Not To Do List
A resolution is a determination to do, or not to do something, however, teachers make resolutions to do something, to do more, not less.
Resolutions, from teachers or from others, focus on productivity, but productivity is often the wrong goal to enhance the learning of our students. Wrong because productivity does not always equate to gains in student learning and wrong because what makes great teaching is difficult to quantify.
Here then is my Not to Do List of 2024. Focusing on what not to do will hopefully allow us to engage more meaningfully with those aspects of our lives that bring us greater happiness and fulfillment.
- Not having every minute of the day scheduled. Rick Rubin’s book on creativity offers a window into one of the most creative minds of our time. Throughout the book, Rubin emphasizes the need for space: space for thinking, space for creating, space for breathing.
We create an open space that allows it. A space so free of the normal overpacked condition of our minds that it functions as a vacuum. Drawing down the ideas that the universe is making available
- Not participating in the Theater of Envy. Your best is good enough. It is good enough for your students, good enough for administrators, and good enough for your parents. There are better teachers than you and I, but no one is better for your students, right now, than you. Compare yourself to the teacher you were last week — try to be better than that teacher, no one else.
- Not looking for a prescription. There is not one way to teach — teaching is much more of an art than a science. Stop trying to find or create the perfect lesson plan. Entrepreneurs claim that beating the market is harder than winning the lottery. The market is notoriously difficult to predict and impossible to manage. Yet we are expected to craft the perfect plan for our marketplace of students. The time you spend trying to find the perfect lesson or technique would be better spent creating space for creativity.
- Not relying upon external data for feedback. One of the most powerful tools in our assessment toolbox is conversation. Let’s talk to our students more, let’s get to know them better, and let’s find out what is working for them.
- Not making evaluations when observing. Communicating well means separating observations from evaluations, but this is not an easy practice. Our minds have a tendency to want to immediately label things. We have a conversation with our principal, and we say that she was polite or condescending. We walk into another teacher’s classroom and we label it as orderly or unruly. These judgements often interrupt our ability to think and learn in the present, leading to two people communicating past one another.
The “Not to Do List of 2024” is more than just an argument against overcommitment; it’s a reclamation of time and an invitation to embrace the essence of teaching. By deliberately stepping away from the relentless pursuit of “joyless urgency,” educators can rediscover the heart of their vocation. This shift away from constant productivity towards meaningful engagement is not just beneficial; it’s essential for the well-being of both teachers and students.
Refusing to have every moment scheduled opens up creative expanses, inviting the kind of deep, reflective thought that Rick Rubin advocates. It’s in these open spaces that innovation and true teaching artistry can flourish, unencumbered by the pressure to constantly produce.
Rejecting the “Theater of Envy” allows educators to focus on personal growth and the unique impact they bring to their students. Embracing individuality over comparison fosters a learning environment where authenticity and personal bests are celebrated.
Abandoning the quest for the elusive ‘perfect lesson plan’ emphasizes the artistry in teaching. It encourages educators to trust their instincts and craft learning experiences that resonate more deeply with their students, rather than adhering rigidly to a one-size-fits-all approach.
Choosing conversation over external data as a primary feedback tool fosters a more nuanced understanding of student needs. This approach values the voices of students and builds relationships that are the foundation of effective education.
Lastly, refraining from making evaluations during observations cultivates a mindset of openness and learning. This practice not only enhances professional growth but also strengthens the community of educators by fostering an atmosphere of mutual respect and continuous learning.
As we embark on this year, let’s remember that sometimes the most productive thing we can do is to take a step back, reassess, and focus on what truly matters in education: genuine connections, creative freedom, and the joy of learning. This is not a retreat from responsibility, but a bold step towards our greatest responsibility: a more fulfilling and effective practice of teaching.
