Teaching Is for Superheroes! E-Book

Daniel J. Bergman

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 367

Veröffentlichungsjahr: 2023

Beschreibung

This isn't your average teaching book. With a fun, comic-book-inspired layout, Teaching Is for Superheroes! skips the information overload and gives you practical action steps for igniting enthusiasm in your K-12 classroom and achieving your professional goals. Now more than ever, teachers are in high demand--yet the threat of burnout still looms large. This book will help you keep the spark alive, engaging you in a deeper examination of education by way of entertaining superhero archetypes and tropes. What's your teaching origin story? Your secret identity? Your powers, weaknesses, nemeses? The teachers-as-superheroes metaphor provides a rich venue through which you can thoughtfully analyze your purpose and pedagogy. This high quality, eye-catching book offers you an inspirational springboard for practical insight and application in the classroom. You'll gain ideas for surviving your first year, navigating social media as a teacher, interacting productively with colleagues and parents, using tech in the classroom, prioritizing self-care, harnessing your teacher "superpowers," and even dressing for teaching success. The school setting may not be as glamorous as the futurist skyscrapers, alien planets, or alternate universes we see in movies and comics, but the adventure is just as exciting--and best of all, it's real! * Gain teaching insights, tips, and advice in an entertaining, superhero-inspired format * Identify your teaching superpowers and weaknesses, and learn to lean on others when needed * Explore the "universe" of teaching to understand where you fit in and how you can leave your legacy * Equip yourself with the gadgets and gizmos you need to sharpen your skills and power up your classroom Current and future K-12 educators--pick up Teaching Is for Superheroes!, put on your cape, and start saving the world, one class at a time.

Leseprobe

Table of Contents

Cover

Additional Praise for

Teaching Is for Superheroes!

Title Page

Copyright

Dedication

Foreword

Acknowledgments

About the Author

Introduction

Teachers Are Superheroes

Questions for Reflection and Discussion

References

1 Origin Stories

Tales of Passion!

Catchy Catchphrases and Super Slogans

Finding Purpose

Year One

Further Reading

Further Viewing

Questions for Reflection and Discussion

References

2 Secret Identities

Q&A FYI (No TMI)

The Best at What I Do … Forget

What's in a Name?

I Am … Teacher Man!

Hero vs. Civilian

Further Reading

Further Viewing

Questions for Reflection and Discussion

References

3 Costumes and Colors

Fashion Tip #1: Functionality

Fashion Tip #2: Simplicity

Wardrobe Malfunctions

Complementary Colors—Primary Heroes, Secondary Villains

Dress Codes for Students and Teachers

Further Reading

Further Viewing

Questions for Reflection and Discussion

References

4 Living and Learning in Your Universe

Keeping It Real

Classrooms of SIN!

Where Is Your Hideout?

Meanwhile, at the Hall of Justice …

A Secret Sanctum Sanctorum

Further Reading

Further Viewing

Questions for Reflection and Discussion

References

5 Strengths and Superpowers

Man Without Fear and With‐It Teachers

Fantastic Teaching Powers

Earthbound (and Effective) Teacher Powers

Further Reading

Further Viewing

Questions for Reflection and Discussion

References

6 Gadgets and Gizmos

What's in Your Utility Belt?

The Ultimate Educational Tool

Utility and Synergy

Further Reading

Further Viewing

Questions for Reflection and Discussion

References

7 Vulnerabilities

What Color Is Your Kryptonite?

Feet of Clay

Further Reading

Further Viewing

Questions for Reflection and Discussion

References

8 Archenemies

Not the Enemy #1: Students

Not the Enemy #2: Parents

Not the Enemy #3: Other Teachers

Not the Enemy #4: Administration

So, Who Is the Enemy?

Further Reading

Further Viewing

Questions for Reflection and Discussion

References

9 Teammates

Iron Sharpens Iron (Man)

Isolation to Collaboration

Get to Know Your Teammates (and Yourself)

Get Together (and Get Along)

Further Reading

Further Viewing

Questions for Reflection and Discussion

References

10 Sidekicks and Mentors

A Dynamic Duo

Teaching (and Learning) with a Sidekick

Find Your Batman

Further Reading

Further Viewing

Questions for Reflection and Discussion

References

11 Legacy Heroes

Touching the Future

Honoring Your Heroes

Influential Teachers and the “Super Seven”

Leaving a Legacy

Further Reading

Further Viewing

Questions for Reflection and Discussion

References

Index

End User License Agreement

Guide

Cover Page

Additional Praise for Teaching Is for Superheroes!

