A Wearer of Many Hats
Kelly Marie Willard
I would consider myself a hat enthusiast. On a personal level, I have quite the collection of different hats from fashion, winter, fun, and functional. It is hard for me to walk away from a cute hat whilst shopping, but I have trained myself to do so if necessary. On a professional level, I have an extensive collection of hats. These hats, however, are metaphorical. Throughout my educational experience, I have come to learn that teachers wear many hats. A teacher’s job encompasses far more than merely ABC and 123 mechanics as dictated by the curriculum. A teacher must be a manager, mediator, editor, musician, comedian, author, detective, engineer, photographer, actor, doctor, counselor, accountant, artist, nutritionist, coordinator, and the list goes on and on. During my studies in the Masters program at Michigan State, I have come to learn about a number of other hats that teachers have to wear, some of which I will share below.
Hat One: Reflector of Self
In Concepts of Educational Inquiry (ED 800), students were asked to examine methods of inquiry that educators can utilize in their never-ending journey of learning. One of the most significant forms of inquiry discussed throughout the course is that of self-reflection. In order to better understand ourselves and our students in the classroom, it is essential that teachers question themselves. Self-reflection allows teachers to dig deeper into their philosophy, methods, and outcomes. Teachers determine what worked well, what did not work well, and from this information they can determine what could be done in the future to make it better. Because the individual teachers are the only ones in the room every single day, apart from the actual students, and they know the dynamics of the classroom and the personalities, backgrounds, and knowledge of the children, they must be the ones to examine more closely what is best.
Using teacher experience as a form of inquiry and in a sense, a form of professional development, allows the focus to be shifted away from general problems and issues in education, and toward a teacher’s particular problems and issues within their setting and toward their unique collection of students that comprise their classrooms. In the ever-changing world of education, teaching is no longer “one-size-fits-all” and differentiation is the key to student success. Therefore, a key to self-reflection is to learn to know yourself and the students you are teaching. What may be a wonderful method for another teacher may not be as effective for your own style of teaching. A method or form of instruction may be best for one student but may hinder another. By reflecting, we can develop the methods by which we can effectively teach and our students can effectively learn. Teachers and students can easily see when a teacher is not being genuine and true to themselves and their students and that will be reflected in the level of attention and learning.
Using teacher experience as a form of inquiry and in a sense, a form of professional development, allows the focus to be shifted away from general problems and issues in education, and toward a teacher’s particular problems and issues within their setting and toward their unique collection of students that comprise their classrooms. In the ever-changing world of education, teaching is no longer “one-size-fits-all” and differentiation is the key to student success. Therefore, a key to self-reflection is to learn to know yourself and the students you are teaching. What may be a wonderful method for another teacher may not be as effective for your own style of teaching. A method or form of instruction may be best for one student but may hinder another. By reflecting, we can develop the methods by which we can effectively teach and our students can effectively learn. Teachers and students can easily see when a teacher is not being genuine and true to themselves and their students and that will be reflected in the level of attention and learning.
Hat Two: Purveyor of Life Skills
In Promoting Positive Development Through Sport (KIN 857), I learned how a coach can use their sport to teach necessary life skills and to promote positive development in their students. Because of my unique teaching situation, I adapted the material and transferred it to how I, as a choir director, could use the same methods to teach the same life skills in the choir classroom. A choir is a team, much like a sports team, because both groups of people must learn to work together with a strong spirit of cooperation in order to succeed. Similar team dynamics are at play in both settings so the strategies and techniques used by coaches to build team unity and promote the development of important life skills can be applied in the choir classroom. The course helped me to understand that the key to teaching life skills is to teach them intentionally rather than simply assume that acquiring these skills is an automatic outcome of such group-oriented activity. It is critical for directors to teach life skills intentionally and discuss topics such as what a life skill is, examples of life skills in practice, and why life skills are important.
Once the answers to such questions are understood, directors can then lead their students in activities that help them transfer their knowledge to useful skills that can be used throughout their lifetime. Activities in which these life skills can be intentionally taught were addressed in the course. First, a director must emphasize an atmosphere that is safe, builds trust, and provides a sense of belonging. In addition, successful programs focus on hands-on, experiential learning through role-play, problem-solving situations, team-building drills, videos, discussion, sports, and games. Students can grasp a concept much more quickly and easily if they are given opportunities to use the skills in real situations or situations that project real-world situations. By making the necessity of these life skills real, students learn to see the value in becoming people who can internalize and exhibit such skills and they come to realize that they should be using certain life skills because it is the right thing to do and is best for all. In addition to intentionally teaching life skills, the teacher must be a great role model for using these skills in the real world. If a teacher stresses the importance of being someone who is patient, then the teacher must also be patient with her students. It is also an effective tool to get parents and other staff involved in order to make the acquisition of these life skills more consistent and show students that these skills can be transferred to other settings and groups of people.
Once the answers to such questions are understood, directors can then lead their students in activities that help them transfer their knowledge to useful skills that can be used throughout their lifetime. Activities in which these life skills can be intentionally taught were addressed in the course. First, a director must emphasize an atmosphere that is safe, builds trust, and provides a sense of belonging. In addition, successful programs focus on hands-on, experiential learning through role-play, problem-solving situations, team-building drills, videos, discussion, sports, and games. Students can grasp a concept much more quickly and easily if they are given opportunities to use the skills in real situations or situations that project real-world situations. By making the necessity of these life skills real, students learn to see the value in becoming people who can internalize and exhibit such skills and they come to realize that they should be using certain life skills because it is the right thing to do and is best for all. In addition to intentionally teaching life skills, the teacher must be a great role model for using these skills in the real world. If a teacher stresses the importance of being someone who is patient, then the teacher must also be patient with her students. It is also an effective tool to get parents and other staff involved in order to make the acquisition of these life skills more consistent and show students that these skills can be transferred to other settings and groups of people.
