Richard Elmore recently edited a book entitled, I used to think, and now I think. Twenty well known educators wrote essays on this topic. I was struck by the ridiculousness of what they used to think, and the common sense of what they now think. In other words, they used to think what they were taught within the social science paradigm for school improvement. Now they simply use common sense and experience, when they look at school improvement.

Here is my personal IUTTANIT:

Like many education professors, I used to believe:

1. Good teaching cannot be defined, so we describe it in hundreds of ways, hoping aspiring teachers learn something from those descriptions.
2. Good teaching produces test scores that are better than the ones students would have gotten with less “effective” teaching. (Teaching is an applied social science.)
3. Teachers should be held accountable for the development of student knowledge and skill. Student test scores are the bottom line.
4. Our beliefs about education should be based on “research-based” facts and reason because those are the “best” beliefs.

Now that I am wiser, I believe the opposite:

1. Good teaching can be defined. A definition says what something always is and what it never is. Good teaching always involves understanding, imagination, strong character, courage, humility and generosity. It never involves ignorance, intellectual incompetence, weakness, fear of truth, pride, or selfishness. It is difficult to be a good teacher, but it is not complicated.
2. Good teaching starts with teacher appreciation for the subject and students. It ends with student appreciation for the lessons and teacher. (Teaching is an art.)
3. Knowledge and skills are not “measured” by standardized tests. Test results are not points on a ruler, they are like light switches that are either “on” or “off.” Therefore, teachers should be held accountable for modeling and teaching the six virtues that lead to knowledge and skills. They are easy to observe. No standardized tests needed.
4. Beliefs are based on experiences, not facts and reason. All of us “just believe” many things. An example is those who just believe that “beliefs should be based on facts and reason.”

Nobody believes what I believe. So, although I am right, I am irrelevant.  I love irony.

Guest Blog by Laura Garrigus

Biology Teacher, Cumberland International Early College, Fayetteville, NC.

Last year I taught a very bright young lady. I will call her Katie. At the end of the school year, Katie became very sick and was out of school a lot. Nobody knew what was wrong, but through the testing, pain, nausea and hospital stays, Katie kept a positive attitude and a strong work ethic. She is truly remarkable.

But my post isn’t about Katie. It’s about her classmates.

At the beginning of this school year, after all her treatments, Katie was completely wheel chair bound. She no longer could use her cane or walker. As she sat in my first period biology class, other students witnessed her dizzy spells, her vomiting, her falling asleep due to her medication, and also her determination.

My students have grown because of being in class with Katie. Specifically, based on my observations, students have become more virtuous. They are being understanding, courageous, humble and generous in ways I did not notice, before.

They are understanding of people in situations different from theirs. They are understanding when I have to leave the classroom and carry her to the office.

They are courageous as they become their own person, not needing to conform. They are available to Katie, even if it isn’t “cool.”

They are humbled by being a friend to a person who has gone through what Katie has gone through.

And they are generous. They give to her and to others without expecting anything in return.

I am humbled by what I have seen happening in my classroom. I will never forget Katie, and the impact she has had on me, my student’s, my classroom, and my school.

Guest blog by John McDaris

Assistant Principal

Like others enrolled in the WCU MSA program, I am pursuing school administration because I want to impact the education of young people beyond my classroom. My classmates’ sharings have given me insights into how I should be growing into this next stage of my educational career.

That said, one of the resources that has had the most profound impact on me is The Six Virtues of the Educated Person. This text offers an alternative model of education that is based on the idea that we ought to emphasize virtue development in schools. And it seems to me that the key virtue is humility.

Lately I have been thinking about this every day. I realize there are many humble administrators, and I am fortunate to work with two of them. They always go above and beyond the call of duty to do whatever it takes for our school to be excellent. They pick up trash, organize events, and perform countless other tasks because they know everything about the school reflects on our students, faculty, staff, and community. Humble administrators do it, not for the glory, but for the benefit of everyone.

The humility I see in my colleagues inspires me every day to do all I can for the school. I would not be able to look at all of this the same way without recognizing the role that humility plays within the framework of the six virtues.

I am grateful to Dr. Hurley for having the courage to write such a different kind of book on education and to share it with us. Every day I see that people who demonstrate these virtues make their schools better. These are the virtues we all should be modeling.

Guest Blog by Dustin Kerley

PE Teacher, Watauga HS, Boone, NC

I started my current job in November, 2009. I had previously been substituting and working in interim positions. I was happy to finally have a permanent position, but I knew that, by starting mid-semester it would be difficult because students had been following a different teacher’s routine since August.

When I received my schedule I learned that I would be teaching Leisure Skills, which is an adaptive PE class for students with disabilities. To say that I was nervous would be an understatement. The principal ensured me that I would have plenty of help with the class. My “help” included several special education assistants and a few “student helpers.” I had eight EC students enrolled in the class and six student helpers.

I was unsure of what activities these students could perform, but I was blown away by the strong character of my student helpers and adult assistants. They stepped in whenever they could help.

