Good teachers are subversive teachers who find ways to make connections to the students and motivate them as learners. The act—or perhaps I should say the art –of subversive teaching involves following required teaching standards, while at the same time subtly restructuring traditional procedures. Teachers have to comply with the standards of the education system, they must teach what is required— there isn’t a choice. But they do have a choice in how they present the material. Subversive teaching involves diverting from the ho-hum drudgery of “old fashioned” teaching techniques.  Using methods of subversion in the classroom students learn to consider possibilities; there is progress and not stalemate. Using methods of inquiry with our students causes them to delve deep. It challenges them to think and come up with answers from inside themselves through manipulation of previously acquired knowledge or by building upon newly acquired knowledge.

By implementing these techniques as a future teacher, and referring to the principles of subversive teaching along with other teaching guides, I feel I can provide relevance for my students in teaching the required standards. By teaching students how to ask questions (going beyond “the crap”) and identify deeper meaning by looking at themselves, others, and the world around them, they will develop critical thinking skills that will enable them to tackle the required material while keeping them engaged.

I have been very fortunate with my placement in many ways; one of which is witnessing more than just my co-op teaching and interacting with students in the classroom, but also a few other teachers who have kindly invited me into their classrooms. They each have their own unique styles and techniques. Reflecting upon it I truly believe I have witnessed subversive teaching in action many times. Yet, there have been a few incidents where I have detected “crap.” One incident comes to mind in particular. It involved the teacher of College Prep. She was rolling along with a lesson on effective thesis statements. Given time in groups to work on developing a thesis statement while using methods she suggested and through questioning to develop a precise yet deeply intriguing thesis topic the students were using critical thinking skills. After peer review and her final approval of developed thesis statements, she moved on to the body of the paper— a five paragraph essay. I witnessed the engagement slowly fizzle, disengagement kicked in, as she went into the redundant steps and expectations involved with creating this type of essay.  After class I asked her if her students use five paragraph essays for all their papers. Her response with a slight scowl was, “I have to use this format in order to prepare them for the Keystones.”