Lessons My Hair Stylist and Other Professionals Have Taught Me That Teachers Can Use
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| Title: | Lessons My Hair Stylist and Other Professionals Have Taught Me That Teachers Can Use |
|---|---|
| Language: | English |
| Authors: | Phillip Ward (ORCID |
| Source: | Journal of Physical Education, Recreation & Dance. 2024 95(8):43-47. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Lifelong Learning, Informal Education, Teachers, Professional Occupations, Interpersonal Relationship |
| DOI: | 10.1080/07303084.2024.2381794 |
| ISSN: | 0730-3084 2168-3816 |
| Abstract: | All professionals face similar problems based on the nature of their work. For example, teachers, hair stylists, chefs, and physicians might appear to have nothing in common, but they must all get better at completing the tasks they are performing. They must all communicate effectively with others and encounter challenges in their work that they must adapt to. Though the contexts are different, teachers can learn a lot from other professionals about how to address the challenges and tasks of their work. This article presents lessons the author has learned from professionals he has interacted with or observed, and draws connections from the work of other professionals to the work of teaching. These lessons can help make teachers better teachers by lessening their workloads, improving their knowledge and effectiveness, and strengthening their efforts to support students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1443891 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEgv9as-KXIyooyfLaPlBxUAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDIh_fA67YYOxPIXFlgIBEICBm7MCxgZqlVEa55IeLgYjaLve_qBKgVRX3Ljn2QE_Q_8ozxSrAtctRrV10N3xCU8Tzwqm24DiHbb_aX-IoPdw7O-BRBGaR7IPyXLnDF5qVqF0k2z701CfFLfrGKyKX6-cyv15cmiidjjJN4mKRsD1dIG8xGUNaZn1GmagWKmf98eJKvljXjHKPJVqfijI4uU24YBoFe7bb6ZhB75c Text: Availability: 1 Value: <anid>AN0180301862;erd01oct.24;2024Oct18.05:13;v2.2.500</anid> <title id="AN0180301862-1">Lessons My Hair Stylist and Other Professionals Have Taught Me That Teachers Can Use </title> <p>All professionals face similar problems based on the nature of their work. For example, teachers, hair stylists, chefs, and physicians might appear to have nothing in common, but they must all get better at completing the tasks they are performing. They must all communicate effectively with others and encounter challenges in their work that they must adapt to. Though the contexts are different, teachers can learn a lot from other professionals about how to address the challenges and tasks of their work. This article presents lessons the author has learned from professionals he has interacted with or observed, and draws connections from the work of other professionals to the work of teaching. These lessons can help make teachers better teachers by lessening their workloads, improving their knowledge and effectiveness, and strengthening their efforts to support students.</p> <p>I take it as a truism that professionals in all walks of life encounter similar challenges, albeit in different contexts. How different professionals resolve these challenges provides lessons that we can learn from. This article describes eight practices derived from the lessons of other professionals such as chefs, hair stylists, physicians, and therapists that can inform the practice of teaching. Using these practices improves their knowledge and effectiveness (Glasgow &amp; Hicks, [<reflink idref="bib2" id="ref1">2</reflink>]; Kottler, [<reflink idref="bib6" id="ref2">6</reflink>]; Ward &amp; Snyder, [<reflink idref="bib11" id="ref3">11</reflink>]). For the most part none of these practices require a lot of additional effort by teachers, and they represent the author's observations from more than 30 years of experience as a teacher educator, working with teachers in schools, and as a researcher in schools.</p> <hd id="AN0180301862-2">Lesson 1. Learning From Chefs: Adjust Your Teaching to Meet Student Needs</hd> <p>If chefs make a sauce, they will likely be constantly assessing its taste. They may add more salt, herbs, or stock to bring the sauce to the desired outcome. Teachers need to meet all students where they are at in terms of what they can do. This requires adapting what you plan to teach based on the students you are teaching. In practical terms this means looking at the students' performance and adjusting your teaching accordingly. This might mean restating your instructions in a different way to improve their understanding, modifying a task to make it easier or harder, or checking for understanding. Though the plan you have will guide you to start with, your students' performance will cause you to shape the lesson in ways that lead to their success. For example, an elementary school teacher might assess the performance of the critical elements of striking an object and determine that a larger ball is needed to help students more effectively strike the ball. Similarly, after assessing student movement to the ball, a secondary school teacher teaching tennis might decide to use whiffle balls rather than regular tennis balls to give students time to get into position to strike the ball. This observational assessment allows teachers to make changes as they progress through their unit of instruction.</p> <p>Xie et al. ([<reflink idref="bib12" id="ref4">12</reflink>]) called this adjustment of the lesson to meet students' needs "adaptive competence" and argued that as teachers begin to adapt their lessons, their competence improves in ways that lead to increasing expertise. This view of teachers sees them as reflective and intentional decision makers who can respond to the context-dependent nature of lessons and students (Xie et al., [<reflink idref="bib12" id="ref5">12</reflink>]; Ward &amp; Snyder, [<reflink idref="bib11" id="ref6">11</reflink>]).