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5 ................................. A teacher-centered approach? Wait a minute. I thought that schools should be student centered. It’s “all about the kids.” Isn’t that what we are supposed to say? A safe guess is that schools should be about both, but with an important corollary: All of the learning and all of the support we want students to experience depends in large measure on the support that teachers receive. This support not only includes the nitty-gritty working conditions of teachers (for example, salary, access to a telephone, adequate mate- rials, time for lunch, a clean and comfortable work environment, respectful students, and discipline policies that work) but the oppor- tunities that teachers have to work together with colleagues, to learn more about their craft, to make important decisions about teaching, learning, and other professional matters. All of these con- ditions and opportunities count. They count so much that unless we look after them schools will not work as effectively as they can for students. An important truism is that as the principal goes, so goes the school. But the corollary to that statement is also true. As the teacher goes, so goes the student. Roland Barth’s now-famous homily reminding us to heed the advice routinely given by airline cabin attendants at takeoff makes sense: “In the unlikely event that an oxygen mask is needed and you are accompanied by a child, first put the mask on yourself and then on the child.” Teachers are best able to serve students when they themselves have been adequately served. But let me back up for a A Teacher-Centered Approach 101 . . . . 10_965448 Ch05.qxd 6/23/04 2:58 PM Page 101

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