The Most Valuable Learning Tool

            I spent 34 years in the field of education most of which was as an assistant superintendent at one of Michigan’s regional education service agencies serving staff and students in twenty-one metropolitan Detroit school districts. My staff was responsible for providing materials and teacher training in curriculum, instruction, and information technologies. We also monitored student performance in all districts. 
            One activity included surveying graduating high school seniors in an effort to learn what schooling aspects they felt were good or not so good. The final question was always, “Is there a part of your school experience you found particularly helpful.” 
            Student comments often included observations on school atmosphere, sports programs, lunches, transportation and, very important to us, curriculum and learning techniques. Year after year, one answer appeared among a majority of student responses. Asked to note what they felt was the most valuable aspect in their school program, teachers was the overwhelming response. They included items such as books, computers, videos, etc. but number one was most often, teachers.           
            At first, this answer was unexpected. After all, these youngsters were juggling textbooks, grades, assignments, home study/personal time and individual research assignments under demanding parameters. Still, a majority of students declared teachers their most valuable learning tool. 
            As we considered this answer, we observed learning requires a combination of exposure to information, skill development, sharing of ideas, and personal growth. We also knew and were glad to have confirmed, learning is a two-way street. In addition to providing information and skill development programs, educators must also encourage students to express their views and perspectives. 
            This input enables teaching staff to organize, sequence, and clarify information to fit varying abilities and to motivate and internalize newly discovered material. 
            When much adult work shifted from an emphasis on physical ability to mind/action in the 20th century, school programs, mainly focused on imparting basic reading, writing, and math skills, had to be adjusted to include to a broader spectrum of content and learning. Today, intelligent machines, global competition and a variety of social and economic factors demand future workers have a very wide range of work, knowledge, and interpersonal skills. 
            Success today requires workers to out-think as well as out-perform local and global competitors. Read-write-recite and computational skills will continue to be important, but they are no longer all a youngster needs. Today’s school programs must help our children understand what is happening and how it will impact them in the future. 
            Fortunately, we have a long-proven school resource that is particularly effective at doing these things – teachers. Teachers are a human bridge to the dazzling future that is emerging around students.
            Teachers adapt learning processes and materials to suit varied levels of student abilities. They identify emerging information, and skill sets students will need to keep pace, then alter programs to prepare them appropriately.
            Teachers adapt instruction to individual learning needs, differences, and abilities. They continue to rely on parents and community members to supply much of the whys of schooling. Their focus is on imparting the information, skills, and knowledge students will need as they grow intellectually as well as physically. 
            I’ve been privileged to work with a many wonderful teachers who regularly go that “extra mile” to help students successfully master skills necessary for future success. On a personal note, I have been fortunate enough to be on the receiving end of such caring.  
            I went to university at the urging of my father, an attorney, and Great Depression survivor. He felt a university education would help assure me of “depression resistant” employment.  
            I, on the other hand, never intended to go to a university. During my senior year in high school, I landed a part-time job as a technician/announcer at a Detroit area commercial radio station. In addition to transmitter and studio duties, my work required preparing and delivering news and commercials on-the-air. 
            Following graduation from high school, I accepted a full-time position with the station. I loved the work. To satisfy my father’s urgings however, I also enrolled at a local university. My daily schedule became daytime classes and nights on the air. 
            It didn’t take long to discover there are differences between broadcast and university writing. In broadcasting, material is written to be spoken. Reading out loud demands different pacing and phrasing than something you read in a newspaper or book. Radio scripts often use phrases as much as complete sentences to promote easy understanding. But, I discovered, radio writing is not acceptable for academic papers.  
            Like most university newcomers, I was required to take a course called Freshman English. I prepared my first paper using radio writing. It was returned with so many red marks I could barely decipher the original text. An attached note from my professor asked me to make an appointment to see him at his office as soon as possible. Dreading the event, I went. 
            The professor calmly pointed out my writing deficiencies. He held up my red marked paper and said, “great concepts - horrible writing. More of this and you’ll fail not only this course but likely all others at this university. You must learn to write precisely if you wish to stay in school.”  His tone then changed.
            He acknowledged what I had to say was worthy. He also said my writing may sound good when spoken but doesn’t work on paper. He told me academia requires precise language in a form that has been standardized for centuries. He then paused and did something I’ll never forget.  He told me he believed I had what it takes to succeed at the university. “But…” he added, “you must adopt university writing.” He followed this comment with a proposal.
            “If you learn to write academically by the end of this term, I guarantee you will receive an “A” in this course. If you don’t, you will fail regardless of your papers’ content. For you, there is no in-between. It’s an A or an F. Anything less than a properly written meaningful paper will be a failure.”  He then asked, “Are you up for this challenge?” I paused and heard myself say weakly, “Yes.” He gave me a helpful text on academic writing and offered to work with me outside of class. I gratefully accepted his offers. I’m happy to report my final grade in Freshman English was “A.”
            Now, that was teaching! The professor made it clear he believed in my ability. He challenged me to learn a new style of writing and offered support as I learned it. He set a measurable, if somewhat intimidating, goal. When I achieved it, he made good on his promise. 
            Good teachers know their students as well as subject matter. They are adept at motivating, inspiring, clarifying, and easing crises caused by misunderstandings, lack of skills or knowledge. 
            In this an era where schooling is critical to life success, no tool or process has yet proven more effective at helping students succeed than a teacher. Students know this. That is why year after year so many rate - my teacher - as their most valuable learning tool.