A day of highs and lows

There were some great highs today in the classroom including positive time to work with a few individual students, a good read aloud, an engaging and helpful computer program, great games at recess, a good lunch, and great prep time at the end of the day. There were a few challenges too including challenges that are not easily resolved, challenges that demand more help than advice. What seemed like an avalanche of good advice over the past few days finally met a breaking point--I just couldn't take in one more well-meaning idea about how to do my job. Throughout my career the imbalance of advisers vs. people working with children has been a struggle--I'd like to see most people who work in schools ,work with children rather than advise though I know that some need to be in a purely advisory role.

What created the avalanche of advice? It began last Friday at a meeting that imposed a number of suggestions and advice by someone distanced from the classroom reality. I left the meeting troubled by the comments and wishing for more help than advice. Then throughout the week others offered both general and specific advice. I listened, but the more advice I got, the more I began to bristle since almost all of the advice was based on inference rather than experience and little came with extra support, but instead added to my job list--a list that is already filled.

Teachers are used to getting advice and suggestions since most people are familiar with schools, and most people have opinions about what we do. Yet, a teacher can only take so much advice--too much simply creates a weight with regard to what we can do. Rather than advice, I like when educators work together on common goals. For example, last week we had a good meeting about the schedule and how those I met with can collaborate with me to provide the best possible supports. That was a good meeting because everyone was invested in making things better and everyone was willing and ready to help out.

It's important to be open minded to advice, however, it's also important to curate that advice with the following considerations:

• Ask the advisor how he or she can help out.
• Decide if the advice is rooted in good research, experience, and understanding of the situation.
• Be realistic about the advice--is it possible--what will it take to make the advice a reality, and who is willing to help out and do the work.
• Avoid advice that is not well grounded or helpful.

There are many ways to teach well. There are also many opinions when it comes to what it means to teach well. It's important to be open minded to advice, but it's also important to curate advice in ways that empower rather than deflate. Onward.