Title Page

Copyright

Dedication

Foreword

Acknowledgments

About the Author

Table of Contents

Begin Reading

Index

Wiley End User License Agreement

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Additional Praise for Teaching Is for Superheroes!

Hey, teachers, this one is for you! Whether you are a long‐time teacher or just beginning your career, Daniel Bergman has filled this book with accessible ideas to implement with all ages in the classroom. By reading this book, I know that Bergman's classroom is meaningful, purposeful, respectful, relevant, and fun. Yours will be, too.

—Joan Wink, Ph.D., Professor Emerita, California State University, Stanislaus

“Teaching Is for Superheroes! captured my attention from the first page. The connection to pop culture is creative, innovative, and will engage future educators. As an educator and early childhood ally, |I applaud the strong research foundation blended with stories from the field, sense of humor, and real‐life solutions essential for today's educators.”

—Jane Ann Benson, Grand Rapids Community College

“Every teacher has those days when everything clicks and they feel superhuman, and every teacher has those days when everything goes sideways, and they feel like a heel. Veteran teachers, pre‐service educators, novice teachers, and anyone serving in a mentor capacity for those in education will appreciate Teaching Is for Superheroes! A sagacious field guide for every educator and the teacher walking into school for their first day alike, this resource covers all those “teacher life” moments through references to the superheroes of comics and film so beloved today. You know—that other group of people who attempt to accomplish the impossible daily.”

—James Bucky Carter, Ph.D.

“In this book, Bergman draws upon his own experiences as a former secondary educator, providing realistic examples of best teacher practices within the classroom, school district, and community. This book is witty and clever and utilizes popular culture comic icons that many future educators can relate to as they navigate the dispositions and traits of becoming successful classroom teachers and developing their own superhero powers of introspection, reflection, and growth mindset.”

—Cathie English, Ph.D., Associate Professor of English, Missouri State University

“Daniel Bergman's fantastic book shows teachers how to superpower their educational practices and empower wonder, yearning, and learning within young minds captivated by the capes and cowls of superheroes.”

—E. Paul Zehr, Ph.D., Author of Becoming Batman, Chasing Captain America, and more

“This is one of the most beneficial—and enjoyable—educator books I’ve read.”

—Maria Smith, Maryland school educator

Copyright © 2023 Jossey-Bass Publishing. All rights reserved.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey.Published simultaneously in Canada.

ISBNs: 9781394153732 (paperback), 9781394153756 (ePDF), 9781394153749 (ePub)

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Library of Congress Control Number:

2022059644 (print), LCCN 2022059645 (ebook)

Cover Design & Illustration: Paul McCarthy

Illustrations by Kevin H. Yancey

Dedicated to my teachers at O'Neill Public Schools, including Miss Evans, Mrs. Carroll, Mrs. Hansen, Mrs. Devall, Mrs. Tompkins, Mr. Hayes, Mr. Walters, Mrs. Tummins, Mr. Hrbek, Mr. Hostert, Mrs. Appleby, Mr. Larson, Miss Ball, Mr. Johnson, Mr. Davis, Mr. Kruse, Mr. Musson, Mr. Osenbaugh, Mr. and Mrs. Mueller, Miss Myers, Mr. Brosz, Mr. Hiebner, Mrs. Henderson, Mr. and Mrs. Scott, and everyone else who taught and inspired me—and countless others.

Foreword

I have been reading comic books since I was around 6 years old. I was first introduced to superheroes with the 1966 Batman TV show, and then the Super Friends cartoon and the 1960s Spider‐Man cartoon. These cartoons captured my imagination! My cousin, who was in high school at the time, would visit my house a few times a week after football practice and he would bring comic books. But more importantly, he would leave them behind. The adventures in these comics went way beyond the world I knew from the TV shows. My young mind was blown! Exploding with creativity and wonder, I knew immediately what I wanted to do with the rest of my life. I wanted to tell stories. I wanted to be a cartoonist.

I carried this dream to high school. On the first day of freshman year English, my teacher asked the class what we wanted to be when we grew up. She went around the room asking the same question to all the students. Most kids answered … fireman, doctor, lawyer. I said, “I want to be a cartoonist.” My teacher seemed a bit confused when she asked me, “I think you misheard the question. What do you want to do for a living? To pay your bills? To support your family? I said again, “I want to be a cartoonist.” I didn’t care for that teacher too much. It wasn't her I didn't like. It was the fact that she didn't believe in me.

