July 22, 2015
Repeat after me: I am an expert in (fill in the blank with your subject). It sounds like this: I am an expert at teaching English. Practice it until you believe it. The teaching profession is under the microscope and constantly is being questioned. If we don’t choose to stare back and answer with confidence, then we can’t be surprised when non-educators think they know what is better for students than those of us in the classroom.
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Repeat after me: I am an expert in (fill in the blank with your subject). It sounds like this: I am an expert at teaching English. Practice it until you believe it. The teaching profession is under the microscope and constantly is being questioned. If we don’t choose to stare back and answer with confidence, then we can’t be surprised when non-educators think they know what is better for students than those of us in the classroom. We must elevate our teaching voices and be heard, not only at rallies, but in everyday interactions within our communities and even globally.
“Sure,” you might be thinking, “but I’m a quiet teacher.” Or, “I don’t like to draw attention to myself.” Or, “I went into teaching for the kids, not to be the expert.” Elevating your teaching voice is not just for you as an individual, but also can be seen as a professional responsibility to do what is right for your students. Give it a try. You might be surprised at how satisfying, invigorating and inspiring it can be to elevate your teacher voice. Here are five suggestions to help you get started: (Check out the links below to see how I have elevated my own teacher voice.)
The obvious place to start is within your building. If there’s a building-level team, advisory panel, planning team or other committee that allows you an opportunity to listen and share with teachers, administrators, parents and the public, jump on it. Many of these committees meet monthly, and the minor commitment of an hour or two a month can help connect you with other like-minded individuals—particularly PTA members, parents and community representatives. When issues arise, these networks will look to you—a teacher they know and trust—instead of relying on the media’s interpretation or what’s trending on social media.
Some of the most important work I have ever done did not pay monetarily, but did earn dividends I never could have expected. Many of the editorials, blogs and articles I write are unpaid; it is those pieces, however, that catch the attention of editors and keep my education writing portfolio timely, thus garnering opportunities to write for pay. One way I am able to contribute to the profession is to offer up my lessons via ShareMyLesson.com, write opinion pieces and motivational articles. I frequently post articles on LinkedIn, and again, though I am not making money when I post there, I’ve been asked to participate in paying projects because I’m actively contributing to the academic conversation.
Twitter should be your best friend. Or, it could be an Edmodo group. Or, it could be a community you find on Facebook. Maybe it is an online discussion group. Or someone you find on Pinterest or follow on Instagram. One very important realization I’ve had in the last year is that sometimes the best support you can find is from people who are halfway across the world.
I am inspired daily by the Twitter personal learning network (PLN) I’ve created. Scroll through my feed, and you are likely to find podcasts from my Australian friend who is an advocate for LGBT students, some inspiration from my NBT friends (No Box Thinkers), some practical advice and links from my techies, and some activism from my BATs (Bad Ass Teachers). Some cynics might question how effective this type of communication is, but I love being able to PM (private message) someone regarding a topic he or she is passionate about and start a conversation that wouldn’t necessarily happen in the faculty lounge. The great thing is that I’m the “go to” for some of my PLN on topics I’m passionate about—project-based learning and parent involvement.
This one is a little bit tricky. No one wants to seem like a glory hound, but if you are chosen for a fellowship, have something published, help raise money or are elected to a position, the only way the general public will know about it is if you get the word out. It’s easy enough—send the local paper a press release. Lots of times, the media are looking for “in the schools” information. The more clear, concise and specific the press release, the more likely it will run, often just as you wrote it. Your school board, parents and community will take notice, and when they are looking for teacher input, you’ll be the natural choice.
As teachers, we know #whatkidsneed and must elevate our voices with authority. There is no doubt that a wide variety of opinions abound even within our vocation, but we are educated, experienced professionals who must be the eyes and ears for parents and caregivers. We see what children are struggling with. We know when too much is too much. We experience the “aha moments” of learning. We must be advocates, and to do so, we must be willing to speak out for (or against) what we know to be true.
We must not be afraid to make our voices heard, and if we are to be treated as professionals, we have to claim that right. No one would want to go to a doctor who did not believe that he or she was an expert in the field, thus we must make our expertise known in the same way. It isn’t conceit or bragging. It is owning our profession. If we don’t speak up as the “experts” or “specialists,” there are plenty of people who are not in the classroom who will do it for us.
Amber Chandler is a National Board Certified middle school ELA teacher in Hamburg, New York with a Master’s Degree in Literature, as well as a School Building Leader certification.
