Perfectionism is a conundrum. Because, yes, as you said, we teachers should strive for perfection, but...the trouble with striving for perfection is that it often precludes adaptability and responsiveness. In other words, sometimes trying to get some perfect stops you from getting it right. And what I mean is that, like every teacher, I spend a lot of time before the semester planning my lessons. I revise them and try to make them as "perfect" as I can. And then the actual lesson time hits and the plan gets chucked out the window in favor of in-the-moment student needs.
I don't think this is news to any teacher.
But I think it's important to remember because perfectionism only works within strict limits: I'm going to make my syllabus as up-to-date and relevant as possible = good. I'm going to teach this syllabus that I have perfected regardless of whether my students respond to it = bad.
As always, interesting post. Glad to see you back and hope you had a good summer!
Absolutely right, Joel. But I hope I’m on the right side of that conundrum because I know - deep in my bones - that my syllabus is never perfect. And you are right that despite making, and remaking, the effort to improve, we still must be nimble and responsive to the class in front of us. Indeed, I think it is that constant balancing that is at the crux of what keeps teaching endlessly fascinating, no matter how long we have done it. Intense preparation, balanced against deep responsiveness.
And if you are reading these comments (I hope you are!) click that link next to Joel’s name above, where it says “Writes Learned.” That is Joel’s newsletter, where he writes about language. Highly recommended.
Perfectionism is a conundrum. Because, yes, as you said, we teachers should strive for perfection, but...the trouble with striving for perfection is that it often precludes adaptability and responsiveness. In other words, sometimes trying to get some perfect stops you from getting it right. And what I mean is that, like every teacher, I spend a lot of time before the semester planning my lessons. I revise them and try to make them as "perfect" as I can. And then the actual lesson time hits and the plan gets chucked out the window in favor of in-the-moment student needs.
I don't think this is news to any teacher.
But I think it's important to remember because perfectionism only works within strict limits: I'm going to make my syllabus as up-to-date and relevant as possible = good. I'm going to teach this syllabus that I have perfected regardless of whether my students respond to it = bad.
As always, interesting post. Glad to see you back and hope you had a good summer!
Absolutely right, Joel. But I hope I’m on the right side of that conundrum because I know - deep in my bones - that my syllabus is never perfect. And you are right that despite making, and remaking, the effort to improve, we still must be nimble and responsive to the class in front of us. Indeed, I think it is that constant balancing that is at the crux of what keeps teaching endlessly fascinating, no matter how long we have done it. Intense preparation, balanced against deep responsiveness.
And if you are reading these comments (I hope you are!) click that link next to Joel’s name above, where it says “Writes Learned.” That is Joel’s newsletter, where he writes about language. Highly recommended.