Adventures in Education: One Teacher's True Story - Stephen T. Doyle

Adventures in Education: One Teacher's True Story (eBook)

Stephen T. Doyle (Autor)

eBook Download: EPUB

2023 | 1. Auflage
184 Seiten
Bookbaby (Verlag)
979-8-218-13058-9 (ISBN)

'Every now and then a reader will come across a book that restores their faith in something. In this case, it's education.' Are you looking for a book that will ignite your passion for teaching and learning? Are you looking for a book that will restore your faith in education? This book is an excellent place to start. Adventures in Education: One Teacher's True Story offers insights into how educators can connect at deeper levels with all students. Whether you're a veteran or aspiring teacher, this book will encourage you to keep making a difference in children's lives. With a Master of Social Work and over 25 years in education, Stephen Doyle taps into the heart of being a teacher of influence. His book shows how we all can make a lasting impression. With Stephen's personal experience and a plethora of student stories, this book will inspire, motivate, and capture the essence of what education truly is. After reading this book, you will be able to: •Practice strategies that will enhance teaching and learning •Make a positive impact in the lives of young people •Kindle your passion for teaching and learning •Recognize individualized education and how it influences teacher/student relationships •Develop your relationship-building skills •Use failure for improvement and growth •Identify the role that love plays in the educational process This book is for students and teachers alike. It is for anyone who desires to improve their relationships because it reveals how connecting with others makes all the difference. If you want to be part of the change in education, pick up this book today, and let's do it together.

"e;Every now and then a reader will come across a book that restores their faith in something. In this case, it's education."e;Are you looking for a book that will ignite your passion for teaching and learning? Are you looking for a book that will restore your faith in education? This book is an excellent place to start. Adventures in Education: One Teacher's True Story offers insights into how educators can connect at deeper levels with all students. Whether you're a veteran or aspiring teacher, this book will encourage you to keep making a difference in children's lives. With a Master of Social Work and over 25 years in education, Stephen Doyle taps into the heart of being a teacher of influence. His book shows how we all can make a lasting impression. With Stephen's personal experience and a plethora of student stories, this book will inspire, motivate, and capture the essence of what education truly is. After reading this book, you will be able to: Practice strategies that will enhance teaching and learning Make a positive impact in the lives of young people Kindle your passion for teaching and learning Recognize individualized education and how it influences teacher/student relationships Develop your relationship-building skills Use failure for improvement and growth Identify the role that love plays in the educational processThis book is for students and teachers alike. It is for anyone who desires to improve their relationships because it reveals how connecting with others makes all the difference. If you want to be part of the change in education, pick up this book today, and let's do it together.

Chapter 1:

Relationships and the Power of Connection

Nobody cares how much you know until they know how much you care.

—Teddy Roosevelt

The number one high school girls basketball prospect in the class of 2019 was 6’2” standout Samantha Brunelle. She chose Notre Dame over a plethora of prominent programs. Comparing her high school coach to the Fighting Irish leader at the time, Muffet McGraw, Samantha communicated, “To be a great coach, you have to care about the person—not just the player… I really look up to Coach McGraw and how she cares about her players” (Hawthorne, 2018). Likewise, the number 11 high school girls basketball prospect in the class of 2020, 6’2” phenom Sydney Parrish, chose the Oregon Ducks over the esteemed Tennessee Lady Vols and scores of big-name programs. On announcing her decision, Sydney proclaimed:

I love their culture. The players, coaches, and style of play drew me to Oregon. The first night I spent hanging out with the team, I felt how genuine they were… I met Coach Graves and his family… That sold me. (Olson, 2019)

Samantha and Sydney’s stories show, “Relationships were the foundation for everything… They are built through connections with people in our lives” (Russell, 2020). These talented young women had the opportunity to play anywhere, yet they chose to be part of programs that connected with them. The process of educating young people is no different. In our schools, students deserve to feel like they belong. We need to create learning environments where young people can say they love our culture because of their connection to it. Relationships hold the power to make this happen.

Humans seek connection; we are hard-wired for it. The schoolhouse is the perfect place to kindle interconnection. Consider the daily opportunities educators have to connect with students. It is humbling, to put it mildly. Best-selling author and motivational speaker John Maxwell is known for saying, “Many people communicate. Few connect.” Students need and deserve meaningful connections. We all do. Some school districts even have mission statements emphasizing the importance of knowing every student by name, strength, and need. What a great way to prioritize relationships and make connections.

Lightning struck in 2017 during a professional development day at Legacy High School in Vancouver, WA. Our guest speaker was Jim Sporleder, the knight in shining armor sounding the battle cry for Adverse Childhood Experiences awareness. He stresses the importance of educators using trauma-responsive practices. During his message, Jim announced, “Relationships are a game-changer; I want to be a game-changer.” My epiphany on that sunny spring day: authentic teaching and learning commence when educators cultivate connections and build relationships.

