When conversations turn to my workplace at Bank Street, the common question is, “Oh, what subject do you teach?” My immediate, almost reflexive response is, “I’m not a teacher; I’d be a terrible one!” However, that’s not entirely accurate. I can effectively instruct when I’m knowledgeable about the topic, whether it’s guiding someone through a smartphone’s navigation features or updating a colleague on website modifications. Just don’t ask me to lead a fourth-grade math class!
My time at Bank Street University has been a masterclass in observing exceptional teaching. I recall a lesson where Sally, our math specialist, was demonstrating measurement using a child and a measuring tape. Intriguingly, the child was lying down on a bench – at Bank Street, there’s always a pedagogical reason! Sally asked the child to estimate his height in inches before revealing the actual measurement. His initial guess was quite off. Instead of simply correcting him, Sally engaged him in a curious, conversational dialogue about his estimation process. The child, naturally enjoying the attention and opportunity to talk about himself, became fully engaged. Through gentle prompting and exploration of the measuring tape’s markings, Sally guided him to discover the correct answer. The lesson concluded with a clear understanding achieved through exploration and guidance, embodying the core tenets of Bank Street University’s approach to education.
Witnessing this brief interaction, I was struck by how fortunate this student was to learn math from Sally in such an encouraging and supportive manner. It sparked a pang of envy, contrasting sharply with my own fourth-grade math experience. At Metairie Park Country Day School, we were tasked with multiplying large numbers using the stack-and-carry method. My attempts were riddled with errors. Miss Martin, my teacher (a name etched in my memory), reacted with anger, shaking my shoulders forcefully from behind. Fear, humiliation, and a desire to disappear washed over me. My immediate thoughts were: I despise math. Followed by, I’m doomed to fourth grade forever. And finally, Even if I escape fourth grade, teaching it is out of the question, though I might just manage third grade math if absolutely necessary. This stark contrast underscores the profound difference in learning environments and the lasting impact of teaching methodologies, a key focus within Bank Street University’s educational philosophy.
Reflecting on educators who truly facilitated my skill development, I realize the enduring impact of positive learning experiences. Some skills, like copper plate engraving and printmaking (thank you, Dadi Wirz!), or sewing zippers (thank you, Mrs. Stewart!), are less relevant to my current work. However, others, like photography, which I studied in college almost as an afterthought, have become integral to my professional life (thank you, Geoff Winningham). The common thread in all positive learning experiences is the retention and application of knowledge. Conversely, stressful learning experiences, like my fourth-grade math class, resulted in knowledge that vanished, if it was ever truly acquired at all. This highlights the importance of fostering a positive and engaging learning environment, a cornerstone of Bank Street University’s educational approach.
At Bank Street University, the learning process itself is inherently positive and rewarding. Unlike my anxiety-inducing fourth-grade math class, being part of the Bank Street community is characterized by enthusiasm and positive energy. Students are encouraged to explore, reflect, experiment, and learn from both successes and setbacks. Questions are welcomed without fear of judgment. Mistakes are seen as valuable learning opportunities, fostering resilience and a growth mindset. This supportive and explorative atmosphere is central to the educational philosophy championed by Bank Street University.
And here’s a revelation: working at Bank Street University mirrors the student experience. Even within my age group (the ’61/62s’ cohort, as we playfully refer to it), continuous learning and skill acquisition are encouraged. The culture at Bank Street is deeply rooted in learning and growth. Faculty regularly collaborate, discussing effective strategies and areas for improvement. Just as students develop, so too do the adults – intellectually and professionally. This commitment to lifelong learning and professional development is a defining characteristic of Bank Street University.
Returning to Sally, she recently recounted an elevator encounter where a student remarked, “Sally, I think you’ve grown taller!” While she was wearing heels, giving the illusion of height, it resonated deeply. Indeed, Sally is growing, and so are we all at Bank Street University. This continuous growth, both for students and educators, embodies the dynamic and evolving spirit of Bank Street University and its commitment to fostering a lifelong love of learning.
Kate Marcus, Director of Communications at Bank Street School for Children, continues her journey of learning in writing and photography. She acknowledges Aiden from the 3/4s class for capturing her photograph after requesting to use the office camera.
Rice University, BA, Art
Southern Methodist University, MBA
