I have to say, when I heard the title of Dave Burgess’ book “Teach like a Pirate” described with words like “captivate your class” - “create outrageously engaging lessons”; I was intrigued. Partially because I integrate technology at a school where our mascot is a Pirate and I have adopted all the trappings of that theme - naming the Digital Education Collaboration Space (DECS); referring to the aspiring technology programme in our school as “Pirate Tech” (which, the Director of Technology is not so enamored with!). Perhaps, in a playful pirate way to engage teachers that either fearful or are reluctant to include technology in their teaching and learning, should come up with some acronym for teachers learning technology integration like walking the P.L.A.N.K… (Plans, Learns, Acts, Notes, Kollaborates) (well, if the Kardashians can do the K- thing…). Of course, I am joking about the latter! Either way, I delved into the book.
A few chapters in, I am thinking that I have been lured into a book that has some grounded pedagogy - Content, Professional and Personal and reflecting on my own practice being a pretty solid start. However, I become a little more skeptical as I continue to read.
The chapter on Rapport got my attention - not from the way in which he establishes rapport with his classes but the way in which he writes about it. There is no doubt that here is an educator that gets kids! The chapter genuinely talks to his methods...but something continued to bother me as I read on. The constant reference to “I” and “my classroom” and how when students came into his classroom, it was going to be totally something different to what they experienced in their school day elsewhere. He strived to make it so - everything from the way he spoke right down to the classroom “rules”.
I placed myself in that context for a moment - as the teacher next door to this personality. He does not speak to how he reached out to his fellow educator. I wonder what it was like to teach alongside a real life Pirate?
I am of the firm belief that teaching in isolation (or siloing) is destructive. I’ve seen it many times. It’s almost as if teachers go into competition with each other to be the “fun” teacher or the “one whose students never fail their class”. I asked myself what sort of lessons were going on either side of that classroom wall? He mentions his colleagues - but only in the capacity of their asking for his help or implying that their lessons were humdrum in comparison to his. The conclusion of the story of a colleague asking for his help is left hanging - we never know if the teacher that came out with those six words “It’s easy for you - you’re creative!” actually overcame their issues and succeeded due to his coaching. He only talks about his techniques (which, are indeed pinned to individual persona and style and require that to succeed in a classroom setting).
Indeed, I can find no evidence that this author still teaches at his, or indeed any other school - but can find a lot about his consultancy - book reviews and speaking engagements. My inner skeptic escaped. A quick Google Search revealed all the trappings of marketing social media and I read the open blog posts of this author over the past three years as he transitioned from classroom teacher to “consultant” (whatever that is in education...but I have been hearing it a lot recently!). In his May 2012 blog post he reveals that he did not know or have rapport with this TA to the extent that he did not know she was a talented photographer. He says, http://www.daveburgess.com/new/category/blog/page/8/
“As a school, we could also do a better job of both promoting the talent we have on campus and providing more opportunities to develop and display it. As a teacher, I also have to shoulder some of the responsibility. I should have known that my T.A. was into photography. Maybe if I had provided more open-ended and creative projects when she was in my class last year, she would have chosen to incorporate those interests and talents into her work. Why have all of those singers and musicians I saw last night not performed in my class. Obviously, I haven’t done a good enough job of providing the opportunity”...
...and then he leaves the classroom in 2013. Those final lines of self reflection were never acted on in real life. I have bought two books...which, I will still read - but they are by an author who is no longer in a 2015 classroom practicing the very art to which he writes.
I am seeing a lot of this from my peers as my career experience progresses and grows. The education pundits. The motivational speakers. Edutainment. Edupreneurs. Edu-Innovators. Equally, I see more of my peers leaving the profession completely; pursuing passions like brewing, traveling, setting up their own businesses, and relatively few college grads to take their place. I think to myself “Why” as I cannot imagine not ever being on a school campus working with groups of teachers, students, parents - the whole community to hone the practices that are being churned out almost daily be research and education pedagogy. When we “re-imagine” schools - it can’t merely be played out in just one mind. There has to be a place to practice; get feedback work to build really strong relationships. That’s seems impossible (to me, anyway) to do if you are not part of a working school community!
