During my last week at Goshen High School, I observed four
master teachers in a spectrum of different classes. Throughout my observations,
I noted a number of masterful teaching practices that build upon what I have
experienced in my own classroom. Marci Husek
co-teaches American Experience, a combined English and History class that
serves as a stepping-stone to college preparatory classes. Theresa Collins teaches Theory of Knowledge, a required class for
students going for the full IB diploma, along with Carl Weaver. Dave Wilson teaches Genetics &
Ethics, a mid-level science class for upperclassmen. Laura Younghans, a first-year teacher who attended GHS in high
school, teaches Focused English for sophomores. Rather than addressing each
teacher and speaking to their individual strengths, I will describe the
similarities common among all of these great educators.
Upon entering all of these classrooms, I noticed the rapport and community that master teachers
build with their students. All
four of the master educators I observed have built safe places in their classrooms. All four knew their students and
used names as often as possible. Marci started her class by telling a story
about her youngest son, and talking conversationally with students. Dave started class by proclaiming how
wonderful a day it was and how he was so glad to see everyone—and his
enthusiasm was genuine. Laura talked quietly with a few girls before the bell
rang. The students initiated the conversation, and Laura showed them respect by
putting down her papers and really paying attention to them. Similarly, before
Theresa’s class started, she checked in with two students who have a project
due in another class. Theresa showed care and a personal connection by knowing
her students and addressing their fears about the assignment. She then began
class by checking in with all students by asking about their day so far. It is
evident that the students feel safe and comfortable in the classroom and that a
sense of community has been built there.
I observed in English, science, theory, and history classes.
In every single one of these classes, I saw teachers integrating objectives and goals seamlessly and naturally into the
class period. Laura displayed her objectives during students’ independent
reading time, which gave wandering eyes something to read. Before diving into
content, she read over them and explained how each would be answered in the
class. Theresa showed a guiding question on her board, and explained to
students that today they would be addressing an IB objective that could be answered
by addressing the ethics-related question. In Genetics & Ethics, Dave
seamlessly integrated objectives throughout the class period. He began the
class by covering the objectives and answering “Why?” He explained to students
why they were learning what they were learning, how it related to the class as
a whole, and why it mattered in their lives. Throughout the class, Dave
returned to the list of objectives as each one was completed, and took time to
remind students of the next objective that would be covered. The ease and grace
Dave showed in complying with state standards while maintaining a natural flow
in his classroom proved to be extremely effective and held students’ attention.
To end, I want to address what I found to be the most masterful
aspect of each teacher’s practice: the obvious joy and enthusiasm shown for subject matter. Marci shows her
enthusiasm subtly through her constant smile and how she prefaces new ideas or
facts with phrases such as “Now this is interesting” or “Girls, you might think
about how this relates to your own lives” or “I wish we still used these kinds
of words today!” Laura and Theresa both show their joy of learning and
enthusiasm for their content through their presentation of information. Both
women show that planning and enthusiasm must be used together to create a
lesson that will run smoothly and keep students interested. Dave shows his
obvious joy through his stream of science-related jokes, his excited pacing,
and the connections he makes to students’ real lives. In each classroom, the
teacher’s joy and enthusiasm for the subject is evident. This attitude seems to
ensure interesting and filled classes, and encourages students to seek the same
level of engagement.
Overall, observing these master teachers taught me that it
is possible to adhere to state standards and school expectation while
maintaining a clear and evident love for what they do. These teachers are all
living out their calling, not just working at their jobs.
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