My junior year was a bit different. My first day in U.S. history class, we had to learn the Constitution in order to graduate. I sat there along with 30 other students ready for the most boring class ever to begin. In walks our teacher. She made it to her chair and sat down with an exhausting thud. Of course, us kids chuckled, but she looked at us with a scary glance, eyes above the glasses, and we all immediately quieted down. “Oh no, what have I gotten myself into? Why do we need this class to graduate? Is there a way I can get out of this?”

But then, Mrs. Ibom stood up and began to speak.

She talked about the current times. How the things happening now are a result of the things that happened years ago. How stories in the past plant seeds for stories in the future. How it's all connected. When she spoke, it was magic. She told stories. We listened. I don't even remember opening up my textbook. We didn't need to. Her stories were so amazing, I looked forward to her class every day. I didn't want the class to end. There was even a slight groan when the bell rang. She was a bit strict, didn't want talking in class, hated when students were late. But she was cool, and she cared about her students enjoying learning. She even had her own catchphrases.

You remember certain teachers for the rest of your life. They can give you knowledge that prepares you for the future. For life itself. I understand American history and am still fascinated by it because of my junior year U.S. history teacher. She walked around the room flaring out her arms, gesturing madly at times, and told these adventures. These stories. There were good guys. There were bad guys. There were people in struggle. Stories that unfolded. Main characters with dramatic endings. Just like in the comics.

Mrs. Ibom was a character unto herself. Her wig, her stature, her voice, her persona were her superpowers. Besides many art teachers, I think she taught me the most.

I don't remember if I ever showed her my drawings. I don't know if she knew I wanted to be a cartoonist. But one thing is for sure. She was super.

Superheroes are everywhere. They may be difficult to notice at first, but when you find them, you'll soon realize how super they are.

– Art BaltazarFamous Cartoonist

Acknowledgments

Thanks to the entire team of superheroes at Jossey‐Bass/Wiley for making this book possible: to Natalie Muñoz and Pete Gaughan for their leadership and expertise; to Kezia Endsley for her thorough edits and thoughtful comments; to Maria Smith and Brian Behrman for precise and positive feedback; to Julie Kerr for her pinpoint copyediting; to Prem Narayanan for putting it all together; to Mary Beth Rosswurm for keeping everyone connected; and to the design team who made everything look fantastic!

Kudos to Kevin Yancey for his amazing interior artwork plopping superheroes into the teaching world. Even I was unsure how to make this mash‐up work, but he did so brilliantly with the perfect touch of fun.

Art Baltazar is a kind and generous creator, and a terrific ambassador for comics and children's literature. I'm humbled and honored to have his uplifting words in this book. Every teacher should have Art's books on their classroom shelves, and also catch a dose of his enthusiasm!

Andrea Braker is a brilliant, creative force for helping share the love of teaching and superheroes. Her work with Community Creative Services found all kinds of savvy avenues to spread the word.

Thanks to my teaching colleagues, friends, and family for their encouragement and examples in the classroom and beyond.

And of course, endless appreciation to—and for—my fabulous family: Jaunty Jonathan, Mighty Molly, Daring David, Magnificent May, Lively Lily, Busy Bea, and especially Lovely Laura!

About the Author

Daniel J. Bergman, Ph.D., is a Professor and Program Chair of Science Education at Wichita State University in Wichita, Kansas. Like Superman, he considers the Sunflower State his adoptive home. Unlike Superman, Dr. Bergman cannot leap tall buildings in a single bound.

Dr. Bergman previously taught middle and high school science in Nebraska and Iowa, and currently works with students and teachers from kindergarten to graduate school and every grade in between. As a fan of science, teaching, and superheroes, he is the ultimate SuperNerd. He writes about these passions at www.teachlikeasuperhero.blog and elsewhere.

Find out more at www.danieljbergman.com!

Introduction

These days, you can't swing an enchanted hammer without hitting a caped crusader or masked vigilante. Superheroes are everywhere, jumping from comic books to store shelves, novelty socks and shirts, streaming series, and—of course—the silver screen.

Few film franchises have enjoyed the level of success as the Marvel Cinematic Universe (MCU), starring Iron Man, Captain America, Thor, Black Panther, Black Widow, Avengers, Guardians of the Galaxy, and many more. Over the past decade and a half, nearly 30 MCU movies have combined to make more than $25 billion worldwide (Clark 2022). According to Box Office Mojo (2022), almost one‐fourth of the top 100 all‐time earning films (worldwide) star superheroes from Marvel, DC Comics, and other sources.

