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In college, I felt blessed to have teachers that walked the talk. My Public Relations professor worked as a VP at Cohn & Wolfe for years, my Small Business Management class was taught by an entrepreneur who owned a small business.
When it comes to our educational system, we often look to the students but it’s important to focus on the teachers, as well.
Susan Engel reports in the New York Times how Arne Duncan, secretary of education made a recent call for “sweeping changes to the way we select and train teachers.” Sounds about right. The mechanics of lesson plans and studying specific instructional programs don’t “transform a promising student into a good teacher.”
Experience is knowledge. Reading a book on marketing theory is nothing like working on a marketing campaign project or learning and involving yourself on-site in an internship.
Engel believes that, “students should learn their craft the way a surgeon learns to operate: by intense supervision in a real setting with expert mentors. Student-teachers are usually observed only twice during a semester and then given a written evaluation. But young teachers, like young doctors, should work side by side with skilled mentors, getting plenty of feedback, having plenty of opportunities to observe and taking on greater and greater responsibility as they improve.”
“Teachers must also learn far more about children: typically, teaching students are provided with fairly static and superficial overviews of developmental stages, but learn little about how to watch children, using research and theory to understand what they are seeing. As James Comer, a professor of child psychiatry at Yale, has argued for years, if we disregard the developmental needs of our students it’s unlikely we’ll succeed in teaching them.”
Like many positions, good teachers thrive off of a community of positive colleagues. Collaboration takes away the isolation and incubates ideas.
Engel summarizes, “To fix our schools, we need teaching programs that are as rich in resources, interesting, high-reaching and thoughtful as the young people we want to attract to the profession. Show me a school where teachers are smart, well-educated, skilled and happy to be there, and I’ll show you a group of children who are getting a good education.”
I’m curious - do you teach? Have you taught? What do you think about the article and what do you think needs to be remedied in our educational system?
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Comments
11.04.09
Grace, I'm not a teacher, but I think that one thing that needs to be changed in the educational system is the amount of oversight teachers have to deal with. I was talking to my old neighbor the other day. She is a teacher and wants to give her students the means to communicate better outside of the classroom. I suggested a blog. She said she couldn't do it.
It wasn't that she "couldn't" do it. She just wouldn't because of the flack she might get from the school. It makes sense. Safety first ... but at some point we need to put some trust back into their hands.
In other words, I think teachers are smart and well educated, but they're totally burdened by a school system that tells them that they'll lose their job if they don't do it by the book.
Maybe that makes sense, maybe not. I'd love to know what an actually teacher thinks about this ...
11.04.09
A big issue that I think gets missed is the fact that everyone is entitled to a public education, regardless of ability, desire, or (unfortunately) intelligence. Many countries in Europe only have the best and brightest move beyond 8th grade, with the rest going into a trade school to learn a viable skill. I don't think anything can be done until those who aren't interested in learning are removed from the equation. You can have most resources, the best teachers, and the most creative lesson plans but that won't mean jack to a kid who's more interested in smoking pot than listening.
11.04.09
@Ryan I agree, that's it's often the 'system' rather than the methods the teacher has inherently. It seems if we talk about teaching teachers appropriately (this is also important) it doesn't translate to a teacher who has been teaching for 15+ years. The experience is already there and then the piece that stands in the way is the system and even parents who are overly sensitive.
@Andrew You bring up an interesting point about European vs. American educational system. I still think however, there are incredibly passionate teachers who can help any student get through even a subject or class that they might dislike. For instance, I'm definitely an English/Communications type of gal and not one for Math and Science. I remember in college my Biology and Nutrition Professor was so good at listening to her class and teaching in a unique way that even the subject that I hated turned into one that I began to understand and actually do well in. It was a direct result of her skilled teaching and relating to each student.
Also, how can you judge someone on their intelligence level? I think that standardized tests are crap but then can you only judge on writing, projects, GPA? Teachers jobs are not easy, but to boot the kids who don't have the "ability, desire, or (unfortunately) intelligence," seems backwards. Doesn't everyone deserve a chance and/or don't most people change overtime? I wasn't interested in school when I was in 6th grade like I was when I was a junior in college. The methods change as do our level of understanding and interests.
Interesting discussion, you've perked even more thoughts, thank you Andrew!
11.04.09
Grace, I agree that the value students get from teachers who "walk the walk" is great. My best professors in college were the ones who worked outside of teaching. Many of them had their own businesses outside of their teaching duties, or had spent many years in the professional field. In my opinion, they were the ones most committed to helping their students succeed and gave the most valuable lectures and lessons. These professors understand what it takes to "make it", because they are living it every day.
11.04.09
@Cassie Definitely, you're spot on. The theory and practicum of a teacher who had us dig into textbooks and define marketing definitions just had it backwards. We're preparing for real-life in college, so why won't we involve ourselves in real-life or learn from those who might be in it?
