I’ve always found clichés annoying, but one more than others:
You can lead a horse to water, but you can’t make it drink.
Now I’m no expert on horses, but there seems to be some inherent problems with this phrase. First of all, if the horse is thirsty and there’s water around, you can’t keep it from drinking. Thirsty horses drink. Period. Second, if the horse isn’t thirsty, whyare you leading it to water? Quenched horses don’t drink. Lastly, if the horse is thirsty but not drinking the water, then something is terribly wrong with the water.
Obviously I think too much about clichés, but I’ve heard this particular one used in reference to students. Students may be described as apathetic, unwilling to work, unmotivated or uninterested in academics. Or unthirsty horses, if you will. Many teachers see themselves as tirelessly leading these unthirsty horses to the water over and over again only to have the cooling waters of knowledge refused. Teachers wrestling with unengaged students turn to fellow educators for tips and hear: “Well, you can lead a horse to water….”
Each summer, I spend two weeks in a room full of thirsty horses; a group of engaged and dedicated educators. These teachers spend 14 days in a professional development course that leaves them drinking from a fire hose. It is our job as the facilitators to bring buckets of water by way of content knowledge and hands-on strategies. It is a thoroughly enjoyable experience. Teachers know that feeling because thirsty horses are awfully fun to teach.
Whatever the reason, teachers return to the classroom to find students unengaged — or rather to find horses not drinking the water. Our job as educators is to hydrate those horses. Here are my thoughts on how to keep your horses thirsty:
Ask what’s wrong with the water. Don’t get so busy that you forget to consider reasons that your students aren’t engaged. Perhaps they are full of water from a previous class and need time to digest. Perhaps they don’t recognize the water because they lack prior experience. Perhaps they are too busy thinking about food to realize they are thirsty. Perhaps your water is stale and could use some freshening up.
Be thirsty yourself. With budgets tight it is harder than ever to find funding for professional development, but it is always worth the effort. Investing, both the money and the time in your professional growth pays off not only for you but also for your students. Seek out those opportunities that allow you to experience as a student. Solid professional development not only deepens your content knowledge, but also keeps you excited about the classroom.
If you are full, leave the water alone. Find balance in your life. You are not just a teacher, or a parent, or a spouse or the chairperson of that committee. You are all of those things and you must not let any one responsibility overpower the other. If you are full, step away from the water.
Hang out with other thirsty horses. There are unthirsty horses in the teachers’ lounge too. Avoid them. Make an effort to spend time around other teachers who are determined to help students learn. You can identify the unthirsty teachers by noticing who says, “Well, you can lead a horse to water…..”
For additional resources from HudsonAlpha’s education team, visit the education portal.
Madelene Loftin works as an education specialist at HudsonAlpha. She was named Mississippi’s Outstanding Biology Teacher of the Year in 2008. Since joining HudsonAlpha, she’s been inspiring Alabama students to pursue careers in science while inspiring science teachers to be better educators.
Dr. Guy Caldwell, Ph.D. and Dr. Kim Caldwell, Ph.D., Molecular Biologists, Assistant Professors, Department of Biological Sciences
“I never set out to be a professor and researcher; I sort of stumbled into that job. However, I always wanted to know more about nature because I loved animals, rocks, planets, stars, fish, etc. So, in school I took a lot of science courses and along the way I just kept narrowing my focus as I found out what areas of science I liked.” —Dr. Kim Caldwell
“Fall in love with biology, chemistry, math and computer classes early. I use my degree every day. Biology–specimens/cell division; chemistry-mixing and usage of reagents in our protocols; math–measuring DNA; computers–capturing and karyotyping chromosomes.”
“I choose this career because I really enjoy the fast pace changes of science and genetics and I like to help people. I wanted a career that would allow me to be in healthcare but I was not interested in being a physician or nurse or working in a research laboratory setting.”
“I travel independently throughout the community to inspect food processing plants, hotels, restaurants, day care and nursing home food service facilities, jails, schools, night clubs and even body art facilities. Every day I am out meeting new people and seeing different things.”
“As a medical epidemiologist working at a state health department, I have investigated acute disease outbreaks; reviewed and analyzed data from reported, notifiable disease cases; and planned and implemented intervention measures to reduce the occurrence of preventable communicable diseases.”
“Computational biology is an exciting interdisciplinary field of research that integrates concepts from statistics, mathematics, computer science, and physics to solve problems in biology and biomedical research.”
“As a biochemical geneticist, my work specifically focuses on the diagnosis of inherited metabolic disorders, which typically afflict infants and young children, and often cause severe, even life threatening symptoms.”
“Did I choose the career or did the career choose me? That is an interesting question. I have always been interested in science, and grew up on a farm. So the marriage of science and agriculture was a natural for me.”