Teachers are everywhere. In the United States alone, there are 3.2 million public school teachers, along with another half million private school teachers (NCES 2021). And don't forget the parents and guardians who teach 3.2 million homeschool students—over 5% of all school‐age children in the United States (Ray 2021). New teachers mostly come from the 2,300 U.S. colleges or universities that award degrees and certificates in education (AACTE 2018). These teacher education programs prepare new teachers for initial licensure and support veteran teachers with postbaccalaureate degrees and professional development.

Such efforts are essential because teachers need help. Even before COVID‐19, the annual teacher attrition rate was 8%, with higher numbers for low‐income communities and high‐demand subjects (Carver‐Thomas and Darling‐Hammond 2019). During the successive pandemic school years, teachers have reported twice as much stress and three times more depression than adults in other professions (Steiner and Woo 2021). It's no surprise, then, that more teachers are thinking of quitting; as many as half say they are “very likely” or “somewhat likely” to leave the profession in the next two years (Will 2021).

Teachers Are Superheroes

Both groups have superpowers and specialties. Strength. Speed. Does whatever a spider can. Can leap tall buildings in a single bound. Can get a class of first graders to sit still and listen to a story. Can inspire teenagers to apply algebra to their personal budgets. Possesses the stamina to grade a hundred essay exams in one weekend.

Both also have hidden weaknesses. Kryptonite. The color yellow. PowerPoint poisoning. Eighth period on Fridays. Chocolate.

Both groups have super‐cool names. Mr. Incredible. Ms. Marvel. Doctor Strange. (Personally, I've had teachers named Mr. Little, Miss Ball, and Professor Snow.)

Both endure never‐ending trials and tribulations for the cause of good and the greater benefit of others. Teachers may not save the world on a daily basis. But they do make a difference with individual lives, one day at a time.

Teaching Is for Superheroes! can make a difference in the lives of teachers. It is not a textbook, although it could be used in college classrooms and professional learning communities. It is not a self‐help book, but teachers can review chapters to reflect on their practice and sharpen their skills. It is not a gift book or coffee table tome, even if it is the perfect present for celebrations, inspiration, and decoration.

Teaching Is for Superheroes! supports teachers and schools in all of these ways and more. With a dynamic format and visual style, it uses superhero archetypes and tropes to engage readers in a reflective examination of educational topics. Whether new or veteran, educators will find both practical information and meaningful motivation.

Admittedly, Teaching Is for Superheroes! is not a comprehensive compendium of every school issue. Teaching is context‐sensitive and complex. Still, there are common issues and applications to explore. And given the ever‐expanding multiverse of superhero media, it may feel like I barely scratch the surface. Examples will mostly stick to well‐known characters and stories. Even so, I'll sneak in a few deep cuts and Easter eggs for all of you true believers and superfans to enjoy.

The “teachers are superheroes” metaphor is not just a pandering slogan riding atop a pop culture wave. Rather, this analogy provides a rich venue through which teachers can thoughtfully analyze their purpose and pedagogy: origin stories, secret identities, costumes and gadgets, powers, weaknesses, archvillains, allies, and more. Each of these superhero themes is an inspirational springboard for practical insight and application in the classroom.

Although there is a general sequence to the chapters, readers can skip around and go in any order. Start with the items that interest you most. Or seek out your favorite superheroes. (There's a nifty index in the back that lists teaching topics, educational leaders, and all the featured characters—super neat!)

Look for additional features in Teaching Is for Superheroes! such as

Heroic quotes from an array of eras and media.

“Thought Bubbles” for private contemplation.

“Caption Captures” for quick‐write reactions.

“$uper $avers” for cost‐effective habits.

Recommended resources for “To Be Continued” reading, viewing, and learning.

Plus, each chapter provides questions for reflection and discussion, along with other elements linking teacher quality and superhero phenomena. The school setting may not be as glamorous as futurist skyscrapers, alien planets, or alternate universes. But the adventure is just as exciting—and real!

Questions for Reflection and Discussion

Who is your favorite superhero from film, comic books, or elsewhere? What about them inspires you as a teacher?

How have your heroes changed from childhood to now? In what ways have they stayed the same?

Who is an inspirational classroom teacher? How have they inspired and informed your teaching?

What is your honest reaction to the phrase “teachers are superheroes!”?

What about teaching makes it unique with respect to other professions or callings in life?

References

American Association of Colleges for Teacher Education. (2018). Colleges of education: a national portrait.

https://secure.aacte.org/apps/rl/res_get.php?fid=4178&ref=rl

.

Box Office Mojo. (2022). Top lifetime grosses, worldwide.

https://www.boxofficemojo.com/chart/top_lifetime_gross/?area=XWW

.

Carver‐Thomas, D., and Darling‐Hammond, L. (2019). The trouble with teacher turnover: How teacher attrition affects students and schools.

