Harrison Craig was a contestant on “The Voice”– Australia. Before his performance, he said,

What I feel that I have to do is pour my heart and soul into that song — make the coaches hear what I am feeling (2-minute mark on the video).

That is the best definition, ever, of the art of teaching.

But if you just want to hear something beautiful:

https://www.youtube.com/watch?v=9-3lpscXPrw

At the 5:03 mark, about Harrison’s voice, Seal said, “That is a gift, brother.”

I love irony.

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 Andrew VunCannon

East Mecklenburg High School, NC

My school has an academy of engineering. Each year the engineering classes complete a project to better the school or to improve the quality of life for the students.

A couple years ago the engineering class decided to invent something to help Brian one of our special needs students, who is beloved throughout the school. Brian was born with a condition known as arthrogryposis or amyloplasia. This condition prevents him from being able to properly use his shoulders or bend his elbows. Therefore, it is impossible for him to perform many everyday functions that we take for granted.

The engineering class project focused on inventing a spoon that Brian could use to feed himself. Each group submitted a design and sketches for a spoon that would allow someone who could not use their arms to lift food from the plate to their mouth. After every group submitted their plan, the class chose the most feasible design and built a prototype of Brian’s spoon.

With the help of community members, the spoon was manufactured in aluminum. An attorney alumnus has now submitted the plans for patent.

More than ten years ago I wrote a newspaper column criticizing writers who attribute motives to others. I am going to violate my own critique here.

When educators say, “We should do what is best for the child,” these words contribute nothing to the decision making process, which leaves the significance of the utterance in the speaker’s motive. Evidently, the speaker wants others to re-set their consciences to what is best for the student, putting aside whatever selfish motives they probably have.

But the reason educators struggle to do what is best for the student is not that they don’t want “what is best for the student.” It is that they don’t know what is best. There is never a sign saying:

→ This path takes you → to what is best for the student →

In fact, the opposite is true. “Best for the student” raises numerous issues:

• “Best” in the long-term or short-term?
• What if “best” for one student sets an unacceptable precedent?
• What if “best” for one student disadvantages others?

The questions go on and on.

Saying you want what is best for the student might make you feel good, but it contributes nothing to the decision making process. Self-righteousness is not a strategy. I love irony.

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 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.

Guest blog by Carrie Sprouse Norris

Pisgah Forest Elementary School

Transylvania County, NC

Teachers understand that the six virtues make our students into the human beings our world needs. With schools trying to pack in more academics, however, early grade teachers are abandoning or shortening community building activities during morning class meetings.

Sadly, I have sometimes been that teacher. Some days I don’t take time for morning circle compliments because we have to get into our RTI groups. And I have stopped doing buddy reading with older students because we have to complete Progress Monitoring.

Sometimes, however, I “sneak” in a virtue lesson. It can be a few seconds to compliment a student on pushing everyone’s chair in without being asked. Or it can be complimenting students on the way they lined up for lunch. Or I acknowledge the courage of a student who recites a poem in front of class.

There was one particular time at recess about a month ago when I thought, “Forget my math lesson. It can wait.”

“Rob” suffers from seizures throughout the day. This makes his movements clumsy and causes him to drool. He is different, but he yearns to have friendships like the other children. My class knows I am on the lookout for kids who may be alone, and I take notes on who chooses to include others. Rob was often included, but it was usually a game of tag, where he ended up being the “tagger” the entire time.

While watching this one day last month I had seen enough. I called over two boys who were throwing the football. I asked them if they would ask Rob to play. The boys agreed. They called him over and began tossing the ball back and forth. Within just a few passes, Rob was catching the ball. He was so excited. I was on the grass cheering him on, and pretty soon a few girls were doing cheers.

I called everyone over to make teams. Rob was on a team with 3 other boys. During the first few minutes, Rob just ran around. He never touched the ball. I didn’t say anything and just watched.

Eventually, I saw the teams huddle up to plan their play. The next thing I knew, a pass was thrown to Rob, who caught it and ran for the touchdown. The crowd (teachers and cheerleaders) erupted into applause, as the team ran to high-five Rob. I have never seen a child smile so big. We went into the school building a few minutes later still talking about Rob’s touchdown. The entire class was happy for him.

I later thanked the student who included Rob in the game. He simply stated, “I wanted him to be happy.”

My students did not learn about measurement that day, but they learned what it feels like to make someone else happy. Since that day my students have displayed generosity and understanding at recess. Rob continues to play football, and he is often the first one chosen.

Guest blog by Elizabeth Humphries

Grade 4 Teacher, Elizabeth Cashwell Elementary

Fayetteville, NC

I listen to the news on my way to school every morning. Reports are usually about crime and politics. One day this fall the reporter said a man raped, attacked, and maimed a woman while her two children tried to defend her. Utterly disgusted, I pulled into work and tried to forget this terrible news.

About an hour after I got to work I was shocked to discover that this incident involved my student and her mother.  One of my precious children had defended her mother while she was brutally attacked. Tears filled my eyes and sickness hit my stomach.

I was surprised when my student came to school the next day. She fell into my arms as she entered my room. We cried together. She explained her bravery, and she said she could overcome what had happened.

Since then, this girl has found the courage to move on. She has been placed in another home and she attends counseling. Throughout the whole ordeal she never stopped smiling. When I asked her how I could be brave, like her, she said: “Have teachers like you.”

This situation raised our awareness about students’ home circumstances. Their home lives can be difficult in many ways; so we have to provide a safe, caring environment at school. Being a teacher is not only about planning and presenting math and language lessons. It is also about building classroom communities and being the role models our children need.