Routine is very important for adaptive PE students. I knew that they had been doing certain activities since August, so I was careful not to “rock the boat.” The activities included going to a local pool to swim, and going to our local wellness center to walk and exercise. I was amazed when watching these student helpers assist the other students. They were caring, patient, and understanding.

When we went to the pool the student helpers “jumped right in” to demonstrate techniques and have a little fun too. When we went to the wellness center the helpers led workout routines that made use of multiple pieces of equipment and strategies.

It was rewarding to watch high school student helpers demonstrate imagination and creativity as they related to our special needs students. Watching them demonstrate understanding, humility, and patience taught me how to interact and communicate with all my students.

I continued to teach this class for two more years. I became more comfortable, but I learned to choose student helpers who have generosity and humility, like those who helped me the first semester. Those students not only helped the special needs students, but they also had a huge impact on my life as well.

Guest blog by Derrick Calloway

Social Studies Teacher, Avery County HS, NC

I am the head wrestling coach at ACHS. This season one of my wrestlers is ranked number one in the state. At one of our recent meets the opposing coach told me that a boy with autism would be up against our number-one-ranked wrestler.

Before my wrestler took the mat that evening, I told him about his opponent, but I didn’t coach him in any other way. I just told him what the other coach told me. Upon taking the mat, my wrestler looked focused and ready to wrestle.

None of us (the crowd, the teams and coaches) knew that we were in for an amazing demonstration of humility and generosity. My wrestler, who could have pinned his opponent in the first thirty seconds, made the match last the entire bout. He made some offensive moves, but he also made it look like his opponent was making good offensive moves, too. At one point, he even let the opponent begin to pin him. Being humble in his athletic ability and being generous with his “mistakes,” my wrestler ended up winning by a single point.

The smile on the happy yet exhausted autistic opponent was priceless. My wrestler hugged his opponent after the match. Everyone was clapping and cheering.

Later, when I asked my wrestler why he chose to wrestle that way, he said, “Sometimes we all need some encouraging. I win a lot and it feels good. I wanted him to know what it feels like to have your hard work pay off.” I smiled and patted him on the back.

This High school student looked past just competing to win. He helped another human being, and he inspired all who were in attendance. This was a beautiful display of understanding, imagination, humility and generosity.

Guest blog by Jennifer Buckley

HS Special Education Teacher

Guilford County Schools

I tried to think of when I witnessed the six virtues in my school because I wanted to write about a specific event. Then I realized my colleagues demonstrate the virtues all the time.

We had a faculty meeting last week about test scores, changes to teacher tenure, and the new teacher contracts. I looked around and saw frustration and defeat on the faces of my colleagues. They work hard to provide students with the knowledge and skill needed to be successful; but year after year they get stepped on by the elected officials who are supposed to represent them. Teachers aren’t acknowledged for what they do. Instead, they are penalized as they participate in a flawed system in which they have no say.

Still, day after day these teachers come back to do their best with students. They come back to teach them, nurture them, discipline them, and love them. If that is not strength and courage, what is? Many stay after school, create imaginative lessons, plan curriculum and encourage students on a daily basis. They think and solve problems on the fly, they have to learn how to deal with all kinds of people, being sensitive to a variety of issues and problems. Is that not imagination?

Teachers give of themselves all the time. They buy supplies, food, and clothes for students. The time that it takes to help students, go to meetings, and serve on committees is another act of generosity.

Times are tough for educators right now. There are many reasons they are tempted to leave the profession, but they stay.  The six virtues are represented everyday by the teachers with whom I work.

Guest blog by Ryan Chandler

Social Studies Teacher

Jesse C. Carson HS, Rowan-Salisbury Schools, NC

Many adults believe high school students are self-absorbed and care only about themselves. I had a recent experience that shows the other side of adolescence. My story is about student generosity.

At the beginning of November, the mother of one of my students was hospitalized. Not long afterward, she passed away.

Once students heard about the mother’s passing, they told me they wanted to do something for their classmate. I thought it was a wonderful idea.

What happened the next few days blew my mind. I could not have been more proud of this class. For several days they took up collections. They even asked students from their other classes to contribute.

I was amazed at how generous the students were, and I know their classmate appreciated it. This also brought my class closer together as they shared their concern for the well-being of another student. It showed me that high schoolers care about others, too.

Guest blog by Mike Weddington

Music Teacher, Wilkes County, NC

Although there are many situations in which the six virtues make things better, a recent one stands out to me. Last year I taught a fourth grade boy who lost his father. I will call him John.

John was likable and didn’t get into trouble, but after the death of his father he became angry and stopped caring about school. He started to bully classmates. He challenged authority, and he was hard to deal with in the classroom. My confrontations with him usually ended in arguments about every little thing. He refused to do what I asked, so I dug in my heels and insisted that he meet classroom behavioral expectations, the same as other students. I felt it was my duty.

This year is different. John has a compassionate classroom teacher whose caring nature has made a big difference. This year is also different because my interactions with John have been positive, too. I decided to be humble and realize that John may not be able to follow all my behavior rules. I decided to channel his aggression and outbursts into something positive. I adjusted my rigid expectations and connected with him on his level.

