It is not difficult to find someone willing to give advice. In fact, on most faculties there are people willing to provide seemingly endless advice, often without even being asked. Of course, not all the advice we receive is likely to be of high quality or may apply to our needs and reality.
Our challenge is to figure out what advice might be useful to us and decide what we should ignore. Sometimes the advice we receive is obviously not useful or relevant. At other times, the advice we receive may at first seem worthy, only to discover later that it falls short of what we need. Fortunately, there are some indicators we can heed to help us discern the advice we should consider and follow, and what we should reject or ignore. Here are six signs that the advice we receive may fall short and should be viewed with skepticism.
The advice is simplistic or absolute.
Example: Students do not have to like you. They just need to respect you.
Certainly, respect is an important element of a positive, productive classroom climate, but respect rarely occurs in isolation. Fortunately, we do not have to choose between having positive relationships and the enjoying respect. The truth is that the most learning occurs, students behave their best, and we feel the greatest satisfaction when students like us AND a high level of respect is present. We can achieve both.
The advice is unrealistic.
Example: Treat every student the same.
This advice may initially sound as though it makes sense, until we consider the unique interests, needs, talents, and learning challenges that students bring with them. What will work best for and meet the needs of some students likely will fail with other students. Our knowledge of and relationships with students can help us to decide what they need, how to guide them, and how best to design learning experiences for them. Typically, advice that includes: “always,” “never,” and “every” is worth examining before following it.
The advice is outdated.
Example: Memorization and drill are the best ways to ensure student learning.
While there remains a role for memorization and drill can build “muscle memory,” most of what students learn today will require that they understand and can apply what they learn. Learning experiences that build deeper insight, provide thinking tools, and stimulate ideas and connections will carry more lasting value for learners. Actively engaging students in analyzing, synthesizing, and applying what they learn can extend learning retention and make it more operationally accessible for students in the future.
The advice ignores your context.
Example: The most important thing is to cover the curriculum.
To a reasonable extent, we need to engage students with the most important elements of the curriculum. However, curriculum coverage is not what matters most. If students are exposed to information and skills, but do not learn and master them, we will have accomplished little. There are times when we need to slow down and focus on learning, even if it means that we will not be able to address every aspect of the formal curriculum. Of course, when this is the case, we may need to alert colleagues who will be working with our students to ensure that essential concepts and content are addressed in future learning.
The advice conflicts with your core values.
Example: "Focus your efforts on students who have or are close to meeting standards and don’t bother with the rest."
This advice might come as major assessments or accountability measures approach. While the advice might make the data look better, it risks sacrificing the needs and success of students who need our support the most. Unfortunately, following this advice means that we will abandon some students and ignore their needs. All students deserve our instruction, coaching, and support, regardless of where they are in relationship to generating high test scores and meeting learning standards.
The advice ignores your experience, knowledge, insight, and expertise.
Example: If a research study shows that a practice is effective, you should immediately adopt it with your class.
Being aware of current research is important, but many factors can determine whether it can be applied effectively in our context. The age and profile of students involved in studies matter. The conditions under which studies are conducted matter. Replicability of studies matter. Before blindly accepting and applying new research, we need to check its viability and likely applicability in our context, while considering our experience and expertise.
Good advice can be amazingly helpful, especially in areas where we lack experience. However, not all advice is equal or worth heeding. Consider these six signs the next time you hear advice that leads you to question its value.
