Tag Archives: The Global Achievement Gap

Entering the conversation

A few weeks ago, I began reading The Global Achievement Gap by Dr. Tony Wagner. It was published in 2008, so I realize I’m eight years late to the table, but I’m still so glad I found this book. On just about every page, I’m tempted to write, “Amen,” “Yes,” or “Preach!”

What’s funny is that at the time this book was published, I was in my fifth year of teaching and feeling many, many of the emotions Dr. Wagner expresses he felt while in the classroom. How I wish I had read his book at that time in my career! Perhaps I would not have felt so alone in my professional frustrations.

Because of my admiration for Gap, I also purchased Most Likely to Succeed, which was written by Dr. Wagner and Ted Dintersmith. As I began highlighting questions they pose, I thought about how great it would be to enter the conversation too. Then I thought – I have a blog! I can enter the conversation!

In their Introduction, Dr. Wagner and Mr. Dintersmith mention that they “have found it invaluable in setting the tone for a discussion about education to ask participants to reflect on their school years. Specifically, we ask them to describe what aspects of their education had a profound positive impact on them” (4).

For me, it started in kindergarten. My teacher Mrs. Sapp was fun, energetic, and loved teaching. I don’t remember anything specific about that year. I’m sure I learned math and spelling, but that’s all faded into the blurred colors of childhood. What I do recall is the joy I felt going to school.

At my public high school I had several amazing teachers and an amazing administrator as well. I had Mrs. Pecor for Algebra II and AP Calculus. She was tough, tiny, and had a raspy smoker’s voice. I was afraid of her in the best possible way – I didn’t want to let her down. Her tough standards did not preclude a willingness to help, and I always felt supported. In this class, I felt challenged as an individual and learned the benefits of working hard on a seemingly impossible task. (Math was never my strong suit, yet earned a 4 on the exam. That’s a badge of honor for me!)

Mrs. Hartley was my AP Lang and AP Lit teacher, as well as my newspaper adviser. We read and discussed and wrote, and then we did it all again. Her classes were the only ones in which I discussed modern day issues through the lens of multiple genres. I enjoyed the creativity behind working on the school paper. As many other people report in Most Likely to Succeed, I too liked working on a collaborative project, being given adult responsibilities, and being challenged in my abilities.

My drama teacher, Ms. Schwarz, offered guidance, humor, support, and opportunities to be both myself and someone other than myself. We worked as groups and teams, learning to perform and how to manage pre-show jitters.

Mrs. Featherstone was an assistant principal at the time, and we formed a bond that has continued into my adulthood. She is working mom who was a teacher, assistant principal, and is now a National Board Certified Principal working on her Ph.D. Is it any wonder why she is a role model to me?

Reflecting on these teachers makes me realize something: the most profound positive impact on my education were these intelligent, hard-working, funny, giving, and talented women. They constantly challenged me and held up high expectations for me, but they were always there to support me as well. I didn’t want to let them down, but I didn’t fear failure. I knew they were on my side and there was a mutual respect for one another.

But it wasn’t like we all sat around singing kumbaya. They TAUGHT me. They made me think and write and calculate and act and learn. There’s no doubt that I wouldn’t have been the teacher I became without those teachers to show me the way.

And now I’ve entered this conversation! Next up is Dr. Wagner and Mr. Dintersmith’s question: “What is the purpose of education?” and trying to find a definition of what “constitutes real learning.”