Education Policy Analysis Archives

27 (36).

http://dx.doi.org/10.14507/epaa.27.3699

.

Clark, T. (2022). All 27 Marvel Cinematic Universe movies, ranked by how much money they made at the global box office.

Business Insider

(16 May).

https://www.businessinsider.com/marvel-movies-ranked-how-much-money-at-global-box-office-2021-11

.

National Center for Education Statistics. (2021). Back‐to‐school statistics.

https://nces.ed.gov/fastfacts/display.asp?id=372#PK12-teachers

.

Ray, B.D. (2021). How many homeschool students are there in the United States? Pre‐COVID‐19 and Post‐COVID‐19: new data. National Home Education Research Institute.

https://www.nheri.org/how-many-homeschool-students-are-there-in-the-united-states-pre-covid-19-and-post-covid-19/

.

Steiner, E.D., and Woo, A. (2021). Job‐related stress threatens the teacher supply: key findings from the 2021 state of the U.S. teacher survey. RAND Corporation.

https://www.rand.org/pubs/research_reports/RRA1108-1.html

.

Will, M. (2021). The teaching profession in 2021 (in charts).

Education Week

(20 December).

https://www.edweek.org/teaching-learning/the-teaching-profession-in-2021-in-charts/2021/12

.

1Origin Stories

An alien baby lands on Earth, grows up in Kansas, and uses superhuman strength to champion truth, justice, and a better tomorrow.

After witnessing the death of his parents as a child, a billionaire swears to fight criminals—a superstitious and cowardly lot.

An ordinary teenager bitten by a radioactive spider discovers that with great power comes great responsibility.

Every superhero has one. So does every teacher.

What is your “origin story”?

Tales of Passion!

If you've read Spider‐Man's origin story (or seen it depicted on film), you know that Peter Parker initially exploited his newly gained spider abilities to earn quick money. In fact, he was sort of a selfish spider‐jerk. It took tragic consequences for Peter to eschew apathy, accept responsibility, and, ultimately, use his powers to help others.

Like superheroes, teachers' endeavors arise from a passion to make a difference. Often, this passion was ignited through life‐changing experiences. Such experiences might occur at a single, memorable “flashbulb” moment in time. Perhaps more frequently, there is a slower, gradual development peppered with key steps. These events can be good, bad, and anywhere in between.

Spider‐Man's life‐changing experience was tragic and traumatic, a common trend among superheroes' backstories. Murder. Abuse. Crime. Exploding planets. Hopefully your teaching origins are absent of too much death and drama. But in all honesty, some teachers did choose this profession following an unfortunate or negative experience in their own youth. To right a wrong, if you will.

My Tragic Backstory

I'll never forget my kindergarten gym class, and it's all because of the wrong reasons. Instead of fun activities like scooter soccer, rope climbing, or parachute canopy, the only memory I have is getting in trouble with the P.E. teacher. It happened one day as we lined up following obligatory stretches.

I don't remember what I did, but I know it wasn't on purpose. Mr. Clench—that's not his real name, but it sounds like a supervillain—must have thought I was misbehaving. He stormed over and yanked my five‐year‐old frame out of the student line. Grabbing me by both my biceps, Mr. Clench lifted me up to his eye level and began yelling. I don't recall his particular words, but they were loud and full of spittle. After returning my fragile, quivering body to the padded floor, Mr. Clench ordered me to sit out in the hall for the rest of gym class. For the next 30 minutes, I listened to the delighted squeals of my classmates through the closed door. Even worse, I received shameful glances from the hallway traffic. Everyone who passed by knew why I was sitting out there. I was the “bad kid.”

The entire experience still makes me shiver. But thankfully, that's about as traumatic as my childhood ever got. And the experience became a good enough excuse for my subpar pull‐up performance.

I don't remember getting in much trouble throughout the rest of my K‐12 education. So maybe Mr. Clench's aggressive model of discipline did the trick. Like the Punisher's methods of cleaning crime off the streets … permanently. Actually, a healthy upbringing by my parents and other caring adults had more impact. At least, I like to think so.

Mr. Clench didn't kill me, but I believe his aggressive intervention did significantly impact my pathway toward adulthood, as well as my teaching. I tell myself and my students that I will never yell at them in class. Safety issues aside, there are other ways to communicate clearly and directly. Whenever I do feel irritated with my students (or children at home), a recollection of Mr. Clench's vice grip and bulging neck veins comes to mind, helping me keep perspective.

