The Top 3 Reasons I Teach

The reasons I teach are numerous. I could write at length on this topic, because the skill set required to effectively support learners is a lifetime work in progress. We adopt student characteristics to promote independence. Then, evaluate and re-evaluate the effectiveness of instructional strategies toward this end.

Supporting clients is a mutually beneficial endeavor. Implementing lessons that meet a variety of learning needs requires educators to abandon comfort zones; through growth we learn to effectively support this in others.

Personal and professional growth are mere strokes of serendipity. My top three reasons to teach involve helping learners leverage challenges, effecting generational change, and supporting creative freedom.

Leverage learning challenges
Whether education professionals, government officials, or parents, someone is expected to accept blame when students fail to meet learning objectives. When test scores are low, are teachers to blame? When homework is missing or incomplete, are parents to blame? When environments are unsafe, are administrators to blame? When students lack resources, is government to blame? We all bear some responsibility in each of these instances. Collective effort prepares students for success.

I teach because learners are not to blame. The learning process is influenced by environment. We assimilate behaviors and beliefs - good or bad, right or wrong - from peers and role models. Students often have little control of this process. Even adults have limited physical control. Many lack knowledge of pedagogy and androgogy, which help us understand education and learning (there is a difference). Through educational support services, clients gain deeper insight into effective learning strategies and master ways to leverage challenges.

Level the playing field
Adult education impacts youth education. Young people are often limited in the types of learning opportunities to which they're exposed. Proliteracy reports, "Children of parents with low literacy skills have a 72% chance of being at the lowest reading levels themselves." We know that literacy skill impacts math and science performance as well. As a consequence, children of illiterate and moderately literate adults are at risk of experiencing greater academic challenges. With each generation, legislation and societal advancements require the bar be raised in education. Ill-prepared, students are expected to meet more challenging learning standards at younger ages.

I teach because obtaining an education levels the playing field across socio-economic sectors. Systemic inequities experienced by those having low socio-economic status result in low grades and behavior issues. Students repeat grades levels as a result; some lose hope and drop out of school altogether. This downward spiral continues generation after generation. Helping learners leverage strengths to resist low expectations permanently transforms families.

Liberate minds
Practically from birth, children are trained to abandon their instincts. We know that the best experiences happen outside the box; yet, children are expected to hoe a designated row (and do nothing else). If they talk, they're punished. If they laugh too loud, they're ridiculed. If they question the status quo, they're marginalized.

I teach because confident students feel liberated to follow their passions. Supporting this process of self-discovery is our best chance for improving life as we know it. An insightful article in Harvard Business Review makes this point simply. Teresa Amabile acknowledges creativity is viewed as "unmanageable" and shunned by short-sighted leaders (and parents). Her notion of "managing for creativity" brilliantly communicates my approach to teaching. The objective is that learners feel encouraged in this way.

Essentially, teaching to the whole child is ideal. I want students to be college- and career-ready. The most successful individuals and organizations embrace creativity, so I aim to liberate minds. I want students to feel empowered to change their circumstances regardless of perceived limitations. Many need to view the playing field as level to pursue success (a conviction that's different for each person); they must feel their efforts are valued and valuable. Sustaining the wherewithal to overcome obstacles is made easier when students learn to leverage challenges independently.

Learn more about my education firm, Jackson Education Support, and schedule a consult to improve academic performance and increase confidence. Specialty areas include literacy, math, and science. Currently, popular services are private tutoring and writing assistance. Jackson Education Support options help learners of all ages move into more challenging environments.

Literacy by the Numbers

Decision-making should be data-driven. Armed with the facts, educators and parents are more likely to behave in ways that achieve results. Accordingly, let's focus on literacy research and ways to leverage statistics. Stats are more than numbers; they should improve decision-making in classrooms and at home.

In previous posts, a number of data-driven strategies designed to build strong readers are offered. This post highlights three literacy statistics every educator and parent should know. The trends below are worth sharing.

Attend class
Missing 10 days of school equates to 94% attendance and is the same as missing 60 lessons.

On average, students attend school 180 days each year. In the graphic above, we see a relationship between class attendance and school days missed. The take-home message is that attendance matters. The number of class days missed is directly related to academic performance.

Lisa Freds' article titled Attendance Impact offers an eye-opening explanation of the value associated with attending class. As students miss additional class days, potential for success drops. Children experience added challenges with each missed lesson. What's worse, those already experiencing challenges are likely to give in and quit.

Are there times when children have to miss school? Absolutely. Unavoidable causes include illness and the passing of loved ones. Avoidable causes include behavior issues and dress code violations. No matter the cause, adults can mitigate the impact of missed learning by planning ahead and taking corrective action. If a child misses a lesson, try these suggestions.

• Discuss missed objectives and activities.
• Share relevant resources to reinforce learning objectives during missed days.
• Encourage lots of reading during down times.

Sacrifice now
Students who do not achieve grade level literacy by 3rd grade are four times more likely to drop out of high school than those who do.  

Our choices during early years set the tone for each student's future. It's challenging to express the importance of decisions made prior to third grade regarding reading, writing, and speaking. We can encourage or discourage development of higher level skills... instill self-governing behaviors or cede to children's whims... model positive attitudes about reading or shake our calling to promote student success.

Research tells us that performance in third grade serves is a predictor of many important aspects of academic and personal growth throughout a child's lifetime. In particular, those who do not read on grade level by the end of third grade are likely to struggle as they progress in school. What's more, struggling readers don't just struggle in reading. Math performance is affected. Science grades are affected. This domino effect happens because reading is fundamental to demonstrating understanding and skills. Students have to read homework, textbooks, and tests independently as early as kindergarten.

Whether students achieve grade level literacy by grade three also influences high school graduation rates. Third graders reading on grade level are four times more likely to graduate. Given that there are few viable employment options without an undergraduate degree and even fewer options without a high school diploma, it's imperative that we sacrifice now to develop strong readers.

Consider tomorrow
Surveys of Fortune 500 companies in 1978, 1985, and 1995 revealed trends in the evaluation of resumes. Compared to earlier years, the later survey found more emphasis on grammar and spelling than previously.

Speaking of employment opportunity, companies are taking steps to weed out illiterate applicants which raises the stakes for building strong readers. In the words of Dr. Steve Perry, founder and principal of Capital Preparatory Magnet School in Hartford, Connecticut, "Our children's unimpressive performance will make them among the least sought-after employees". But, it doesn't have to be this way. We can sacrifice now by filling our respective roles as education stakeholders.

I launched Jackson Education Support for this very reason. Visit the site to learn more.