One Military Day

Being Busy vs. Being Effective: An NBCT Perspective

Angela Buzan Uncategorized

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Before teaching, I worked at an FAA overhaul and maintenance repair shop. When it comes to airplanes, there’s little room for error. One simple type-o in the morning can lead to a screaming phone call at night: “WE HAVE AN A.O.G. (aircraft on ground)! DID YOU FORGET THAT CODE TOO?!”

When I became a teacher, I transferred these skills into my classroom. I filed meticulous reports, analyzed data, and tracked growth. I made contact with stakeholders. I studied trends and patterns. I recognized that no “customer” gets turned away. I even used the same filing system.

My colleagues soon began to notice me. They nominated me for awards and mentioned me in meetings. I didn’t understand that what I was doing was not normal: I was just being a professional. In my view, working with children was far more difficult than ordering pneumatic pumps, coding part numbers, and proof-reading certifications.

Within a few years, I shed most of these habits: nobody was ever going to audit my scores, formatting, or reports. Instead of spending weekends analyzing patterns, I started designing more entertaining lessons.

These short cuts worked. My class was so fun that the kids said it didn’t even feel like learning.

A couple years later, I realized I could please principals with educational trends like journaling and annotating. I bought the fanciest journals and put them in the middle of my classroom like the Hunger Games reaping. I turned annotating into a game. We marked everything we read, annotating poems like “Casey at the Bat” with hundreds of colorful, artistic comments.

I was teachering so hard.

By my seventh year, my passion dwindled. In my over-focus to make everything fun, I was becoming jaded, bitter, and boring. I said things like “I shouldn’t have to do this; no one cares about learning.” I was ironically overworked and bored.

So I decided to “do” National Board. It seemed hard and prestigious. Total teacher bingo.

With chagrin, I admit I didn’t understand the process when I committed to it; I just thought it would seal my reputation. Imagine my first coaching conversation when in place of a gold star, my coach simply asked: “you’re quite busy; tell me: are you effective?” I literally did not see the difference. I actually believed that the best teachers were the busiest teachers.

She tried a different approach: “I can tell your classroom is a place where kids want to be. Can you tell me how you gauge learning differently than participation?” Me: “I give tests.”

Coach: “Ohhkay, how do you know those tests gauge learning?” This lady wasn’t taking my answers. I threw the annotation card on the table: nothing. I showed her the journals. Nothing. I tried other coaches. I tried other candidates. Nothing, nada, zilch.

I snot-cried. I gave up. I went back. I reorganized my binders. I Googled answers. I tried more coaches. I concocted National Board conspiracy theories…

I call this stage of my journey my NB-PTSD.

My epiphany came from a wise coach who saw I was falling into a kind of madness. In essence, she said, “unless there’s evidence, it doesn’t exist. At all. It’s the same as not showing up to work”. Woah. I’d only taken two sick days in seven years. That hit me hard.

It also threw me back into my Perform Air mindset. I reacquainted myself with data, evidence, and patterns—this time pragmatically. I stubbornly decided to prove I was an effective teacher. I reworked goals, making them specific to each class. I started planning for evidence . I discovered a world of assessment beyond “a., b., c., or d.” I realized that unless I could directly link my actions to student learning, I was wasting my time and my students’.

It’s sometimes said that teaching is like fixing the airplane while it’s in flight. There’s no denying the importance of passenger comfort, but ultimately, it’s safety and well-being that really matters. Airlines don’t just let anyone operate their machines: they want highly certified technicians who can anticipate and correct patterns before they become problems. After all, one employee’s quick-thinking can change a future for everyone on board.

 

Angela Buzan is a full time English teacher in the Flagstaff Unified School District. She has thirteen years’ teaching experience and has taught all grades seven through twelve. In 2010, she received a Fulbright Teacher Exchange fellowship to Kolkata, India; in 2012 she achieved National Board Certification; in 2014 she earned a Master’s Degree in Curriculum Design and Instruction. Her current challenge is to out-read Gavin, in third period, who typically polishes off three novels a week.

  • Mike Vargas

    This article struck a cord with me, because my student asked me a similar question this week. “How do you know” and it dawned on me that yes… unless I have some data you don’t really know do you?? It makes you think a little and I like that.. nicely done piece

  • Jaime Festa-Daigle

    “I was teachering so hard.” Been there. I just talked with someone on their National Board journey this morning who realized they were just talking at kids. There was no real opportunity for students to interact and how was that learning. It is amazing to see the a-ha moments in teachers that they develop for themselves.

  • Sandy Merz

    Just Thursday my math students and I were discussing the difference between difficult problems and hard problems. To me a problem is difficult if it’s conceptual load is demanding and it requires a lot of thinking to solve. A problem is hard if it takes a lot of pencil lead to solve, but isn’t particularly demanding on the noggin. That’s what your post made me think. I guess the link to teachering is that teachering is both difficult and hard, huh?

  • http://www.leadfromINtheclassroom.com/ Jess Ledbetter

    I really enjoyed this! What a great, reflective piece about the journey from “teachering so hard” (LOL) to National Board Certified Teacher :)