That's just one example. How about you? Do you have negative educational experiences motivating you to be a better teacher? It doesn't have to be flashy or theatrical. Maybe you were just bored in school for so long, and now you've sworn to fight such stagnation as a teacher. That's a good motivator right there. And a noble cause, if I've ever seen one.

Happier Thoughts

While tragedy makes for a good backstory, some superheroes find their passion from more positive experiences. Although Superman lost his parents (and entire home planet), he benefited from a wholesome upbringing by adoptive parents Pa and Ma Kent. After growing up in literal “paradise,” Wonder Woman chose to leave her secret island home to help war‐torn humanity. Tim Drake—the third Robin—was a smart kid who figured out Batman's identity and convinced the Dark Knight to accept him as his sidekick.

One of my favorite “cheerful” origin stories is that of teen superhero Mark Grayson, aka Invincible (Kirkman and Walker 2003/2021). Although the storyline of Invincible takes all kinds of twists and turns, its beginning is rather quaint. At the outset, Mark thought he was an ordinary half‐human son of a superpowered alien hero. But when his own super strength manifested while throwing out the garbage (launching a trash bag into orbit), Mark simply smiled and said, “It's about time.”

What do you remember about the time you decided to be a teacher?

I'd bet most teachers entered the profession due to positive educational experiences. They can name a teacher, or several, who inspired them to be where they are today. My personal list of caring, dynamic teachers impacting me outnumbers Mr. Clench by at least 10 to 1. (See the dedication at the front of this book.)

One of those individuals—Miss Evans, which is her real name—was my homeroom kindergarten teacher. The only other event I remember from my devastating P.E. discipline experience happened during recess later in the morning that very same day. Miserable and still shell‐shocked, I stood alone on the playground, underneath the shadow of the broken tetherball pole. That's when Miss Evans came over and asked me what was wrong.

I shook my head and said, “Nuthin' .”

She asked if I wanted to tell her anything, and my response was the same. Without another word, Miss Evans waited beside me on the playground, until we all returned to her classroom to finish the day. I'm pretty sure she heard what happened and wanted to get the facts straight. But Miss Evans said no more about it the rest of the year. She was a first‐year teacher that fall, brand new to the building just like me.

Last I checked, Miss Evans still teaches at the same school, four decades and counting. She was one of the first people who received my graduation announcements—for high school, college, and my Ph.D.

If you haven't done so, make a point to send your influential teachers a letter or card. Write kind words expressing your appreciation for their positive impact in your life. If that person is still teaching, your thoughtful gesture alone could inspire them to teach for another 10 years.

In addition to positive role models, many teachers have positive memories of school. There are plenty of social and extracurricular activities to remember fondly, but teachers also frequently recall classroom experiences. These could be vivid lessons that evoked “Aha!” moments in one's mind. They could be enjoyable activities involving collaboration or competition. We were engaged in meaningful, memorable lessons—including some we may even use in our own classrooms today.

Catchy Catchphrases and Super Slogans

Along with activities and strategies, some of us even use exact phrases and mottos borrowed from influential teachers. Sort of like repeating our parents' patterns when raising our own kids, teachers often reuse or rebrand favorite classroom mantras.

“There's no such thing as a stupid question.”

“Fair does not mean equal.”

“I do not give grades; my students earn them.”

“You can disagree without being disagreeable.”

If you find yourself lacking in catchphrases, look no further than your favorite superheroes for inspiration. Many of these can translate to the classroom with minor (or zero) modifications:

“Up, up and awaayyyyy!”

“Here I come to save the day!”

“Your friendly neighborhood Spider‐Man.”

“SHAZAM!” (Educators should like this one, since it's an acronym.)

“Don't make me angry. You wouldn't like me when I'm angry.”

Again, these are mere suggestions for inspiration, not direct duplication. I'd be careful using the previous quote by Dr. Bruce Banner, and advise avoiding the following two favorites from his angry alter ego:

“Hulk SMASH!”

“Puny humans!”

Legendary Marvel creator Stan Lee hatched the catchphrase “Excelsior!” to use as his standard sign‐off. At first, this word seems like nonsense. But it's actually the state motto for New York, a Latin term for “to the highest,” or “ever upward” (Lee, David, and Doran 2015; Thomas 2006). That's a terrific sentiment for schools and students, too.

Catchphrases are also useful for encapsulating one's mission in life. Consider these superhero slogans:

“Sworn to protect a world that hates and fears them.” (X‐Men)

“With great power comes great responsibility.” (Spider‐Man)

“Wakanda Forever!” (Black Panther)

“Higher. Further. Faster.” (Captain Marvel)

“I am vengeance, I am the night, I am Batman!”

