Question

story about importance of teachers (short)

Answer 1

The Importance of Teacher Stories

In a new blog post, KSTF Fellow Heidi Park encourages teachers to share their classroom stories as a way to shift the narrative about teachers and improve education: http://ow.ly/qMEV3056Yzs

Teachers have so much guilt.

Almost every teacher I’ve ever spoken to feels guilty for one thing or another—they aren’t putting in enough time, they aren’t grading fast enough, they aren’t as available as they could be for their students. And we’ve all heard the stories of “that amazing teacher” that single-handedly closes the achievement gap, motivates their students, engenders high quality learning. These are the “superhero teachers” that fill inspirational news stories, books, and movies. These stories, combined with our personal experiences in school, end up shaping what the public knows and understands about teaching, for better or worse. As a teacher, I inevitably compare myself to these stories, and I wonder—why can’t I do that? Why don’t my students have amazing conversations and produce wonderful projects?

But then I talk to some of these supposed “superhero teachers,” and I realize that yes, they are doing awesome and amazing things in their classroom, but also these are stories that are being told. And often, only one aspect of the story is being told because when we hear a story, we want a nice arc to the story, a nice resolution. The idea of the solo “superhero teachers” who can fix all of the educational problems we have in the United States is nice, but it’s mostly a fantasy. In reality, teachers work with each other, with their students, with the other staff at their schools. But who’s telling these stories?

This summer, I had the pleasure of reading Mission High by Kristina Rizga, and the opportunity to talk with the three teachers that were profiled in the book. And these three teachers reminded us that the book provided snapshots and stories, and that every day is not amazing. These teachers are doing the hard work every day; they are building relationships with their students, working with colleagues to develop better lessons, and working with the other staff in their schools to fully support their students. But it’s not easy and it’s not pretty. There are students that are recalcitrant, lessons that flop, tensions with colleagues, support staff that are overwhelmed, just like in any classroom. Yet it’s this messy work that results in the awe-inspiring outcomes that get written about. Often, the stories that are told miss both the messiness in those amazing classrooms and the awesomeness in “ordinary” classrooms. When we only hear about the amazing outcomes from select classrooms, our society has incomplete knowledge about teaching. If our goal is to really improve education for all students, we need to understand teaching and learning as fully as possible.

To get a real view of what’s going on in the classroom, we should look to teachers. We are the ones who know what’s really going on in our classrooms, daily. We are the ones who can accurately portray the nuances of our classrooms, the nuances that often get missed or glossed over in the news stories. We are the ones who can document how well certain curricular materials worked (or didn’t work) in our classrooms (this year—maybe next year will be different, because the students will be different, because I will be different). We are the ones who can describe how we have (or haven’t) brought the hard realities of life into our classrooms for our students to process. And when we are honest about our stories, we can help to 

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Answer 2

HERE IS YOUR ANSWER. ..

Emily Blunt: From Stutter to Stagecraft
Most people know Emily Blunt as a Golden Globe-nominated film and stage actress. However, between the ages of 7 and 14 she developed a crippling stutter that had her struggling to even hold a simple conversation. “I was a smart kid and had a lot to say, but I just couldn’t say it,” she claimed in an interview for W Magazine. “I never thought I’d be able to sit and talk to someone like I’m talking to you right now.”


emily-blunt
For Blunt, it was one junior high teacher in particular that she claims helped her overcome her fear of speaking by encouraging her to try out for the school play. At first, Blunt resisted the idea, but the teacher wouldn’t give up on her and coaxed her to take acting lessons and experiment with different accents and character voices to help express herself. In the end, those efforts paid off for her immensely. In addition to her incredibly successful career as an actress, she also became a member of the board of directors for the American Institute for Stuttering.


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