TRANSFORMATION
"Remarkable means that you are so exceptional and different that people talk about you- in a good way." (Burgess p.56)
Focus on that last part... in a good way. You want others to be impressed with you, not looking into medicating you. :) The point is, you want your lessons to be memorable. Special. Worthy of attention and note.
Burgess asks us these 2 questions:
- If your students didn't have to be there, would you be teaching in an empty room? Ouch. I first thought about the topics that are just not as interesting as others. Or, the fact that not all students are going to LOVE every subject or unit. But, then I thought about presenting it in such a way that students want to hear it. Are we engaging enough that my students rush to get to their seats?
- Do you have any lessons you could sell tickets for? This one is a little easier. I think we all have one of those lessons. The lesson we wish administration would walk in while doing an un-announced observation.
There's no way that each and every lesson is going to fulfill both of those questions. However, we can make sure that every lesson is worthy of learning if we can focus on 2 things: Positioning and Reframing.
Positioning:
Putting your information in the front of your students' minds... and keeping it there!
"Why should our students bother to learn what we are teaching?"
"It's easy to see why so many teachers use what I call the 'medicine approach'. They say "I know this stuff is hard but if you don't learn this stuff you can't be successful at the next level." (Burgess, 61)
"They are positioning their lesson like it is bitter medicine that must be swallowed in order to get better." (Burgess, 61)
"Position your content as if it's amazing!"
"If you can't explain why someone should pay attention to what you're saying, maybe you shouldn't be saying it." (Burgess, 62)
We all want to know the purpose behind learning something new. "Why do I need to know this" was always a famous question or "Will I ever need this information again?" Providing the WHY - or the purpose - allows students to put meaning behind the topic. Dave provides examples of how companies use this tactic often to 'stand out' in the noise of society.
In your classroom make sure you have the information students need front-and-center, along with yourself! Bright colors, sounds (music maybe?), pictures... something to catch the eye! Make it pleasing and interesting. Make it stand out in the noise of life.
Reframing:
"Reframing involves providing a new context for the material that helps to break down the negative associations many students come to class with."(Burgess p.62)
In other words, reframing is taking something that might not seem great, and turning it into something magic. Your students might think they hate math, but that's because they've never experienced math your way! My own children hated vitamins, until I found Gummy Vitamins! Everything is better as a gummy! Bath and shower times were also difficult time, until we reframed the experience as "spa time" for my daughter and "water races" for my son. Now, I can't get them out!
Sometimes all a lesson needs a just a spoonful of sugar - Mary Poppins' style. Or, fairy dust. Or, Disney/Google in general. Whatever you use, make it worth your time and more importantly, their time!
ENTHUSIASM
"If you apply nothing else form this book, but you consistently ramp up your enthusiasm level in the classroom, you will be far ahead of the game and a dramatically better teacher." (Burgess p.65)
Burgess goes on to say that he would rather hire an enthusiastic teacher than a brilliant but teaching who is just 'punching the clock'.
"An enthusiastic teacher can learn technique, method, and strategy, but it is almost impossible to light a fire inside the charred heart of a burned-out teacher." (Burgess p.66)
Ouch. That's a little harsh, huh? But think about it.
An enthusiastic teacher is like a happy puppy- eager to please and learn new tricks.
A burned-out teacher knows all the tricks and doesn't want to learn any more.
I'm not going to lie, there are times when I begin the day like the first illustration, but end the day looking like the second. Not a pretty picture, but you understand the sentiment. The only way to have an energetic and engaging classroom is to be an energetic and engaged teacher- and it's exhausting!
Then I have to go home to 2 of my own and they want snacks, and dinner, and homework help, and clean clothes so I start laundry, and baths, and bedtime stories, and just one more kiss and hug... you get the picture.
So, how can we be enthusiastic teachers/leaders day after day without becoming completely burned out?
- Fake it: You heard me. Someones you just don't feel it, and that's ok. That doesn't mean, however, that you're off the enthusiasm-hook. Your students still need you to be at your best. So, fake it. The plus side of faking it is that eventually you'll manage to fool yourself as well. It's like laughing. Your brain can't distinguish between a real or a fake laugh, so you do it until your brain is convinced it's real.
- Change your focus: "No, I'm just too tired to do the dishes. I'll just let them soak another night." I drag myself upstairs and barely make it to the bed before I flop face-down on the mattress. I'm almost in dreamland when suddenly I remember that today was the release of the newest book in a series I'm reading. I jump off the mattress, grab my Kindle and download the book. 4 hours later, the book is finished and I'm finally ready for bed.
Your day is going to have plenty of ups and downs. The important thing is being able to focus more on the ups. If you're able to focus on something that makes you happy, it will help you keep your energy when you're faced with something less pleasant. Find an enjoyable aspect of the lesson you're teaching and it will help you sail through any more difficult times.
DISCUSSION QUESTION #1: How have you used either positioning or reframing in your teaching?
DISCUSSION QUESTION #2: What do you do to help keep your enthusiasm alive?