Without getting into all of the details, these phrases get at the heart of the characters. There's obviously more complexity when you dig deeper, but a simple sentence can still convey the general idea. It's concise and memorable, ready to share when the opportunity arises.

When was the last time someone asked you, “Why do you want to be a teacher?”

It could have been a friend or family member who asked about your career decision. Or maybe a student in class yesterday. Or during one of your job interviews. Every teacher hears the question at least once. Or a hundred times.

Do you have an answer? A good answer?

I don't have the best answer to the question. But here's how I respond when someone asks me why I teach: “I love to learn and I want to share that love with others.”

There are other reasons, sure, but that sums it up nice and clean. A heroic catchphrase, so to speak, like those of the heroes above. The late teacher and astronaut (and hero) Christa McAuliffe shared one of the better slogans teachers can use: “I touch the future. I teach.”

Here are a few other statements with their attributed origins. You often find these words in front of gorgeous landscape photographs on inspirational classroom posters:

“Education is not the filling of a pail but the lighting of a fire.” – William Butler Yeats

“The highest result of education is tolerance.” – Helen Keller

“Education is not preparation for life; education is life itself.” – John Dewey

“Education must not simply teach work; it must teach life.” – W.E.B. DuBois

“The future is worth it. All the pain. All the tears. The future is worth the fight.”– Martian Manhunter

Okay, so that last one actually has comic book origins; but it's still applicable to why we teach, isn't it? Look back at your past experiences—both good and bad—and try to summarize your passion for teaching in just a few words. You don't have to divulge your entire life story, but a few powerful words can make a lasting impact.

One of my colleagues shares the following motto with her classes of future teachers: “Go be brilliant.” It's a simple phrase, but I find it particularly “brilliant” because of the numerous meanings of that word—intelligent, illuminating, amazing. And it works. This short phrase is so memorable that her students write it on their graduation caps during commencement ceremonies. And I'm sure they remember to be brilliant in their classrooms, too, for years to come.

Finding Purpose

Whether you became a teacher due to positive or negative influences, or, more likely, a mixture of both, your motivation to teach does not rest on past experiences alone. There is something in the present that drives you. Or maybe it's a focus toward the future, like Christa McAuliffe's famous quote. You not only need passion for teaching; you need a purpose. Like a grappling hook, your purpose anchors your teaching.

Purpose is intricately linked to heroes' origins. Batman hunts down criminals to avenge his murdered parents. Spider‐Man fights crime due to an undying responsibility he learned from his fallen Uncle Ben. The Fantastic Four use their powers and inventions to explore unknown worlds. The X‐Men protect fellow mutants and humans alike in an effort to create a safe world for both species. Likewise, many teachers may refer to past experiences as they explain their current reasons for teaching.

Regardless of prior influences, teachers still work in the “here and now” as they shape students' lives for the “there and then” future. I encourage every teacher to consider this convergence of past, present, and future in their classroom. It is a key foundation to the work I share with teachers.

Near the start of every school year, every teacher should envision the final day of classes. Consider your students as they leave your classroom one last time. Imagine what those kids will be like. In an ideal world, what talents, skills, attitudes, and attributes will they exhibit?

You may never see some of these students ever again. What lasting legacy do you want to make on those kids? What do you want them to be like as a result of spending nine months together in your classroom?

Brainstorm the qualities you believe all citizens should possess to promote a productive society. Write down any thoughts that come to mind—ideas like compassion, critical thinking, and creativity. Create an all‐encompassing wish list for education and humankind. Do not worry about potential duplicates. As fast as you can, start writing your ideas. (Hint: use pencil or erasable ink.)

After working your mind and scraping down to the bottom of your brain's barrel, take a break. Wait an hour or a day. During this time off, think of items you want to add. Include them when you return to your master list.

Did you take a break? Good!

Are you back now? Great!

Now you will want to examine your exhaustive recipe for utopia's residents. Scrutinize your list and simplify it. What traits are common? Where do you see synergy? Merge these two, three, or more similar phrases into one category. For example, the following three items—a) students will show respect to teachers, b) students will appreciate diversity, and c) students will have a sense of self‐worth—may be combined to the following goal: “Students will possess respect for themselves, other students, and teachers.”

Ultimately, work your visionary list down to about 10 items, give or take one or two. You don't want too many, or you will not be able to remember all of your goals. You don't want too few, however, which may become too broad and difficult to articulate. If you think of another goal during this process, add it or merge it with an existing item. Always feel free to imagine and include new goals you deem important.