11.04.09
@Grace I agree that most standardized test are complete BS, but usually the intelligence and motivation of each student has been determined far earlier than that. While it would be ideal to make sure each child got the same access, the stark reality is that they already don't. Depending on where they live, their home life, or outside responsibilities, two students with identical intellects would receive a vastly different education.
Also, there isn't anything wrong whatsoever with a trade school. Last I checked, we have a lot of 20 somethings graduating with various college degrees with no real skills and a hyper-competitive job market. On the other hand, I recently paid an AC repairman $700 bucks to fix my home air conditioning. It may not be glamorous, but it pays the bills and then some. The bottom line is that we don't all get to be astronauts when we grow up, and the world needs ditch diggers, too.
11.04.09
@Andrew You are very right that the education each individual receives isn't fair and is very much dependent on your income, home life, where they live, etc. I do think that intelligence is intelligence regardless of who or where you are. The output result just means it might be harder for one to move forward or continuing learning because of their surroundings.
I'm trying to think about the education you receive versus your own level of intelligence or what you might seek out on your own.
I definitely wasn't knocking trade schools. I don't think you even need a college degree to equate intelligence or general success. There's work for everyone in a wide spectrum, whether you're an astronaut or ditch digger. No right or wrong there...and I'm sure we both think that learning goes far beyond the classroom.
11.05.09
I'm not sure how feasible it is to train teachers the way the article describes, though it would be great if some teachers had more advanced knowledge of aspects of growth and development or even cognitive neuro science, that is not really practical.
I also don't think working beside someone who is a good teacher is going to make you a good teacher. I would rather the teacher be an expert in whatever they teach, not only didactically but practically, at least as the classes become more comprehensive at high school level.
I'm all for finding some way to encourage experts in any given field to teach though. I think that having people who have practical experience could help student who are having a hard time applying any given concept, especially in mathematics and science.
Academically I always preferred terminal degree professors with some practical experience, fieldwork if it was in the social or hard sciences, or practical employment based experience if it was in the arts or languages.
11.05.09
@Cooper Why don't you think it's feasible to train teachers the way the article describes? A lot of colleges offer more of a practicum, internship and real-life work situations versus just theory.
I do agree with you academically. I know it's not always possible, but as a teacher and someone I look up to and regard as an expert, their practicality and experience is just as important. Thanks for sharing!
11.05.09
As a teacher, I need to interject.
The article that you're quoting, Grace - is it based only in America? Because as a Canadian, having trained as a teacher at a university in Ontario, I definitely had the following:
- a mentor, who observed my teaching and gave me feedback every week
- added responsibility throughout the year; I would at first teach 50%, then build up to 75%, then build up to 100% of the day
- expectations to do extra-curricular activities afterschool/during lunchtime/during recess
- information on what signs to look out for in terms of learning disabilities, developmental disabilities, deaf & hard of hearing, speech impediments, etc.
- encouragement to share resources and GET ALONG with my colleagues in a positive and collaborative way
- rich resources and up-to-date theory on education
- advised to provide experience-rich learning opportunities, rather than sticking purely to paper-pencil tasks
I was trained exactly the way this article suggests, and I intend on teaching my students to the best of my ability based on my excellent training.
I somehow do not doubt that educational programs in the states are structured the way the programs in Canada are structured. If these programs are not up to par, then it is the greatest misfortune and I agree with what you are saying entirely.
I would dare say though that the problem is not in the programs themselves; it is that not everyone going through the teaching program has the same desire and passion to be a teacher. Teachers have the strongest unions in North America, and benefits are incredible. The job security is a dream come true for most. While this is amazing for people with the passion to teach, it can also be a downfall: those who are great at bullshitting their applications will get a spot in the program, and will become a qualified teacher, even if their heart is not in it. These are the people who take away from quality education, and it offends me to no end that their failures are making the entire educational institution look bad.
It is entirely feasible to train teachers the way the article has stated; I am a testimony of it. I was trained that way. And judging from what my principal, the parents, and the kids say, I've come out alright. I'm still learning, but that willingness to educate myself in the ways of pedagogy is all me. The resources available are endless.. and it's up to ME to make use of them.
11.05.09
@Karen Thanks for weighing in, I wanted to hear from teachers! Yes, the article is talking about the secretary of education in the United States.
I know (have seen and personally heard) that many teaching programs involve working in schools, actually teaching, mentoring, etc. which is fabulous. Your program sounds great! The article was interesting to me as well because although a program might be fantastic, it doesn't mean the school itself, the system, the parents and the students won't affect the teacher and how the classroom works. All of those pieces are integral parts to the teaching process and can make it better or worse. My teaching friends attest to this, as well.
Finally, I love how you say the resources are available. Although I have a degree in Public Relations, I'm not necessarily drawing upon my degree or time in the classroom when I'm working. I draw upon mentors, experiences that are live now and the challenges in front of me, everyday. I love your proactive attitude! Thanks for sharing :)
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