The Alberta Teachers’ Association

Jim Parsons

After 31 years at the University of Alberta, it is time to leave. Suddenly, I understand why Wayne Gretzky made one last visit to say goodbye. I had a wonderful stroke of luck in 1975 that forever changed my life—I was hired to teach in the Department of Secondary Education at the University of Alberta. I have made lifelong friends and have lived a wonderful vocation. I have been a teacher and a teacher of teachers.

As I travelled from school to school, it was hard not to meet someone I had taught in an undergraduate curriculum and instruction course at the U of A. Former undergraduate students are now vice-presidents of Alberta’s colleges and universities, directors with Alberta Education, executives in the Alberta Teachers’ Association, superintendents of schools and, best of all, classroom teachers. It is hard to find a school that does not use a social studies textbook that I helped write. I have talked with young people and teachers who have enriched by life’s work. I simply love being in schools, and I love hanging out with teachers and students.

I am proud to be a teacher. I hope you detect this bias as I write. I believe that teaching is the noblest profession in the world, and I was called to it. I love kids, and I thought I could help. My own children and my students taught me well; my life as a teacher was a life of being second in every way.

Over the three decades of my work at the U of A, I have given advice to young teachers, and in my enthusiasm for teaching, I gave it often. Here, for one last time, perhaps, is an opportunity to share advice with first-year teachers. This, I believe, is the best advice I have ever given—my greatest hits, so to speak.

Advice #1

The teacher’s job is to build a vision of success in a young person’s head that is so strong nothing will tear it down.

Many years ago, I tried to think of the one social studies fact so important that any student who did not know that fact would live a poorer life for it. I could not think of a single fact—no content so important that life without it would be lacking. What, then, is the job of teaching? It is simple and unchanging. In a democratic society, the job of teaching is the education of good citizens. These are citizens who have skills and insights, sense their service to others and have the knowledge and abilities to succeed.

The key is helping students grow in knowledge and skills. There are only two choices: encouragement or punishment. Punitive teachers seek to shape students into compliancy by basically building hierarchies with students at the bottom—unable, finally, to make decisions by themselves or so doubtful that they struggle when left alone. Such teaching is easy, because you can teach them all alike. You don’t have to learn how different they really are. But the final result of teaching is to create dependence. It is much harder to know your students, to take seriously who they are and what they can or cannot do, and to support their learning and their ideas, even if they are immature.

Whatever students’ abilities and skills may be, help them achieve school success. Students enjoy taking tests (when they know the answers), so help them know the answers. Don’t make it easy. Demand that they work hard, learn and succeed. The feeling of success is delicious. They will want more. Success changes self-perceptions and starts a spiral of willingness to work hard and celebrate positive results. Success makes relationships congenial and conversations receptive. Work is hard, but good. It is no longer the teachers versus the students, but the whole class against the test. Success turns a group into a team.

Advice #2

The person with the greatest insight has the greatest responsibility.

For years, I coached high school women’s basketball. Over my coaching career, fuelled by concern or blinded by love, fathers would corner me because I had not seen their daughter’s “talent” or I “broke her heart” by not playing her enough or correctly. Perhaps they were right, though I think not. But they were right to support their daughters fully. My point is that remembering why they cornered me kept me from arguing points that were, to me, logical and, to them, personal.

Teachers are required to work in relationships where they have greater insight than most of those they work with. By definition, we are usually the oldest people in the room and, sometimes, the most mature. Insight requires we defer personal fairness for leadership. The people we meet might be frustrated, sometimes angry and often have no idea how to make positive changes in their lives. Our job is not fair, but it is how we teachers live. You will be put into situations that are (1) fully consuming, but temporary—the issue will be over quickly; (2) personal—your character will be questioned and perhaps abused and; (3) complex—there seems to be no easy answer because the issues are difficult.

Think with your heads, not your stomachs. Never trade the year for the moment. Make big picture decisions, avoid reaction and remember that your job is not self-protection but student-protection. Most issues are over quickly, but how you react will be remembered.

Advice #3

When there is a choice to have fun or not have fun.

Teacher education can be so earnest. “Don’t smile until Christmas,” is a crippled old adage. Celebrate daily. Relax. Smile. Not all choices are fraught with eternal consequences. Your relationships, the cornerstone of your teaching, are human-with-human. The kids are the deal. When I taught junior high, there were laughs then tears. Don’t miss the funny things that happen. Tell stories. Practise self-deprecation. Be honest and real. Enjoy the moment. Your students will love you!

Learning is fun. Pedagogy that involves playing, games, creation, student-centred activities, goofy stuff, secret class in-jokes, group-oriented instruction, movement, drama and other traditionally whacky activities should dominate your choices. Student talk and movement are not management issues; off-course talk and movement are. Teaching junior high taught me that I could never quiet students, but I could create spaces for student talk and activity that were in concert with curriculum goals.

Advice #4

A lesson plan is absolutely essential, unless something better happens.

The best days of my teaching career were accidents—days when one thing was planned but another happened. Some teachers are fastidious about sticking to plans, but life as a teacher just sort of happens and being aware of what is happening helps. Look up, and learn to feel the moment. It could be a world-altering event, an issue that happened within the school or community or a student’s question. Go with it.

Not that a classroom should always be open, where anything goes and every day is off-topic. Curriculum must be followed, and teachers who don’t prepare are cheating students. Students appreciate structure, and constantly moving agendas confuses and frustrates them. Be diligent about being prepared, but be aware of the possibilities of something better happening. Then go with it.

Advice #5

Practise good time management. Wherever you are, be there 100 per cent.

Do you ever meet someone in the hall and begin a conversation, but the person you’re talking to is always looking around as if someone better might come along to talk to? How do you feel? Teachers sometimes have hundreds of quick, daily conversations with students—often just when you want them the least. And, they are usually old conversations; you have said this all before. You gave those directions yesterday; the issue is more trivial than the student knows; the student simply wants attention. So, attend. For that student, the moment might be crucial. In three seconds, the issue will be forgotten, but the way you engage the student will not be. Wherever you are and with whomever you talk, be with them 100 per cent.

Advice #6

If you are going to hang your head, hunt for money.

I have a book in my head titled Stupid Jim Stories. I made huge mistakes as a teacher. We all do, and you will, too. But, wallowing in mistakes is a mistake. If you should be down, be down, but, again, be aware. Keep your eyes open. If you spot a metaphorical $20 bill, pick it up. Your funks should never be permanent, and they should never be taken out on your students. Never even consider a grudge. Sullen teachers don’t last. Teachers with good relationships with students are always forgiven. Get over it and do your job.

I can promise you this: your life as a teacher will be full of people. And people will mystify and amaze. They will hurt and heal you. What is teaching really about? It’s about the students! You made a choice to be second to the students. Living that choice daily is often difficult; that is the nobility of teaching.