The idea that “those who can, do; those who can’t, teach” has been around a long time, but it is no truer today than it was when first stated. The line is widely attributed to George Bernard Shaw in his 1905 play “Man and Superman,” although some sources say that the idea actually flips an observation by Aristotle—“those that can, do; those that understand, teach”—on its head. While the context and intent of the original statement seemingly cannot be definitively established, in common usage it has been considered an insult to teachers and the profession of education.
As educators, we know that the statement is an inaccurate, stereotyped description of one of the most impactful, respect-deserving professions. Still, many—without evidence or understanding—accept the statement as true and use it to disparage educators when it could not be further from the truth. A more accurate, modified form of the statement might be: “Those who can, do; those who want to change the world, teach.” “Doing” can change today. Teaching changes tomorrow.
Anyone with significant teaching experience, anyone having lived with someone who teaches, or even someone who has a close relationship with a teacher knows that there is far more to teaching than meets the eye. Here are eight reasons why the statement, “Those who can, do; those who can’t, teach” misses the mark:
First, teaching is not just possessing a technical skill. Obviously, teaching a concept or skill requires knowing it, but teaching is far more than simply speaking information. It involves a complex set of skills and processes. To be successful, teachers must demonstrate proficiency in explaining concepts and skills to learners with a variety of abilities and needs, diagnosing areas of confusion and supplying missing background knowledge, and assessing where learning has occurred and where additional attention and support is needed—all while being constantly “on” with a live audience.
Second, teaching requires well-developed interpersonal skills. While one might practice a technical or professional skill without constant and intense engagement with others, teachers are constantly interacting with learners, answering questions, providing feedback, clarifying concepts, and sharing strategies, all while responding to a variety of personalities. When working with young learners, the ability to form and maintain strong relationships is key to the learning process. This all, of course, occurs in addition to collaborating with team members and other school staff as well as students’ guardians and families.
Third, teaching requires more than motivating oneself to do something. Performing a technical task or process may require one to motivate him or herself, but teaching demands the ability to motivate others, including those who may not be inherently interested in what they are being asked to learn. Most professions are not expected to serve customers and clients who are not interested in their service or purchasing their product.
Fourth, teachers are accountable for students’ learning even when those students lack adequate background knowledge and readiness. Some students come to the classroom lacking key skills and background knowledge necessary for success at the current grade level and with the content and skills contained in the formal curriculum. Yet, teachers are expected to ensure that they meet preset, universal standards that assume student readiness and adequate background—and are accountable for whether students meet those standards. Few other professionals are held responsible for the success of clients who are not adequately prepared to engage in the services they provide.
Fifth, teaching increasingly involves bridging theory and application. Students today want to know how what they are asked to learn will be useful in their future and make their lives better. They want to understand the why of learning. Teachers need to know how to explain why in much more individualistic and diverse ways if they hope to succeed with students.
Sixth, teaching involves helping others learn how to learn. It is one thing to learn something ourselves; it is another to teach others how to learn for themselves. Helping students to learn how to learn is at least as important as the immediate information and content-related skills dictated by the curriculum. The learning skills that teachers nurture in students prepare them to continue to learn long after they leave their current teacher and complete their education.
Seventh, teaching requires the engagement and satisfaction of multiple categories of customers. Most services have an identified customer category to be satisfied. However, teachers must address the immediate customer—the student—while also meeting the expectations of parents and families. Unfortunately, what students may want is not always aligned with their families’ expectations. It also might be argued that supervisors, mandated curriculum, and state standards must also be satisfied as secondary customers for teachers’ work.
Eighth, teaching requires engagement with a diverse client base. Students in today’s schools aremore diverse than at any time in history. Service providers and manufacturers typically have some flexibility and choice in the clients or customers they serve. Teachers engage every learner who enters their classroom with the expectation that regardless of background, preparedness, interest, ability, or culture, they will learn. Successful teaching requires extreme flexibility, patience, and commitment, often beyond what is required in other professions.
Teachers and teaching deserve better. The next time you hear someone say, “Those who can, do; those who can’t, teach,” feel free to correct them with, “Those who can, do; those who want to change the world, teach.”
