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Teachers need to be clear on what they mean by learning. Learning is often judged by what students accumulate in content or is based on a student’s mastery of content as revealed by grades. However, for the author, there is more to learning—specifically, the behaviors of the learner. The author proposes a Rubric for Learning Behavior to augment the concept of learning with a concept of the engagement of the learner. In doing so, the author clarified his own struggle to make sense of the relationship between teaching and learning.  \nKeywords: Teaching, Rubric for Learning Behavior, teacher struggle, Dewey  \n* Sam Roberson is currently serving as a 10th grade English teacher in a 9-10 high school setting. He has served previously as an assistant principal, principal, and associate professor in a graduate level Educational Administration program. He has also taught teacher preparation courses in an alternative certification program.  \nCorrespondence: [samlr@tx.rr.com](samlr@tx.rr.com)  \nIntroduction  \nFor some teaching is a calling. For others, teaching is a vocation. For everyone else, teaching is something in between. For those who are called, the act of teaching is as much a part of themselves as breathing. It is the lifeblood and passion of a fulfilled life. For those of the vocation, the act of teaching is a means to an end; though perhaps for some, at least, a means composed of substance to enhance those ends. For everyone else, the act of teaching lies somewhere between the two perspectives, but certainly, teaching is a time honored work on any scale, important both to the individual who sits in any given class and the teacher who stands in front of the class, as well as important for the continued existence of cultures and societies, if not the human race.  \nRegardless of how one comes to teaching, the realization quickly materializes that the act of teaching is, contrary to popular notions, a daunting exercise. For the teacher of conscience and passion, the act of teaching is challenging and requires commitment and dedication. Time and effort go into preparing, presenting, and evaluating each act of teaching. Teaching is not for the fainthearted or the flippant. It is best seen in a personal comment made to my teacher-wife and colleague after our first full week of teaching in a public junior high school: “This is the hardest damn job I have ever had.”  \nThe challenge for every teacher, regardless of the level of students being taught, is to decide not only what to teach, but how to teach. The what to teach aspect is often defined contextually by the institution, the department, and/or discipline. On occasion it is at the whim and discretion of the teacher. Most often it is not discretionary and is at least specified to some degree by core competencies, academic or subject standards, or time honored points of canon. The how to teach aspect, more often than not, is determined by the teacher, though some districts (and state departments of education) are becoming more actively involved in these decisions. Still, in public education, the teacher is often left alone to his/her own devices, understandings, and proclivities to decide how best to teach the subject to which they have been assigned, content standards notwithstanding.  \nAs such, teaching is a purposeful act. Understanding that purpose is the stuff which challenges the beliefs, attitudes, understandings, skills, competencies, and abilities of the teacher. Within the purposeful act is the realization that teaching is in fact a two sided coin: one side, teaching; the other side, learning. The intent of teaching, most commonly, is that a student will learn that which the teacher has specified, designed, organized, imparted or facilitated","cbCaiaW1CQyB4XmZ","https://ap.wps.com/l/cbCaiaW1CQyB4XmZ","pdf",72162,12,"English","# Abstract\n# Introduction\n# Facing the Dilemma","[{\"question\":\"Why does the author argue that “learning” should be clarified beyond grades?\",\"answer\":\"The author believes learning is often judged by content accumulation or mastery reflected in grades. Instead, the work emphasizes learner behaviors and engagement as a fuller view of learning.\"},{\"question\":\"What is the proposed Rubric for Learning Behavior intended to do?\",\"answer\":\"The rubric is designed to augment the concept of learning by adding a focus on the learner’s engagement, helping connect teaching with learning outcomes.\"},{\"question\":\"How does the author describe the relationship between teaching and learning?\",\"answer\":\"Teaching and learning are presented as correlative processes, where an act of teaching should align with learning, echoing ideas attributed to Dewey and later scholarship cited in the text.\"}]","Finding Clarity in Teaching - One Teacher’s Struggle | PDF",1792094832]