</p> <hd id="AN0180301862-3">Lesson 2. Learning From Chefs: Notate Your Lesson Plan</hd> <p>Chefs make many edits to their recipes based on their most recent cooking experience. They might change the amount of ingredients (e.g., ½ to a full tablespoon of a herbs) or procedures (e.g., how long they simmer a dish) and they note these in the margins of their recipes. Like recipes, lesson plans should be considered living documents as well and should be modified by your observations of what is going on in the lessons. Lesson plans can be recorded on paper or on cards or electronically. When educators talk about lifelong learning, this is a big component of what they mean; that is, learning about and from their teaching by actively improving and refining their plans. The reality is, however, that many teachers do not use lesson plans (González et al., [<reflink idref="bib3" id="ref7">3</reflink>]; Strangis et al., [<reflink idref="bib9" id="ref8">9</reflink>]), and often for good reason. In the author's view, the lesson plan that is taught in teacher education serves a very different purpose than the plan that a teacher should use across their career. In teacher education, management and organization of the lesson are a large part of the lesson plan (González et al., [<reflink idref="bib3" id="ref9">3</reflink>]; Strangis et al., [<reflink idref="bib9" id="ref10">9</reflink>]). However, effective teachers quickly develop and maintain rules and routines that establish the conduct of the classes. They are thus less of a priority for a practicing teacher and, as such, once they are established there is little need to add these elements to a lesson plan (Strangis et al., [<reflink idref="bib9" id="ref11">9</reflink>]).</p> <p>Instead, the primary focus of a lesson plan for practicing teachers should be on content development (i.e., the instructional progression of a lesson) and the questions they might ask students to both strengthen and check for understanding. Management and organizational notes, if they are needed, do not need to be as detailed as they were in their university classes. Teachers who do edit their plans see their lesson planning very differently (Ward &amp; Snyder, [<reflink idref="bib11" id="ref12">11</reflink>]). Because teachers are editing plans, rather than rewriting them, the time devoted to this is significantly reduced compared to writing them from scratch. Also, because the plans are reusable, teachers see more value in their use and are more inclined to use them.</p> <hd id="AN0180301862-4">Lesson 3. Learning From Hair Stylists: Getting to Know Your Students Better</hd> <p>Each time he gets a hair cut, the author's hair stylist pulls out a card where she writes down some things about the conversations they've had, so that she can connect better with her client the next time he comes. For example, he might share that he is traveling or that he has a birthday party for one of his children. When he arrives for his next appointment, she has only to consult the card to see topics that she can use to connect with him. Keeping track of students' lives is not new, but when you have as many students as physical educators do, relying on your memory does not always work. So, the lesson from the hairstylist is to make some quick notes about life that students share with you, whether writing it down or using your phone to dictate a note for a few students and then emailing the note to yourself. You can simply keep a Microsoft Word (or similar) file for each class and just paste the note into the file with a date. You will not be providing notes for all students unless it is a group note, so this is not a time-consuming activity. Because the note is tied to a specific class, you can take at a look at it before a lesson or at the beginning of the day and decide whether you wish to use some of the information in it.</p> <hd id="AN0180301862-5">Lesson 4. Learning From Chefs: Refining Teaching and Student Performance</hd> <p>When chefs work with a new recipe, they spend time practicing making the recipe and refining it. With successive practice, their understanding of the ingredients and the recipe improves. Teachers are often pressed for time because they often have limited time to deliver the curriculum. It is commonplace that when teachers learn new ways of teaching, such as sport education (Siedentop et al., [<reflink idref="bib8" id="ref13">8</reflink>]) or play practice (Launder &amp; Piltz, [<reflink idref="bib7" id="ref14">7</reflink>]), they often fail to adopt them (Ko et al., [<reflink idref="bib5" id="ref15">5</reflink>]). One reason is that when you first try to change your teaching it requires a lot of effort and often is not as smooth as your typical efforts and, as such, you might conclude that the new way either does not work or requires too much effort. It takes time to incorporate a new teaching approach into your practice. Another lesson from the chefs is to continue to refine your teaching practice over time. Similarly, students often do not achieve the basic competence teachers would like them to have because they have to move onto the next content area. Like the chef getting better at making the recipe, students need more practice on the skills and in applying the knowledge they are learning. There are really only two ways to do this: more repetitions within a