While considering Sporleder’s declaration, I wondered if it was possible to influence children effectively without the preceding remarks. I realized we couldn't. Since my days at Whitworth College (now University), I have heard arguments for making connections and building relationships ad nauseam. But for some reason, Mr. Sporleder’s proclamation impacted me differently. A breach was made in the walls of my heart. As a result, my teaching would never be the same.

It is essential to recognize that brain research supports our thesis. In his groundbreaking work, The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma (2014), Dr. Bessel van der Kolk, M.D. writes:

Traumatized human beings recover in the context of relationships... The role of those relationships is to provide physical and emotional safety, including safety from feeling shamed, admonished, or judged, and to bolster the courage to tolerate, face, and process the reality of what has happened... Much of the wiring of the brain circuits is devoted to being in tune with others. Recovery from trauma involves (re) connecting with our fellow human beings.

I must confess that the link between human connection and healing never crossed my mind. However, one student’s reasons for listening to rap music helped Dr. van der Kolk’s words come alive. Lil Durk, a favorite rapper of Sam, used lyrics that helped him connect with his life struggles. During our discussion about why teachers fail to connect with students, Sam composed, “They don’t build connections because they don’t try to understand why students are the way they are” (personal communication, 2021). Getting to know students and instilling hope in them is a launching point for connection and relational development.

An internet search reveals trauma to be a deeply distressing or disturbing experience. Trauma comes from the Greek word “wound.” Although the ancient term is often applied to external wounds, we now recognize its internal effects. In recent years, the field of education has begun to emphasize trauma and how it impacts teaching and learning. Dr. van der Kolk’s work reminds us of the importance of valuing relationships because they play an essential role in working with children who experience trauma. Educators should remember that trauma isn’t prejudicial. Therefore, we must view students equally. Why? Because trauma is ubiquitous.

For many years, I have employed an activity that sheds light on the nature of trauma. Sometime in September, I give students a blank piece of paper. I ask them to respond (anonymously) to one of the following sentence starters: “One thing you should know about me is...” or “If you only knew...” Responses are illuminating and acknowledge the reality of trauma’s grip on students. Their statements often expose deep-rooted anguish, helping me become aware of their life struggles.

Although Mr. Sporleder’s remarks hit home, I have always valued relationships. Therefore, connecting with students is highly important because I want them to know they are worth more than the subject I teach. The outcome has been countless gratitude letters, emails, and cards. For example, Sarah recounted: “I’m writing you this letter because I have never had a teacher care so much. It is really amazing to think... I’m already in 10th grade and only know one teacher who has cared for their students, their learning, and their education” (personal communication, 2014). Adrian agreed: “Thank you for being a real teacher, a caring person, and someone who will be the biggest impact on my life. You love all your students, and we love you back” (personal communication, 2015).

Learning the names of every student is a great way to connect and develop relationships. Students are living, breathing earthlings. Meaningful connections begin by addressing students according to their preferred names. Learning every child’s name shows we care. It seems obvious, but students repeatedly tell me they have teachers who don’t know their names—even at the end of the semester. Can this be true? I hope not.

In addition, educators who desire to implement culturally responsive practices do their best to learn names because they understand:

In some cultures, the meanings behind names don’t matter. Names are chosen because they like the sound of it or because it’s precious to their particular family. In other cultures, though, a name itself may carry great significance. Its meaning can establish something about the person who bears it or the hopes of the people who bestowed it. (Begg, 2021)

One strategy is to give students a 3x5 card and have them write how they want their names spelled and pronounced. In doing this, we communicate every child’s worth. Children deserve to see adults doing everything possible to pronounce their names correctly. Respecting their wishes facilitates the relationship process. Another research-proven strategy is to greet students by name as they enter our schools and classrooms. No funding or special programs are needed to implement the said strategies, only a bona fide desire to know every student by name.

Furthermore, educators can connect with students by showing modesty. Students want to see our humility and vulnerability. Letting them know we don’t have all the answers goes a long way. In What Makes a Good Teacher (1999), Traina discovered three consistent teacher characteristics. Throughout his research, former students described good teachers as having “a command of the subject matter they teach, a distinctive character, and a deep caring about each student and the student’s accomplishments and growth.” It goes without question that teachers should have a command of their subjects, but students also seek our sincerity. They deserve adults committed to life-long learning. From the outset, students deserve to experience a learning environment where teachers and students collaborate—as coequals in search of knowledge and understanding. Genuine connections and relationships are sure to follow in this kind of atmosphere.

Students are stunned when they hear my historical knowledge is scanty. It is too vast and complex, I tell them. It’s impossible to know everything....

Erscheint lt. Verlag	19.4.2023
Sprache	englisch
Themenwelt	Sozialwissenschaften ► Pädagogik
ISBN-13	979-8-218-13058-9 / 9798218130589

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