.

I’ve carefully selected that word, represent. Because that’s exactly what I do and if you teach a subject in a secondary school somewhere, that’s exactly what you do, too.

To date I’ve taught at five different schools and at every school I have seen a wide variety of ways in which the teacher-student relationship is bridged by the teacher. These range from grossly over-friendly, through professionally distant, to downright vindictive bullying. Today I’m going to talk about how our current perspective on the dangers of misjudging this is leading the majority of teachers (perhaps yourself included) towards doing a disservice to their subject and their student’s progression.

Let’s look at the scale I mentioned earlier. When we create a relationship with our class we have to place ourselves somewhere on the scale between what our students might refer to as total nice guy and total jerk.

You are what you teach

We all know at least one teacher that we’ve encountered that is regarded by the majority of his or her students as a totally nice person. It might even be you. And in my experience, this is one of the healthiest relationships a teacher is able to develop between himself or herself and his or her students.

However, there is a wobbly line of appropriateness between what constitutes acceptable behavior with your students, and what constitutes inappropriate behavior with your students. In my PGCE studies it was drilled into us to stay as far away from that line as possible because even the most innocent of toes across that line can be career ending. The media have done a fantastic job at reporting some stellar incidents in which this line has been unwittingly crossed by a teacher that wanted to do right by his or her students and ended up hung up to dry by vindictive students, parents and/or schools.

As a result we are seeing teachers clambering towards the other side of the scale and taking safe refuge in the category of “total jerk”. This might not be the person we want to be, but it’s a professional entity that keeps our students on track. It keeps them quiet when we’re talking, it cuts down students second guessing you and it damn sure sees that activity  is completed in the allotted 20 minutes you have in your lesson plan.

But we’re forgetting one thing. One simple, crucial point that becomes obvious if we just consider our students for a moment. Most of our students don’t come to our lessons because they have an innate interest in what it is that we’re teaching. In fact, at the beginning of secondary schools the majority of our students won’t be able to produce a succinct and accurate description of our subject. No, our subject is an alien entity to our students and it has but one representative. You.

You are most likely the student’s first contact with what an expert at your subject is. And now I ask you this: if everyone who enjoyed and excelled at your subject was like you, then how would you generalize people who like your subject? Angry? Impatient? Total jerks? …actually human!? To put this blog’s message into a single bitesize sentence:

We must never underestimate the level at which we represent what our subject is and what those that are good at our subject are like.

So the next time you step into your classroom and walk among your students, remember that, whether you like it or not, you’re being a role model.


Author: mrcopeland

Whilst I believe that there is a common core of knowledge that is necessary for academic conjecture to take place, I still think that there is plenty of room for progressivism in education. My pedagogical approach centres on guiding and motivating students to become independent academics and global citizens so that they have the tools they need to both succeed within, and shape for the better, an uncertain future. I believe that we are in a golden age of support in education, with a wealth of educational professionals willing to collaborate across the world and countless technologies for education being provided all the time we are in a position to achieve a new standard of education. By blending our learning structures and using tools for AFL to support and guide scaffoldings for inquiry, we are for the first time in a position to offer a classroom that is truly differentiated and flexible to every student’s needs. This flexibility gives space for students to express themselves and use creativity in their approaches, to develop important social and professional skill sets and to be guided by inspiration and inquiry. This subsequently allows students to take ownership of not just their education but their position in the world, allowing them to develop into true global citizens.

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