lesson on the same or similar tasks and extending the duration of the unit of instruction. However, it is not just more practice that is required. Small stepwise increases in task difficulty and precise feedback are needed to create the context for learning (Ward et al., [<reflink idref="bib10" id="ref16">10</reflink>]). For example, in teaching the forearm pass in volleyball, instead of using one or two progressions, a sequence of progressions might allow for all students to progress: (a) self-toss, (b) partner toss, (c) the receiver sits in a chair and stands as the pass from a partner is about to be received, (d) receiving the pass from different directions and sending it in different directions, and so on. Ward et al. ([<reflink idref="bib10" id="ref17">10</reflink>]) argued that effective teaching lies in the development of small incremental instructional progressions that move students toward increased competence in the application of knowledge and skill performance.</p> <hd id="AN0180301862-6">Lesson 5. Learning From Therapists: Asking Questions to Determine Prior Knowledge</hd> <p>When individuals visit a therapist, a primary task of the therapist lies in finding out about the history of the client. Teachers are confronted with the same challenge for every student they teach. Questions such as, "What are students' experiences with the content we are teaching them?" help teachers plan better lessons and avoid pitching the lesson in ways that are too easy or hard for students. For example, some students will understand when they hear "move to get open" in an invasion game that requires them to move away from a defender, whereas other students will not have that understanding. One of the most understudied yet important areas of teaching effectiveness is the effect of students' prior knowledge about the content being taught. Foreknowledge of what your students know helps you make decisions relative to student performance and understanding prior to designing the unit. This can focus teacher planning and instructional efforts more precisely. Once again, it does not take long to do this. Toward the end of a current unit, talk to your students about the next unit of instruction or hand out a short questionnaire asking questions about what students know about the next unit.</p> <hd id="AN0180301862-7">Lesson 6. Learning From Mechanics: Tune Up Management Rules and Routines</hd> <p>Cars need regular tune-ups to keep them running well — and so do class management rules and routines. It can be an error to assume that the rules and routines taught early in a unit or term will be used by students over time the way teachers want them to. Periodic revisiting of the rules prevents students from forgetting transition rules or treating each other with kindness. As is the case with a car mechanic and tuning up the engine, periodic tune-ups of rules and routines are also a good idea.</p> <p>You can revisit rules and routines by rehearsing and reteaching them. One of the best ways to teach tune-ups is to use the good behavior game (Barrish et al., [<reflink idref="bib1" id="ref18">1</reflink>]; et al., Joslyn et al., [<reflink idref="bib4" id="ref19">4</reflink>]). The good behavior game has several variations. One variation commonly used in physical education consists of dividing the class into teams or using existing teams and stating an expectation(s) (e.g., specific rule following such as starting warm-up on time, transition within a period of time, shaking hands at the end of a game with your opposing team, praising your teammates). Teams can earn points for following rules and meeting expectations or lose points for breaking rules such as slow transition times. Teams win the game if their team receives a predetermined number of points. The good behavior game is one of the most longstanding, well-researched strategies to maintain class expectations.</p> <hd id="AN0180301862-8">Lesson 7. Learning From Physicians: Recurring Events Create Predictability</hd> <p>If you have to visit your physician, you pretty much can predict what will happen when you arrive based on your past visits. Physicians are trained to do things in a predictable order. This also helps patients understand the process of diagnosis and can relieve anxiety. Predictability, or knowing what to expect, is an important ingredient for your students. Predictable routines and consistent relationships provide a foundation of trust and security for students. When students know what to expect in a lesson and who they can rely on, they have the confidence to explore the world around them and develop new skills. This is not to say that variation and surprises are not novel and fun — but it is best to avoid constant changes in the way teachers organize their lessons. Predictability enables students to know what to expect so they can organize their behavior to be successful. For example, by learning the schedule and norms of a classroom, children can arrive on time, follow the rules, and engage effectively in learning and social interactions.