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Book Review Teaching with the Heart in Mind
Book Review
Review by Joe Mullikin
Why Are We Still Doing That?
by Pérsida & William Himmele
Click the cover to view on ASCD.
Take a moment to think about why you chose to become an educator. Was it because of an impactful teacher that you had as a student or was it the connection and passion that you had for a specific subject? For many, it may be the desire to see young people learn and grow both as students and as individuals. Now think about where you are at right now. Does your day-to-day instruction and practice align with the reason why you entered into education? Do you find yourself stuck in, what can become, a monotonous routine with unengaged or disconnected students? At some point in each of our careers, we’ve all been in this place and we reach a critical point where we either make the decision to change or we stick with the seven most dangerous words in education; “that’s the way we’ve always done it”.
As we begin to move beyond the previous two years of disjointed, abnormal, and reactive teaching and schooling, now becomes the best time for us to collectively review the practices and pedagogy within our classrooms, buildings, and districts. Persida and William Himmele’s book Why are we
still doing that? Positive alternatives to problematic teaching practices
provides a foundation for educators to do just that. Identifying problematic
practices that still permeate the educational environment and providing alternative practices, this book is the perfect read for every educator, whether in the classroom or the office. Quite simply, if we want to provide the best opportunity for students to learn and grow to their full potential, we must ensure that the practices we’re using allow them to do so.
Throughout the book, the authors work to provide a foundation to not only change practices but change beliefs. Oftentimes we, as educators, are presented with books and articles that provide new strategies to old problems, new solutions to outdated practices, or new ideas for breaking the monotony, but fall short of changing the heart and belief of the reader. The Himmeles follow a consistent pattern throughout the book:
• The Why - core to changing beliefs is an understanding of why a practice itself is problematic. Through this component, they talk in detail about why each practice is problematic for students, parents, teachers, and other stakeholders.
• What Now? - while understanding why practices are problematic is important, what ultimately is of most importance are the potential alternative practices to implement instead. In this section of each chapter, the authors provide multiple potential solutions, many with examples, templates, and gradespecific suggestions.
The book goes through six of the primary problematic practices which still permeate much of the educational system today: (1) Round Robin Reading, (2) Teaching to Learning Styles, (3) Homework as the Default, (4) Formative Assessment Imposters, (5) Standardized Test-Based Practices, and (6) Behavior Charts and Withholding Recess. Through each of these chapters, the Himmeles provide both the why and the next steps in order to allow teachers and educational leaders to make adjustments based upon the needs of their classroom and schools.
Ultimately the goal of engaging with any educational book is to gain knowledge that spurs changes in our adult behavior. In the opening of the book, Persida and William Himmele talk about their experiences speaking together, watching practices come and go, and the hard work of education. Simply put, teachers are and have been working incredibly hard, especially over the past two years. The question though is, while we continue to work hard, are we doing the right work hard? If we continue to engage in practices that are problematic for our students, it is unlikely that we will
continue to see the outcomes we want to see. When this happens, teacher efficacy declines, and ultimately school culture does as a result.
Many of the components of these practices we already know are problematic but become lost as we are are easier, more comfortable and help to “soothe their ego” (Himmele & Himmele, 2021, p. 62).
I cannot recommend this book strongly enough to every teacher and educational leader. At the time of writing this article, we are 717 days removed from the state
unable to see the forest through the trees. In Chapter 4, the authors talk about formative assessment imposters. Imposters # 2 and # 3 are in direct conflict with what is well known to be best practice (p. 60). Imposter #2, “does everybody understand?” and Imposter #3, “the traditional Q&A” both are characterized by asking for universal understanding and providing universal and generalized feedback. As we look at what is characterized as best practices, we know that both of those components are in direct conflict with what has been articulated both by Charlotte Danielson (2007) and Robert Marzano (2003). Even when components of our practices are problematic, many educators continue to utilize and implement them because they of Illinois and schools being closed. Since March 13th, 2020, education has been transformed in a multitude of ways and teachers have transformed their practice over and over again. We are now approaching an educational environment that is seeming more and more normal, but we must not simply fall back into our old practices, especially those that were ineffective and problematic. This book is an incredible foundation for School Improvement Teams, PLCs, Administrative teams, or Instructional Coaches to gain an understanding of how to move and support teachers through changing their pedagogy. It is an incredible book for any teacher who worries that what they are doing is not best for their students or any teacher
who simply wants to ensure they are doing what is best for kids.
In the end, all of what we do is to support students to learn and grow to their fullest potential. When we sit back and think about why we got into education in the first place, was it to be comfortable and do what we’ve always done, or was it to support and push students in the best way possible? Simply put, if we want to do what is best for our students, we must ensure that our practices are in alignment with what is best for them. This book is an invaluable resource for educators at every level of education and every role. If not us then who, if not now then when. We have the perfect opportunity to make growth in every moment, let’s choose this one. Joe Mullikin is the principal at Highland Elementary in Meridian CUSD 223. He also serves as the Director of Data & Assessment, the Director of Continuous Improvement, and the Title and IDEA Fund Coordinator. He previously taught HS Science and continues to teach both science and leadership courses at the undergraduate and graduate levels. He holds Masters Degrees in Secondary Education and Educational Leadership. Joe is currently finishing his Ed.Doc. through Western Illinois University, completing his dissertation on the impact of COVID-19 on school culture. In addition, Joe serves as the Equity and Diversity Chair for the IPA Northwest Region Board and as a publications co-chair for ILASCD.
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