Brian Noble:
For example, many of us are our own worst critics, to the point of being unable to celebrate victories and can focus only on the not-yet-done. We understand we are evaluated by reputation, so we are excellent at projecting an air of confidence and competence when we do not feel that way. Finally, due to a mix of stubborn tenacity and fragile egos, we are not particularly good at asking for help.
I think this sums of teachers succinctly. Case in point, we are just wrapping up for the semester as my kiddos are taking finals this week. What am I doing with that data? Trying to figure out why they don't know the questions they got wrong instead of focusing on the 75% that they solved correctly. Meanwhile this evening I'm working on answer keys for lessons a month out while I should really be checking my tire pressure and wiper fluid level before the "blizzard" tomorrow. I also hate having an empty plate and struggle with finishing things.
There are plenty of days I feel like an impostor and a fraud as a teacher but my kids would never know because I don't show it. That doubt is what keeps me grounded and fuels my drive to experiment. In fact the last month I've completely blown up what I've done over the last 20 years because I found a new instructional technique.
By the way, all this talk of "room" and "spectrum" sounds like a call for a Gonch slider.
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