What keeps us awake
In an education sector filled with emerging "threats", which one should teachers focus on first?
When facing existential questions with no obvious solutions or answers, it is tempting to just tune it out. To think the problem is bigger than us, it’s not fixable in a day (or at all), and we will just have to live with the consequences.
In my experience raising awareness of the problem is a perfectly valid first step that we can all take when facing “wicked problems”, and in education shared practice should be the common goal (right?).
So here goes nothing: what’s keeping me awake at night right now, is trying to figure out what should be keeping teachers awake at night.
Is it managing classroom dynamics, in 500 seat lecture theatres?
Is it how to read off a teleprompter for a scripted video without appearing dead inside?
Or is it a deep-dive into the blackhole that is academic integrity, AI detection, and assessment overhaul?
The professional learning space for teachers has never been more tumultuous or opaque, and it’s not immediately obvious what any individual teacher should be obsessing over right now in an attempt to “future-proof” our craft.
Is the answer simply… yes? Everything all at once? Sadly this is not a terrific pitch to recruit more teachers to the profession, and a more productive exercise may simply be to see how other teachers are spending their time. What are they stressing over at the moment, before the semester even starts? How are they engaging with students, what are their goals for this semester (other than just surviving it)?
This article is my attempt at creating my favourite genre of online content - “A Day in the Life”, a sneak peak into the jobs and careers of people from all walks of life. What is it like working as a scientist and teacher, my job - especially during our busiest time of the year - week 1 of a new semester?
1. Tech Every Day Carry (EDC)
The weeks leading up to a new semester are filled with writing, thinking, and lesson planning, before any student shows up to class. All of this builds to a crescendo on day 1 of week1, which means I pretty much can’t get any sleep the night before. Up by 5am, quick morning coffee, high protein breakfast, then a quick check of my tech EDC.
This didn’t used to be a thing, but with online teaching and live classes via Zoom or teams, there are tech essentials I need to make sure to pack:
Charging cable for my phone (I log into all online meetings with two devices - phone and laptop - just in case one crashes).
Productivity and ergonomic wireless mouse with programmable shortcut buttons (essential for video and podcast editing)
My laptop and laptop charger (I’m a biased Mac user, but the Apple silicon machines are faster than they have any right to be)
A microphone and audio interface that plugs into my laptop (I do video and podcast production in my spare time, so this is a bit over the top. Something like this is a much easier USB-C plug and play solution for most).
Wireless headphones with built in mic (to minimise audio feedback from any speakers, and the built-in mic is a nice backup. AirPods Pro have saved my bacon more than once).
Quick double check of everything, then shoes on, out the door, and off on my commute to campus before 6am.
In episode 5 of the Crossover Connections podcast, Jack and Amanda contemplate the implications of GPT 4 and the announcement of Microsoft’s AI Co-pilot, how this may impact scientific discoveries, and how productivity in our sectors can be better streamlined. Listen on Apple Podcasts, Spotify, Stitcher, or YouTube.
2. Daily Workflow
First things first - to the lab. Setting up a few experiments, checking on cultures, then off to my office. Once I’m at my desk, the morning can go one of two ways. I’m either planning my own projects, executing that plan, then reflecting or evaluating… OR I’m reacting to urgent requests, managing crises, and rescheduling my diary to fit everything in. Being able to do both well are equally important in this job because it is unpredictable, so being able to take the time to plan, execute, and reflect is a luxury I don’t have on most days.
The morning flies by, then it’s time for class. Online classes are first up today, and I need to check my microphone, webcam, and lights are all working OK. Not just turning everything on, but checking what the backup to the backup plan is if everything fails.
Good thing I checked because of course my webcam froze during today’s 8am lecture. I appeared like a stuttering animatronic automaton, maniacally repeating the same word (“representative” for some reason) to hundreds of students. Because I logged in to the session with both my laptop and phone, I could see and respond to student comments (about how ridiculous I looked and sounded). I set up the tech in my own office, so I knew the right kill-switches to reset everything. It was all working again in less than 2 minutes because I can control each step of the setup. No time to feel smug about it all though, I have online classes and in-person classes back-to-back, on opposite sides of the campus. Every class and delivery mode has its own unique set of challenges.
3. The Student Experience
It doesn’t matter if it’s face to face or online though, I’ve been teaching college and university students for 15 years now. Inevitably every student I speak to is worried about the same thing.
Not what job they’re going to do - that usually comes later.
Not what is going to be on the test or exam - well of course, but again that comes a little later.
It’s a bit more existential than that. Every student is worried about being embarrassed. Humiliated even. In front of their friends, strangers, or their teachers. This fear can be paralysing and is really counter productive for learning new concepts or skills.
I judge the success of my classes by two, maybe three metrics.
One how many students were willing to put their hands up during class, and either ask a question, or answer a question?
And two, how much interaction is there between students after the class has finished, and how much of their conversation is about that class?
The third metric is a new one I am trying to get better at, but how many student names do I know? What percentage of the class is OK with sharing their name with me, teaching me how to pronounce it, introducing themselves as an active participant in learning?
This is really hard for 1000 student classes, but like I said - something I’m trying to get better at. I need to build trust with students in every class I teach, and better establish rapport.
Not every student is willing to meet me halfway. Putting yourself out there is a scary idea, and out of the 100,000 students I have taught over a 15 year period, maybe less than 1000 ever came up to talk to me after class? That’s less than 1%, and I think it’s a real lost opportunity. Always be polite, introduce yourself by name, and try to ask an interesting question. I promise you your teachers will remember that encounter, because it happens less than 1% of the time! The true value of Higher education is not about the facts you memorise during class, it’s about the people you meet and the professional networks you start building for your careers.
Then on to meetings - committee meetings, research student meetings, staff meetings… I know Elon Musk loves the idea of leaving meetings early if you don’t have anything to contribute, but not everyone has as much workplace leverage as Elon. I do my best to only be invited to meetings where I CAN actually contribute, but the more you learn, the more you can contribute, and the more meeting invites come your way. Back to the lab to check on some experiments, then right back home - this time to pack.
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This is part 1 of my attempt to chronicle a typical “day” (really week) in my teaching semester. If there’s one main takeaway so far is that my job is exciting, unpredictable, and comes with a lot of responsibility. The only way to manage the uncertainty is to develop systems and routines to manage what’s in my control on any given day.
How is your teaching semester shaping up? Are there new approaches you’re trying? What’s keeping you awake?
Talk soon.
Jack.