I began by not immediately shutting him down when he began his classroom outbursts.  Rather I engaged him in a positive way and joked with him, whenever I could.  He quickly realized that I cared about him and things are better between us this year. It was humbling to realize that I needed to connect on his level and respect him before he would reciprocate with respect for me.

John is much more pleasant to be around and his challenges are good natured, instead of bitter and angry. When I give him attention in a non-confrontational way, the entire class is more productive. I have not changed my expectations for him. I have altered the way I deal with him. Humility, instead of pride, makes a positive difference in educational situations.

Guest blog by James Bell

Business & Technology Teacher

Mitchell High School, Mitchell County, NC

Teachers try to present information and knowledge in a meaningful way. Incorporating the six virtues adds “flesh and blood” to what is otherwise “bare-bones” learning that lacks the desired impact.

As a rookie teacher I taught business and computers to middle-schoolers. This was challenging because we had few computers and not enough space for the ones we had. Later in the year I was also assigned to teach a beginning computers class at both K-8 schools (now closed).

One of these schools was trying to develop better relationships with parents, so teachers brainstormed ideas and came up with having a “Computer Night.” We invited parents, grandparents and other community members to attend a program in which students would demonstrate their computer skills and teach basic technology lessons to adults in our rural community.

Our goals were to (1) develop deeper understanding of computer technology, (2) increase parent and community involvement, and (3) inform community members about their schools.  Preparation for Computer Night focused on preparing students to be courteous, humble and confident in their demonstrations.

When Computer Night arrived, the media center was packed. Students welcomed the adults and beamed as they demonstrated their skills.  Parents and community members were pleased with our efforts and eagerly went to the computers for hands-on learning.

We had only one problem — too many people showed up. We needed more pizza. The principal and several others headed to local pizza places and even went to the next town to get more pizza.

Computer Night was a memorable, meaningful night of learning. It was a great success because of faculty and student understanding, imagination, humility and generosity.

Guest blog by Loryn Morrison

Asst. Principal, Welcome Elementary School

Davidson County Schools, NC

I am a worrier. My husband often jokes with me, saying I am constantly waiting for the sky to fall. I try to prevent myself from worry by avoiding difficult situations. To clarify, though, I do not worry about everything. I worry about money.

My husband lost his job three years ago when we were eight months pregnant with our son. To say that I thought the sky had fallen would be an understatement. We have been recovering from financial hardship ever since, but money worries still haunt me.

While it is embarrassing to put these concerns into words, I am trying to be courageous so others can identify.  For the past year I have been using our hardship as an excuse to avoid giving to others who are less fortunate.

For the past five years, I was in a district leadership position for a rural school system. I worked in many schools, but was never part of their cultures. For example, students on free and reduced lunch were a number associated with Title I funding, rather than people struggling for proper nutrition. I believe I lost touch with the reality faced by many of our students.

This year, I am an assistant principal in a school with many free and reduced lunch participants. This school is teaching me about generosity and humility every day.

I believe in teaching the six virtues, but I have to model them before I can teach them. Specifically, I need to model generosity.

One of my responsibilities is to greet bus riders each morning. This has taught me about our students. Some don’t have gloves or cold weather coats. Some wear the same outfit every other day. When I pass the local food shelter on my way home, I sometimes see our parents in line.

I also met Kim (a pseudonym), when her mother enrolled her in kindergarten. Kim and her mother had just gotten an apartment after living in a homeless shelter. Each morning Kim came to school excited to learn.

In October, Kim’s mom was far along in a pregnancy, and Kim started being late for school. Each morning she would come in and just cry. Many thought she did not want to leave her mother.

In my old state of mind, I would have let someone else care about Kim’s situation, but my new state of mind said I should step forward. I found out Kim and her mother were living in their car. Her mother lost her job because she couldn’t stand for long hours (doctor’s orders). She couldn’t pay the rent, and Kim couldn’t ride the bus in the morning, which meant she missed breakfast.

Kim was crying because she was hungry. She was not eating dinner and now she was missing breakfast. Each morning, it became my mission to get Kim breakfast. Seeing Kim’s face when she got food in the morning showed me that my sky had never really fallen. Since meeting Kim, I have stopped avoiding situations that might cause me pain or worry.

I became an educator because I want students to love learning. I now realize children cannot love learning if their basic needs are not met. Children in our schools need to see that we care about their basic needs as well as their education. We need to model that caring, so others can see that our hearts are in it for all of them.

Our school now donates to the local food shelter on a regular basis. We have maximized our backpack program. And there is a large room where students can get clothes, if needed.

Last Tuesday a fourth grader saw that her classmate needed shoes. That night she gathered several pairs from her closet and brought them to school the next day. She asked the teacher if she could meet with her classmate privately. She and the other girl went into a quiet area during independent reading time. They probably did not read that day, but one girl got to go shoe shopping. The girl who donated the shoes told only her teacher, and the other girl has proper shoes because of her generosity. That is why I am in education.