Here are two books I’ve read recently that are written for teachers about improving their classroom practice. My favorite things about these books are their titles, and for once they actually live up to them.
Never Work Harder Than Your Students and Other Principles of Great Teaching by Robyn R. Jackson
The title of this book comes from something I’ve seen and done many times–a teacher working really hard in front of a passive group of students–working so hard she’s actually doing stuff they should be doing, like answering her own questions, and voicing all sides of a discussion. A lot of this book’s info is stuff I learned in my MAT classes–begin with the end in mind, zone of proximal development–but it’s the kind of stuff that’s good to hear again in a new way. I liked that Jackson is so reasonable in her expectations of what teachers will be able to actually accomplish. For example, she acknowledges that you can’t teach every standard, so she gives you a principle to help you pick which ones to teach and which ones to skip. Her advice is grounded in the reality of a teacher’s classroom experience and she acknowledges at every turn how hard this job is.
Why Don’t Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom by Daniel T. Willingham
Again, the title of this book was tailored to appeal to me. I’ve joked that the reason I became a teacher is because I like school, am good at it, and never wanted to leave it. Even 7 years in, it’s honestly a little baffling for me when students don’t feel the same. This book is organized around questions teachers might ask about classroom challenges that psychologists can answer. The title question is also one answered in Thinking, Fast and Slow: the brain isn’t made for deep, abstract thinking, but for doing minimal work with minimal effort. Willingham focuses a teacher’s attention on whether or not the specific actions they’re asking students to do will help them build skills and remember facts or not, pointing out that “dog and pony shows” are often counterproductive (no matter how much principals may like them). He also gives a few concrete strategies, like storytelling and building background knowledge.
I loved the way this book debunked several myths about the brain and education that create more work for teachers without enhancing student learning, especially the idea of multiple intelligences, and the idea that students need to learn to “think like scientists” and other experts.