The best educators are so because they are students of their craft. No one is born a great teacher. Like all complex crafts, it takes thousands of hours of practice and years of experience to hone world-class teaching practice.
Great teachers are constantly seeking to sharpen their skills. They know they can continue to improve and so they work hard to become 5 or 10% better each year.
And when you ask one of these top teachers: “Is it possible for you to, one day, be twice as good as you are now?”, they invariably say ‘Yes’. And even more interestingly, they can describe what this would look like.
They have already envisaged this reality.
This future reality is the source-code of innovation in education.
As an educator, can you ever become good enough?
Last week, I met a career teacher in his final year before retirement. He was one of the most engaged, interested and committed participants in a high quality professional development workshop.
I imagine that some of his colleagues do think that they’re good enough. But I can’t be sure, I didn’t get to meet them. They weren’t at the workshop. They gave up on commitment to systematic growth and development the day they decided they were good enough.
The rate of spin on a ball that a golfer hits off a tee affects the distance the ball travels. Lower spin rates mean greater distance. Professional golfers hit a ball off a tee with about 2680 RPM (revolutions per minute). I hit the ball off a tee with about 3300 RPM. But I’m getting better.
I enjoy going to the golf simulator which allows me to hit a real ball into a screen – surrounded by sensors that measure the direction and spin of the ball. The incredible level of accuracy and instantaneous nature of the feedback allow me to continuously tweak and improve my swing. I’m getting measurably better, hour by hour.
Imagine if we could apply similar technology to teaching. Imagine if we could harness cutting-edge human-awareness and biometric technology to measure student engagement and to parse classroom language in real time. Imagine if a teacher could slightly tweak their methodology and get instant feedback on the effect on student engagement and learning. Imagine if, for example, as teachers experiment with different ways to ask questions, they could get accurate, live data on average student RPM (responses per minute).
Imagine if even experienced teachers were getting measurably better, lesson by lesson.
Whilst there are ethical issues still to resolve, this future is coming.