Once you have trimmed your list into a manageable size, clean it up. Compose sentences beginning with the words “Students will …” or something similar. Avoid unnecessary or repetitive words. Focus on the end product. Use action verbs for straightforward goals. Convert “develop,” “have,” and “become,” into overt actions such as “demonstrate,” “show,” and “exhibit.” The example goal used here could become “Students will exhibit respect for others and themselves.”

The following image shows a sample list of visionary goals for students in a science classroom (middle or high school), which is my professional background. You'll notice, however, that most of these student goals are not exclusive to science or any particular subject. Use this example to jumpstart a vision‐casting exercise for your own classroom context.

Sample goals list for a science classroom.What goals do you have for your students?

Students will …

1. Demonstrate a robust understanding of science concepts and practices.

2. Use critical thinking skills to investigate and solve problems.

3. Exhibit effective communication and cooperative skills.

4. Exercise creativity and curiosity.

5. Set goals, make informed decisions, and self‐evaluate.

6. Convey an appreciation for science as a human endeavor.

7. Apply scientific knowledge and skills in other enterprises.

8. Participate as productive citizens in their communities and beyond.

This is not the only list of educational goals, nor is it the best list. That's because it's mine. What's your vision for students? Make your goals list personal, professional, and passionate. Although similar in format, your goals list is not the same as what you use for lesson or unit objectives. Whereas objectives deal with specific outcomes or curriculum context, these goals apply to the entire year of teaching. Moreover, they should permeate every lesson. If it helps, you also can think of this goals list as an itemized mission statement.

Determine your inner beliefs for learning and life. Then develop your agenda accordingly. Starting today, how will you shape tomorrow's teachers, leaders, voters, and parents?

Your list should be a living entity. It will change with time. Over the course of a school year, reflect on your list and update your goals. And you must promote them. Your goals for students will thrive only when you give them appropriate attention.

Promotion of visionary goals is not an extra burden on your classroom teaching. All teachers promote certain student goals in their classrooms. The challenge is to bypass passive, disconnected, rote memorization in favor of active, interconnected mastery of concepts and skills. Your list of goals will guide intentional teaching. Remember the quotable advice of Hall of Fame baseball player Yogi Berra: “If you don't know where you are going, you might wind up someplace else.”

Always keep your list of goals accessible. Slip copies inside your lesson planner and teaching guides. Refer to your goals daily as you plan, teach, and evaluate your lessons. Some teachers have posted their goals on door‐sized signs in their classrooms. Such prominence not only motivates you, but also addresses occasional inquiries posed by your students. When they question a particular lesson's purpose (e.g., “Why are we doing this?”), you can simply point and smile.

Interestingly, many of the skills and characteristics teachers frequently identify in their list of long‐term goals align with what people want from their schools. Not only should students gain content knowledge, they should acquire the dispositions necessary for succeeding in a dynamic society and challenging workforce. This includes 21st century skills, abilities designated necessary to succeed in our “information age”—communication, collaboration, analytical thinking, problem‐solving, creating, innovating, researching, and evaluating information (NEA 2012; P21 2008). Another popular initiative is “career and college ready” students, who possess not only academic knowledge, but also higher‐order thinking strategies, social and emotional intelligence, self‐directedness, adaptability, civic engagement, and other life skills (ACT 2022; NPTA 2022).

More than alignment with a set of standards or initiatives, your classroom goals list (your vision) has merit because it instills your professional purpose with personal passion. Intentional planning and inclusion of these goals in your instruction can create timeless memories for your students.

Born or Made?

Most of us were not bitten by a radioactive teacher. Or injected with a super‐teacher serum. Does that mean good teachers are born? Or are they made?

This fundamental dichotomy is better known as “nature vs. nurture.” Are we born with built‐in capacities? Or do we have to learn them?

We all know individuals who appear naturally gifted as teachers. They seem to effortlessly exhibit the abilities and attitudes of effective classroom instruction. They're personable and perceptive, quick‐thinking and charismatic, able to build rapport with all kinds of students.

Most of us did not acquire all of these skills naturally. We have to learn fundamental principles and practice necessary competencies. But the truth is that everyone has strengths and weaknesses (more on that in Chapters 5 and 7). And we can all get better. Even those teachers who are inherently talented still have to improve and refine their skills.

A useful analogy is the X‐Men. Back in the early 1960s, Stan “The Man” Lee, Jack “The King” Kirby, and other creators were churning out new characters every month, including the Fantastic Four (November 1961), the Incredible Hulk (May 1962), Doctor Doom (July 1962), Spider‐Man (August 1962), Thor (August 1962), Iron Man (March 1963), and the Avengers (September 1963).