The Pencil Metaphor came across my screen as I was reflecting and writing this blog post. It really does testify to what I am trying to convey. The only way that one can authentically work to integrate technologies into a diverse school environment is by seeing and using the whole of the pencil - understanding the full gamut of personality and coaching the Ferrules, the Erasers and Hangers-On to move to using technology as part of their professional practice. That means building trust, spending time, forging relationships and understanding failure in school climates where failure is a dirty word. Parachute pedagogy does not fly here!
So when I say I teach like a pirate...I actually DO… in Saint Edward’s School, Vero Beach, FL - home of the Pirates!
A few chapters in, I am thinking that I have been lured into a book that has some grounded pedagogy - Content, Professional and Personal and reflecting on my own practice being a pretty solid start. However, I become a little more skeptical as I continue to read.
The chapter on Rapport got my attention - not from the way in which he establishes rapport with his classes but the way in which he writes about it. There is no doubt that here is an educator that gets kids! The chapter genuinely talks to his methods...but something continued to bother me as I read on. The constant reference to “I” and “my classroom” and how when students came into his classroom, it was going to be totally something different to what they experienced in their school day elsewhere. He strived to make it so - everything from the way he spoke right down to the classroom “rules”.
I placed myself in that context for a moment - as the teacher next door to this personality. He does not speak to how he reached out to his fellow educator. I wonder what it was like to teach alongside a real life Pirate?
I am of the firm belief that teaching in isolation (or siloing) is destructive. I’ve seen it many times. It’s almost as if teachers go into competition with each other to be the “fun” teacher or the “one whose students never fail their class”. I asked myself what sort of lessons were going on either side of that classroom wall? He mentions his colleagues - but only in the capacity of their asking for his help or implying that their lessons were humdrum in comparison to his. The conclusion of the story of a colleague asking for his help is left hanging - we never know if the teacher that came out with those six words “It’s easy for you - you’re creative!” actually overcame their issues and succeeded due to his coaching. He only talks about his techniques (which, are indeed pinned to individual persona and style and require that to succeed in a classroom setting).
Indeed, I can find no evidence that this author still teaches at his, or indeed any other school - but can find a lot about his consultancy - book reviews and speaking engagements. My inner skeptic escaped. A quick Google Search revealed all the trappings of marketing social media and I read the open blog posts of this author over the past three years as he transitioned from classroom teacher to “consultant” (whatever that is in education...but I have been hearing it a lot recently!). In his May 2012 blog post he reveals that he did not know or have rapport with this TA to the extent that he did not know she was a talented photographer. He says, http://www.daveburgess.com/new/category/blog/page/8/
“As a school, we could also do a better job of both promoting the talent we have on campus and providing more opportunities to develop and display it. As a teacher, I also have to shoulder some of the responsibility. I should have known that my T.A. was into photography. Maybe if I had provided more open-ended and creative projects when she was in my class last year, she would have chosen to incorporate those interests and talents into her work. Why have all of those singers and musicians I saw last night not performed in my class. Obviously, I haven’t done a good enough job of providing the opportunity”...
...and then he leaves the classroom in 2013. Those final lines of self reflection were never acted on in real life. I have bought two books...which, I will still read - but they are by an author who is no longer in a 2015 classroom practicing the very art to which he writes.
I am seeing a lot of this from my peers as my career experience progresses and grows. The education pundits. The motivational speakers. Edutainment. Edupreneurs. Edu-Innovators. Equally, I see more of my peers leaving the profession completely; pursuing passions like brewing, traveling, setting up their own businesses, and relatively few college grads to take their place. I think to myself “Why” as I cannot imagine not ever being on a school campus working with groups of teachers, students, parents - the whole community to hone the practices that are being churned out almost daily be research and education pedagogy. When we “re-imagine” schools - it can’t merely be played out in just one mind. There has to be a place to practice; get feedback work to build really strong relationships. That’s seems impossible (to me, anyway) to do if you are not part of a working school community!
The Pencil Metaphor came across my screen as I was reflecting and writing this blog post. It really does testify to what I am trying to convey. The only way that one can authentically work to integrate technologies into a diverse school environment is by seeing and using the whole of the pencil - understanding the full gamut of personality and coaching the Ferrules, the Erasers and Hangers-On to move to using technology as part of their professional practice. That means building trust, spending time, forging relationships and understanding failure in school climates where failure is a dirty word. Parachute pedagogy does not fly here!
So when I say I teach like a pirate...I actually DO… in Saint Edward’s School, Vero Beach, FL - home of the Pirates!