Tony Gurr

Is it all in the Genes? (from GUEST BLOGGER – Steve Brown)

In Classroom Teaching, ELT and ELL, Guest BLOGGERS, Teacher Learning, Teacher Training on 05/03/2014 at 8:25 am

Today’s bout of bloggery is from Steve Brown (aka @sbrowntweets on Twitter).

I first came across Steve when I was pointed in the direction of his blog post “21 Questions for Language TEACHers”. I have to admit I had not stumbled upon Steve’s blog – the very-easy-to-remember(The) Steve Brown Blog” – until Mike Griffin gave him a nod in one of his posts and I kicked meself for not seeing it earlier.

I loved his questions so I decided to stalk his blog pages a wee bit more. When I came up for air, I told him (via Twitter) that I was sorry I had had not recognised his “bloggery genius” earlier – and then asked if he’d be interested in answering a question (rather than just helping us thunk over his – he has just done another wonderful “quiz” for all us teachers, too…take a look)!

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He agreed – and here we are this morning!

THUNKers Wanted (for Steve)

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When Tony asked me to do a guest post on his blog I was flattered, then excited, then a bit scared.

I got (really) scared at the point when he “suggested” I try answering this question:

DNA (LEARNing TEACHer) Blog ver 01

Freakishly scary, right?

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I mean, where do you start? This question isn’t just about what makes a good teacher, but what (if anything) is hard-wired into a person that predisposes them to effective, reflective, developmental teaching.

At least I think that’s what the question is!

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So, let’s start with a definition of a LEARNing TEACHer.

I would suggest that this is a teacher who continues to LEARN throughout their career. Someone who recognises that completing a teacher training qualification does not make you the “finished article”. Someone who realises that there is no finished article.

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Parker Quote (for Steve)

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Someone who constantly seeks ways to…

improve,

develop and

enhance their skills & talents.

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If this is our definition of a LEARNing Teacher, maybe we can identify what qualities such a person needs to have.

They need to be able to take new information on board, to respond well to feedback, to pick up new information and ideas, and to have the technical skills to put them into practice.

LEARNing Quote 01 (Steve)

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Of course, much is made of such qualities in the world of ELT teacher training courses. Trainees are expected to make steady progress from observed lesson to observed lesson, absorbing new information from input and feedback sessions then putting it into practice at the very next opportunity.

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But all that stuff is LEARNable!

Adams Quote (for Steve)

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You can LEARN how to manage a class, how to give instructions, how to do effective boardwork, how to clarify language, how to correct errors. This is what the ancient Greeks called poeisis – the implementation of techniques. You learn what needs to be done, then you do it.

Is that all that teaching involves though? Is it just a matter of following set procedures, using tried and tested techniques?

Sure, you need to be able to acquire those technical skills, but you also need to know when to use them.

Best TEACHers (new ver) TG

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Teaching is an essentially human activity; you’re working closely with real people, and these real people will respond in very varied ways to the techniques you implement.

A sensitivity to these responses and an ability to react appropriately are therefore crucial. This is more like what the ancient Greeks called praxis – action that is informed by a wider context, taking into account the moral, socio-economic or political consequences that your teaching might have, beyond the classroom.

I mean the impact on the students’ lives, and the resulting consequences for society in general.

Resnick Quote (for Steve) TG ver

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In terms of what goes into a teacher’s DNA, therefore, the skills themselves are less important because they are LEARNable. What is more fundamental is an inherent AWAREness of the “implications” of employing these skills.

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But the question isn’t just about a good teacher; it’s about a LEARNing teacher.

So as well as an awareness of what you’re doing, there needs to be something else in the DNA that “drives” you forward, that keeps you “wanting” to LEARN more.

Resnick Quote TG ver

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I would suggest that this requires FOUR qualities:

Interest

You can’t LEARN how to be interested in something – either you’re interested or you’re not. So you need to have an interest in the subject you teach, and you also need to have an interest in the whole “business” of teaching and LEARNing.

Motivation

Again, this has to go in the DNA because you can’t LEARN how to want to do something. Desire to take action comes from somewhere very deep down. 

Inquiry

I suppose you could argue that this is very closely related to motivation, but it’s not exactly the same. While motivation is a desire to take action, inquiry is a desire to find things out. You can have your interest piqued or your curiosity raised, but I think that a constantly questioning approach to life, or a reluctance to just accept everything as it is, is something you either have or you don’t have.

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Tolstoy Fish Quote (new ver) TG

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Humility

In order to get better at something, it is important to be able to recognise how bad you are at it. In fact, failures or shortcomings need to be welcomed and embraced as opportunities for development.

We tell this to our students, so we need to demonstrate these qualities in ourselves as well. Humility is certainly something that can be developed, but the ability to equate failure with opportunity is something that some people find very difficult, and others find impossible.

LEARNing and ADAPTATION (Steve)

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I’m not sure I’m doing very well here in describing what the DNA of a LEARNing teacher looks like, though.

Can we visualise it?

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Apparently, regular DNA looks like this:

DNA (Steves Ver)

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You’ve got the four chemicals Adenine, Cyostine, Thymine and Guanine, surrounded by sugar and phosphate.

Maybe the DNA of a LEARNing Teacher can look pretty similar.

Replace the four chemicals with Interest, Motivation, Inquiry and Humility, and surround it all with…AWAREness!

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What if 06

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Of course this is incredibly “unscientific” and I apologise to everyone who actually knows something about DNA. I would welcome any comments from such people.

Trying to answer Tony’s question has raised three related questions for me, which I think I can answer now:

Steves ANSWERS

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Steve Brown

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  1. Interesting ideas presented in a snappy way.

    I’d like to qualify “interest” however. Sometimes interest in the subject on the part of the teacher can be infectious for their students it is true. There is something very appealing about meeting someone who has a real enthusiasm for anything.

    As far as being a good teacher goes, however, I think interest in your students is key. Whether or not a subject is important to you is nowhere near as important as making it relevant and important for the learner and this is only possible if the teacher has a genuine interest in the goals of their students.

    I am far less interested in language as a subject than I am the difference knowing this particular language can make to the lives of my students.

    • This is a very valid point, Holly, and thanks for making it. It’s not just about being interested in the subject. I did mention a need to be interested in teaching and learning, but interest in the learnERS themselves is also crucial.

  2. This is a great contribution Steve.

    We need to keep on describing the attributes of great teachers until we understand the art and science of empowering students to become great students.

    Cas

  3. Hi Cas,

    To be honest, it wasn’t really something I had thought about much until Tony asked me the question.

    Of course it’s very useful to reflect on what makes good teachers good, and (perhaps more importantly) what makes good teaching good. I wonder how scientific we can be about this, though. Maybe there are too many variables, and good teachers can be a composite of many different things.

    I hope I’ve managed to identify some core qualities though.

    Steve

  4. Steve, I agree in full with your response.

    As we describe the DNA of great teachers we better understand what learning is. Once we understand learning, we will be able to evaluate our contributions.

  5. […] says, “Last week, allthingsLEARNing offered a bout of bloggery from guest-blogger Steve Brown (Is it all in the Genes?).Today we have a follow-up guest-post from Cas Olivier (all the way from “Harties“, a […]

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