1. TEACHERS FIGHTING A “THREE BLOCK WAR”
Joe D. Marlow
Several decadesagothe Marine Corpsleadershipdesignedastrategicconceptcalledthe Three Block
War. The thrustof thisconceptisthat Marinesin future conflictswill undoubtedlybe involvedin
fighting,peacekeeping,andhumanitarianaidsimultaneouslywithaconfinedareaof three contiguous
cityblocks.Thisconceptwas certainlyprescientof future militaryactionsinplacessuchasBosnia,Iraq,
and Afghanistanasa solderora marine ismore thansimplyawarrior eventhoughthatishis/her
traditional role.
As a veteraneducatorhavingservedasaclassroomteacher,instructional coach,school reform
specialist,andadministratorIimmediatelysensedaconnectionbetweenthe marinesandteachersin
whattheyare requiredtodoto be successful.Iwanttoemphasize atthe beginningthatwarfare and
educationare relatedonlyinageneral sense inthattheyare human activitiesandteachingisnot
combat inhowwe traditionallyviewcombat.Nevertheless,toaccomplishourtasks,we humanstendto
use similarconceptsandpatternsacrossorganizational andoperational boundaries.The Three Block
War isone such instance.
A teacher’s“areaof operations”isusuallyasingle classroomnotthree contiguouscityblocks.However,
an effectiveteacherusesthe educational equivalentsof fighting,peacekeeping,andhumanitarianaid.In
fact, if a teacherdoesnotdo all three that teachercannotbe effective evenif he/sheishighlyskilledin
one or two of the equivalents.So,howexactlydoesthe Marine concepttranslate tothe classroom?
First,a teacher’sfightisinstruction.Thatishow we ordinarilyview ateacher.Some folkswouldstate
that a teacherteaches- period.Forthe mostpart that is true.An effective teacherteachesstudents
some subjectmatterandas a result,studentsbecomeproficientinthatsubjectmatterbylearningfrom
the instructional strategiesdesignedbythe teacher.A teacher’slessonplanishis/heroperational plan
for success. The state educational authoritiesreinforce the instructional emphasisbyevaluatingschools
(andsometimesteachers) byannual testingresults.
Yet, an effective teachermustbe highlyskilledbeyondimplementinginstructionalbestpractices.Thisis
the peacekeepingpartof the teacher’stask- classroommanagement.Considerforamomentthe actual
diversitymany,if notmost,teachersface eachdayin theirclassrooms.Diversityof race andincome
levels,diversityof readinessfornewlearning,anddiversityof parental supportare veryreal challenges.
Diversityingeneral isdesirableandneededforourculture ingeneral andschoolsinparticularto be
healthyandcreative.Butextreme diversitycantearat the fabric of classroomeffectivenessincluding
teachingandlearning.Like peacekeepingisessential formodernmarinestokeeporderinchaotic
environments,the wiseuse of classroommanagementskillsare essentialformodernteacherstokeep
orderand safetyinoftenchaoticor potentiallychaoticclassrooms.

2. Finally,aneffective teacheriscaring,whichisthe equivalentof aneffective marineoffering
humanitarianaidtothe local population.A teacherseesthe needsof his/herstudentsthatimpede the
learningprocessandacts to reduce those needstonegligible obstacles.Sometimesstudentshave
physical needsandoftentheyhave emotionalneeds.Sometimesanew pairof glasseswill work
wondersandinothersituations,some wordsof unexpectedencouragement.Networkingwithfellow
teachers,counselors,nurses,andadministratorsisvital.Andawise teachermakesthe distinction
betweenwhatastudenttrulyneedsandwhata studentroutinelydesiresorexpects.
Our teacherswhoeffectivelyinstruct,manage theirclassrooms,andcare fortheirstudentsdoan
amazingjob.Their“war” isnot withstudentsandparents(theyare alliesandpotentialallies)butwith
illiteracyandignorance. Whiletheirmethodsdifferfromthose of ourmarinesandsoldiers.their“fight”
issimilar- toallowtheirfellowAmericansthe learningandlibertyneededtotake advantage of
opportunitiesoffered.