Hat Three: Embracer of Diversity
Diversity encompasses a wide range of realms, many of which were addressed in the program. In Educating Students with Challenging Behavior (CEP 832), diversity in student ability in relation to positive and healthy behavior in the classroom was the focus. The course helped me to understand that not all students have the ability to conform to traditional behavioral expectations that have been the model in education for hundreds of years. Teachers must be prepared to handle each student’s behavior on an individual basis because particular strategies that are effective with one student may be very detrimental for another. After this course, I am now equipped with a range of coping strategies and behavior modification plans that can be helpful for students with behavioral issues ranging from oppositionality and aggressiveness to hyperactivity and social withdrawal. Before this course, I often felt defenseless with challenging students, but now I feel prepared and able to address their needs.
Another realm that was addressed by the program was that of diversity within and between families of different nationalities, cultures, and races. In Diverse Students and Families (EAD 822), specific cultural groups were examined for how their beliefs and lifestyles influence student success. Before this course, I was aware that different cultures valued education in different ways, but my focus was on the socioeconomic reasons. This course helped me to understand the bigger picture of how individual cultures as a whole view education. For example, Asian cultures view education as an opportunity for a bright future. Education is the key to all and learning does not stop when the child comes home after school. Hispanic families on the other hand, value family above education. While they see the value of education, the family always comes first. So, if there is a need in the household, that need must be addressed before the needs of the classroom. My job as a teacher then, is to be understanding and accepting of the differences in culture and find ways to work with rather than against it in order to help my students to be as successful as possible.
Another realm that was addressed by the program was that of diversity within and between families of different nationalities, cultures, and races. In Diverse Students and Families (EAD 822), specific cultural groups were examined for how their beliefs and lifestyles influence student success. Before this course, I was aware that different cultures valued education in different ways, but my focus was on the socioeconomic reasons. This course helped me to understand the bigger picture of how individual cultures as a whole view education. For example, Asian cultures view education as an opportunity for a bright future. Education is the key to all and learning does not stop when the child comes home after school. Hispanic families on the other hand, value family above education. While they see the value of education, the family always comes first. So, if there is a need in the household, that need must be addressed before the needs of the classroom. My job as a teacher then, is to be understanding and accepting of the differences in culture and find ways to work with rather than against it in order to help my students to be as successful as possible.
Hat Four: Advocate of Social Equality
The United States has a dark history for oppression and social inequality whether consciously or subconsciously. The realization of this fact is often clouded by idealistic notions of peace and justice. It is fact, whether society wants to admit it or not, that specific groups of people are more privileged than others. In Issues and Strategies in Multicultural Education (EAD 850), I was asked to critically examine the way in which race, culture, gender, religion, and ability benefit or hinder me and others in society and also how the way one person benefits, inadvertently hinders another. The social identity of race, for example, was created in order to create and justify privileges for a dominate group. From the birth of the nation, the concept of racism and the perception that dark-skinned were inferior to light-skinned infiltrated minds and created a means by which dark-skinned people could be judged, held to higher standards, and treated unequally with due cause by those who were in the dominant group of light-skinned.
This social construction of privilege continues to hold the lighter-skinned above the darker-skinned,
the males above the females, the able above the less-able, the old above the young, and so much more. While I was quite aware of the inequality that existed in our nation, this course helped to open my eyes to the many different ways that privilege manifests itself in society and how deep the roots of this privilege and resulting oppression truly are. The course then offered ways in which I can work to fight against it and help to educate others in society. I was forced to think about how I, as a teacher, can help my students examine themselves in relation to privilege and how I can work to help them understand and become aware of the social inequality that is plaguing our country and equip them with the skills, knowledge, and confidence for advocating for social justice in their world. Ourselves, and especially our young people, are the greatest tools we have to breaking the chains of privilege and shattering the misconceptions and assumptions that people hold for the many socially constructed groups we now have in the United States.
This social construction of privilege continues to hold the lighter-skinned above the darker-skinned,
the males above the females, the able above the less-able, the old above the young, and so much more. While I was quite aware of the inequality that existed in our nation, this course helped to open my eyes to the many different ways that privilege manifests itself in society and how deep the roots of this privilege and resulting oppression truly are. The course then offered ways in which I can work to fight against it and help to educate others in society. I was forced to think about how I, as a teacher, can help my students examine themselves in relation to privilege and how I can work to help them understand and become aware of the social inequality that is plaguing our country and equip them with the skills, knowledge, and confidence for advocating for social justice in their world. Ourselves, and especially our young people, are the greatest tools we have to breaking the chains of privilege and shattering the misconceptions and assumptions that people hold for the many socially constructed groups we now have in the United States.
Throughout my lifetime, I will continue to build my never-ending collection of hats, both literal and metaphorical. While the literal hats will remain the easiest to put on and wear around, I will do my best to wear the many teaching hats that I have acquired through my education and career no matter how difficult the balancing act.