We’ve been hearing long, loud, and numerous complaints about the state of education and the need for radical reform of our educational system. We’ve heard about the limitations of high stakes standardized testing and the need for more accountability for our teachers. The problem of education in this country today is vast, complicated and emotionally charged. Educators, scientists, psychologists, government officials, and bestselling authors are all part of the mix of voices that are creating the conversation and, in part, prolonging the controversies.
But it seems the biggest elephant in the proverbial room is how we think about teaching and our teachers. Both sides of the teaching debate have sought to define “good teaching.” However this effort is as misguided as one that would label a student “good learner”. We need to keep the terms “good” and “teaching” forever more apart. Indeed, the concept of a perfect teacher for all students is a complete myth. Instead we need to be asking new questions.
Our questions should begin with one in particular: “What is teaching?” Teaching is a human, evolutionary skill. In fact, though we may not be in a classroom we are all teachers.
Four years ago, as a doctoral student at Harvard Graduate School of Education, I made a startling and it turns out profound connection between the cognitive psychology and neuroscience I had been studying and the practice of teaching: I realized that for all we know about the nature and science of learning, especially the discoveries in brain research, we have grown very little in our insight into the teaching process. Why is this? Why has teaching, an interaction so integral to the foundation of education, been given such short shrift? Quite simply it is because no one has ever really bothered to understand how the teaching process, and its corollary, the teaching brain, are separate and distinct from the learning process, or the learning brain.
As a former Science, History, and English teacher, I have spent over a decade teaching in the classroom and I’ve learned that learning and teaching, while inextricably related, are separate, distinct processes. And that in order for us to understand the teacher in all of us, whether it be in the classroom or the boardroom, we need to demystify teaching based on a complete understanding of the cognitive, biological, and psychological processes of the brain. The series of studies that I have worked on are based on this quest to uncover these processes of the teaching brain.