</p> <hd id="AN0180301862-9">Lesson 8. Learning From Professionals — Getting Feedback From Your Students</hd> <p>Have you noticed recently that when you return from visiting your physician or from a car dealership where you had maintenance done, you often get emails and texts asking you to rate your satisfaction with their work? The rating typically covers things like quality of work, price satisfaction, and the like. Teachers are good with providing feedback <emph>to</emph> students, but they seldom seek feedback <emph>from</emph> students regarding the content, pedagogy, and curricula used. This does not have to be time-consuming. It can be done in the last lesson of a unit of instruction, and it does not need to look the same at the end of each unit. Teachers can use a show of hands for younger students and conversations or even a survey for older students. They can ask questions about specific things in their teaching such as: "How did you like the end-of-season tournament? Are there things we can add or remove from our final day celebration? What did you think of the 5v5 games? Would it have been better to use 4v4 games?" However, teachers can also ask questions such as: "When in this unit did you feel most competent? What was the best thing we did in the unit? What was the thing you liked least in the unit? Is there anything we did that you did not like or that made you uncomfortable? Do you feel you are being listened to?"</p> <p>This one form of evaluation can significantly shape the way teachers approach what content they teach, how they teach it, and the curriculum they use. This will allow modifications to instructional decisions. It also allows students to voice their feedback as participants in the experience. In doing so, students can recognize that they can have a say in shaping their learning experiences. Listening to your students does not mean accepting all of their recommendations — some might be unfeasible — but it does mean considering their perspective and, where possible, including their recommendations, because at the end of the day they are partners in their education.</p> <hd id="AN0180301862-10">Conclusion</hd> <p>Professionals in other fields face similar challenges as teachers do. There is much physical educators can learn from them in terms of how they navigate these challenges. The lessons presented in this article should be viewed as principles rather than prescriptive recommendations. There are many ways to implement these practices. Teachers should determine what works best for them. Using these practices can strengthen teacher efforts to support students.</p> <hd id="AN0180301862-11">Disclosure Statement</hd> <p>No potential conflict of interest was reported by the author.</p> <ref id="AN0180301862-12"> <title> References </title> <blist> <bibl id="bib1" idref="ref18" type="bt">1</bibl> <bibtext> Barrish, H. H., Saunders, M., &amp; Wolf, M. M. (1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2 (2), 119 – 124. https://doi.org/10.1901/jaba.1969.2-119</bibtext> </blist> <blist> <bibl id="bib2" idref="ref1" type="bt">2</bibl> <bibtext> Glasgow, N. A., &amp; Hicks, C. (2003). What successful teachers do: 91 research-based classroom strategies for new and veteran teachers. Corwin Press.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref7" type="bt">3</bibl> <bibtext> González, M. J., Gómez, P., &amp; Pinzón, A. (2020). Characterising lesson planning: A case study with mathematics teachers. Teaching Education, 31 (3), 260 – 278. https://doi.org/10.1080/10476210.2018.1539071</bibtext> </blist> <blist> <bibl id="bib4" idref="ref19" type="bt">4</bibl> <bibtext> Joslyn, P. R., Donaldson, J. M., Austin, J. L., &amp; Vollmer, T. R. (2019). The good behavior game: A brief review. Journal of Applied Behavior Analysis, 52 (3), 811 – 815. https://doi.org/10.1002/jaba.572</bibtext> </blist> <blist> <bibl id="bib5" idref="ref15" type="bt">5</bibl> <bibtext> Ko, B., Wallhead, T., &amp; Ward, P. (2006). Professional development workshops what do teachers learn and use. Journal of Teaching Physical Education, 25, 397 – 412.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref2" type="bt">6</bibl> <bibtext> Kottler, E. (2004). Secrets for secondary school teachers: How to succeed in your first year. Corwin Press.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref14" type="bt">7</bibl> <bibtext> Launder, A., &amp; Piltz, W. (2013). Play practice: Engaging and developing skilled players from beginner to elite. Human Kinetics.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref13" type="bt">8</bibl> <bibtext> Siedentop, D., Hastie, P., &amp; van der Mars, H. (2020). Sport education: Quality PE through positive sport experiences. Human Kinetics.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref8" type="bt">9</bibl> <bibtext> Strangis, D. E., Pringle, R. M., &amp; Knopf, H. T. (2006). Road map or roadblock? Science lesson planning and preservice teachers. Action in Teacher Education, 28 (1), 73 – 84. https://doi.org/10.1080/01626620.2006.10463568</bibtext> </blist> <blist> <bibtext> Ward, P., Ayvazo, S., Dervent, F., Iserbyt, P., &amp; Kim, I. (2020). Instructional progression and the role of working models in physical education. Quest, 72 (4), 410 – 429. https://doi.org/10.1080/00336297.2020.1766521</bibtext> </blist> <blist> <bibtext> Ward, P., &amp; Snyder, S. (2022). Core practices for health education. Human Kinetics.</bibtext> </blist> <blist> <bibtext> Xie, X., Ward, P., Seok Chey, W., Dillon, L., Trainer, S., &amp; Cho, K. (2021). Developing preservice teachers' adaptive competence using repeated rehearsals, opportunities to reflect and lesson plan modifications. Journal of Teaching in Physical Education, 4, 1 – 9. https://doi.org/10.1123/jtpe.2021-0093</bibtext> </blist> </ref> <aug> <p>By Phillip Ward</p> <p>Reported by Author</p> <p></p> <p>Phillip Ward is a professor in the Department of Human Sciences at The Ohio State University in Columbus, OH.</p> </aug> <nolink nlid="nl1" bibid="bib11" firstref="ref3"></nolink> <nolink nlid="nl2" bibid="bib12" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib10" firstref="ref16"></nolink> |
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