How to Become a “Good Teacher”
Being me, it will not be white.
But it will be
a part of you, instructor.
You are white—
yet a part of me, as I am a part of you.“Theme for English B,” Langston Hughes
For a very long time in the U.S., the conventional wisdom has been that good schools were the key to just about everything—each child’s future, the nation’s economic survival, you name it.
More recently, that fantasy has narrowed to good teachers as the the “most important thing [fill in the blank].” And as I have examined, moving legislatively from NCLB to ESSA is unlikely to change that mantra, as delusional as it is.
So, if you began reading this in hopes of my analyzing why or why not to use VAM or any other myriad of teacher evaluation instruments, I must gently recommend your time may be better spent reading a volume of Harry Potter or Lord of the Rings fantasies, or take a stab an Ursula K. Le Guin.
Instead, this is a story, a true story about yesterday morning, a true story about yesterday morning and every year leading up to that during my 30-plus-years teaching career.
There is a powerful symbiotic relationship between being a teacher and a writer. Having justblogged about turning 55—using Sandra Cisneros’s “Eleven” to help me wrestle with aging—my mind was primed for attending the 2016 South Carolina Council of Teachers of English annual conference with three of my four students currently certifying to teach high school English.
This was the first professional conference and presentation for the three candidates, and it How to Become a “Good Teacher” – the becoming radical:
