Read the entire article "The Flexible Teacher." You can access the article by clicking on the picture below. Share your thoughts about any one of the sections in the article.
Scapegoats and Superstars
What Is Effective Teaching
Walking the Walk
Giving Teachers the Freedom to Put Students First
27 comments:
I thought this was a very interesting article, because it showed that we are experiencing the same lack of readiness in all grades and even into higher education. I guess it would make sense that if many students are behind in elementary school, there is a more than likely chance they will still be behind in college.
It seems that the situation with his English class showed the same type of apathy and lack of self-motivation that many of our young students are showing. It was nice to see that through his extra efforts to build relationships and trust with his class, that they were able to make progress. It is hard sometimes to change our expectations so much, but if we can't adapt to new circumstances there is no way our students can succeed.
I will now take a second look at some of those activities that I keep around because I like them, and make sure my activities are what is best for student learning.
Michelle Hughes
The thing that struck me with this article was the "older" teacher being replaced or stripped of their tenures. My cousin is debating on wether or not to get her masters in Education because of the recent news how districts are cutting salaries.
I second what Michelle said. I wish I had more teachers who gave that little extra effort, and that's me speaking as someone who struggled(& still does) as a math student. DeeDra Fry
I found the Scapegoats and Superstars section interesting. A common thought that kept entering my mind was, teachers are only human. They're going to make mistakes, but learn from them as well. As Scott said in his Eagle Notes, and I'm paraphrasing here, but "teachers by nature are learners. We want to try new things and learn what we can." I think that's what this part of the article is talking about. It made reference to tenure teachers being replaced by newer, younger teachers that have fresh new ideas. But fresh new ideas can't replace years of experience and know-how.
I realize that I am a relatively new teacher, but I consider teachers that have been doing this for 5, 10, 20+ years assets! I don't think I could do it without their perpetual mentoring, both formal and informal.
We wouldn't expect for an elderly person to learn how to use a computer and all the programs on it in one day, one week, or one month. So why would teachers learn new technology, or a new way to teach something, or new materials at the snap of some fingers? Yes we're eager to learn, but we need time to absorb the information, put it into play, and make revisions as we go.
I do think that teachers should be held accountable for their scores or grades, or whatever the case may be. But I do also think that other factors need to be taken into consideration such as experience, time, background information, what was being taught, etc. The list goes on.
I realize that I've gotten off on a bit of a soap box here, but as I said above, teachers are only human and will certainly make mistakes. They shouldn't be cut out or forgotten if they're making efforts to "roll with the punches" and learn from their mistakes.
Kirby Plata
I think the article is a good way to get some dialogue started on a few topics. One is the "new blood" versus "old blood." I am of a certain age and have been around awhile, shall we say. However, I am a first year teacher. So, in which group do I fall? I don't know for sure.
I will say, that as far as trying to get students to pass tests, I am in favor of teaching to the test. I figure if the folks in Austin care about our kids, then they have created a set of meaningful standards. I do think there are too many TEKS objectives, however. Nevertheless, if we teach kids to pass TAKS tests, they will have a decent education when they get out. Perhaps,there is less time in the classroom for the spontaneous learning and stuff that makes life rich and interesting if we drill and practice for TAKS, but there has to be a way for both. I am working on that.
In the end, this debate may just be a cyclical thing like many topics and movements in the world. The author of the article quotes T. S. Eliot and I think the quote is right on. But Eliot also said:
"We shall not cease from exploration. And the end of all our exploring will be to arrive
where we started. And know the place for the first time." It is all about the kids, and we will get there one way or the other.
This article brings up many valid issues with education in today's world. It is difficult for me to respond to this without getting on my soap box or feeling defensive. I have had this debate many times with friends who work in the 'business' world. I don't know that there is one answer or one solution to why students in the US are falling behind those in other countries. What I do know is that education is a business of humans. We are not all the same nor are children and young adults all the same. We have spent many years studying learning styles so that we can effectively teach each individual student, but at the end of the day we expect eaach student to be succesfull on the exact same test no matter what their learning style. This to me is ridiculous and an invalid measure of the state of our childrens' education.
EXCELLENT article!!! I so appreciate this especially going through grad school right now. The professors seem to be more in tune with students needs and are more than willing to adjust to our needs, circumstances, interests, etc. Unfortunately in elementary, middle and high school we do not have that much flexibility due to the powers that be. The main point is being flexible and constantly adjusting to your students needs so they will be successful which in turn makes the teacher successful or in this case EFFECTIVE!!!
Jennifer Lass
This article reminded me of the many children that I had helped through the years. Yes, we have the skills to teach our students and should be accountable for their leaning, but we also have to take in account their backgrounds, home life and parent participation. Sometimes after days, weeks, and/or months of teaching a light bulb goes off in one of their little heads and a big smile comes on your face. It may have taken changing teaching lessons or skills to get to that point, but you made it. Other times you still see the frustration in their faces and you too feel frustrated. Teaching is a learned behavior, we challenge ourselves and our students daily and we hope that someday we will hear that we did make a difference in their lives. Isn't that what counts?
I like this article - it shows the misconceptions that many people have of how school works.
He thought he would walk into that class and it would be just like the other classes he taught....Surprise no two classes are alike.
Parents have the same idea - this afternoon I had a conference with a mother who thinks it's weird that her girls are struggling this year but they had no problems last year. Well thats not true, they both have had issues with math since last year. The thing that cracked me up was, do parents not realize school progressively gets harder as your promoted. Duh!!!
It the misconceptions of school that will always make teachers look ineffective. DES has quite a few Highly Effective teachers.
Roxanne
I also thought this was an excellent article. Mostly because the article really gave me a good idea on the issues I might face as a teacher someday. Since I am still working my way through college, I try to see every example of what my fellow teachers face so I can be better prepared.
Although I have only been at DES for a few months now, I have already seen some of the misconceptions parents have. I think some parents believe that we can just force information into a child's brain. However, I don't think you can make students learn when they don't to. But, I do think it's our job to find a way to inspire the student who doesn't want to learn. To me, that is the greatest challenge but also the most rewarding.
The possibility of changing a child's life is what inspires me the most.
Craig Roberts
When reading the article, I found two very interesting points in the first section - Scapegoats and Superstars. It says that student success is mostly determined by only one thing: test scores. Since I moved to fourth grade this year, I am living this. I am now responsible for not one, but two TAKS tests. This is highly stressful. I understand that student success is not based entirely on how students do on this test. I have very bright students, but some of them struggle with actually taking a test. It is very frustrating because I know that these scores are seen by others who do not know my students or the huge jumps we have made this year.
The article also states that the public expects the public to work miracles. This was extremely evident when I was teaching kindergarten. I would have students in my class who had obviously never experienced anything "academic" in their life. They were extremely behind. When I would conference with the parents they would often say that they thought they would learn "all of that" in kindergarten. I had to tell them basic, everyday parenting things to do to work with their child. If these things would have been done for the first five years of their lives, their child would not have been behind the others in their class.
- Shelly Villa
I have always believed that flexibility is a necessary attribute to be an effective teacher. The ability to change and adapt to the needs of the student is crucial; however,do we really have the freedom to change our expectations when faced with the grade level essential knowledge & skills. Maybe we do, and I'm just not sure how to make the modifications necessary. I find it very frustrating, though, when a child clearly understands the reading objectives that are on grade level, but is unable to decode at the level expected on TAKS.
I think that this article speaks to the importance of ongoing assessment in the classroom. As teachers we are naturally inclined to focus on instruction and then assessent comes secondary. Instead, in order to adequately meet the needs of our students we should let our assessment drive our instruction. We whould be assessing everything from present levels of performance, to behavior, to levels of engagement, to mastery of the content. In doing so we ensure that our instruction and instructional strategies are purposeful and meet our students where they are at.
Like Lisa, I often get defensive about our profession when speaking to people who are uninformed about the true challenges that we face on a day to day basis. They think that we just show up, teach, and that the students SHOULD learn. When that doesn't happen if never occurs to anyone one that there could be an number of variables affecting our ability to reach those students. They often think our business is an input/output operation and are unaware of the innumberable complexities that work against even the most flexible and effective teachers.
I really like the section on Effective Teaching. I totally agree with the facts that there is no magic formula that will automatically make you an effective teacher.
"An effective teacher is one whose pupils learn what they should while under his/her tutelage."
To me, this is saying (and confirming) that no set of students is the same and that in order for you to be an effective teacher, you have to learn how your students learn and addapt your style to fit them.
I think that what this apathy leads to in the long run is a class like mine! My students do display behavior challenges for some physical and psycological reasons but often they also experience negativity for other reasons as well! All that we can do is continue to teach to the best of our abilities and add a little bit of spice!!!
What I tell my students is, "Ms.Freeman only expects your BEST!!!"
We chose to do this....right!!!!! ;)
The article really brings home the fact that we have to be flexible with every individual student. I know that everyone understands this "new idea" regarding any student's education.
One of the continuous struggles we have with our students is finding the motivational factor for them to "want" to do well in school. If there is no support at home for good grades or holding the student responsible, then the effectiveness a teacher can have is limited.
The amount a child learns or wants to learn is not only a reflection of the effectiveness of the teacher but of the student's other environments as well.
Carrie M.
We can't continue to expect the same outcomes from all students. So much goes into the whole picture. The environment they come from dictates the behaviors we see at school. What can we do then?
Lead by example and have some fun with our students!
Build some new background and give them your stories of positive experiences you have had with your own education!
Trevor, I agree that you have to learn how your students learn and this can take some time. That is why I enjoy the talking in my class(during some of the day)and I can just sit back and listen. Today, one of my students told his table,"I'm putting first things first and getting my work done because Mrs. Eby will let me play later." I did!
Even though I teach the same "subject" every year, I often find my self changing my lesson plans every year and incorporating new songs, and new ways to get what I'm doing out to the students. Each year the students respond to things differently- what worked in years past no longer works out for me now. Putting the students as our first priority is not always easy for our life, but it is what we do.. and it makes all the difference to them.
Kim
I just came from a Sheltered Instruction training today so while reading this article, I couldn't stop thinking about some of what I learned. There were so many great examples but the one that sticks out the most is this: Let's say you just moved into a house and you are looking out the window. You see the wooden blinds but after a while you can see beyond those wooden blinds and you just see directly out the window. For many of the kids that walk into our classrooms, that window is frosted. They keep looking out of it and it just remains frosted. For some reason that analogy sticks with me and gives urgency to using a variety of strategies to reach my pre-k kids. I can't get comfortable with "getting by" as a teacher because I have to try everything to clear that window for the kids!
Student engagemement is something I try to keep at the forefront of my intentions. I make it a point to reflect on each lesson and try to avoid making the same mistakes twice. One mistake I am guilty of is teaching the way I was taught. 'Not that I didn't receive a good education, but "that way" doesn't work for all these kids. I think the consensual sentiment among teachers is that government isn't in touch with the needs of learners, yet we see never-ending mandates from the federal, state, and district levels that often have nothing to do with student success. I personally believe we need an overhaul of the entire educational system, one that will exclude rhetoric from politicians. We shouldn't pretend to be able to compete with other countries in education, because we don't have systems with identical goals. I don't have any faith in any level of government to do right by our children, so I am grateful for those of us who take on this calling and do what is best for our kids. It really does come down to us, but not in the ways that the powers that be are thinking of.
Amen Charles!!!!!
I enjoyed reading this article, but I enjoyed reading everyone's responses even more! I feel that flexibility is the key to effective teaching. The challenges change from year to year, and we have to adjust acoordingly to meet our students' needs. Although we follow a scope and sequence, we still have the freedom to choose how we will deliver what we teach.
*accordingly (had to correct that spelling error!)
I agree Karen, sadly though I feel like we are losing some of that freedom! People don't choose to teach because it is a high paying, glamorous job. They do it because they love kids, from babies to adulthood, and the joy of seeing someone excel, grow and be their best is worh more than any paycheck. They do it because it is a gift that not all people have. With that being said it really irritates me that people with NO background in education have the power to dictate how we teach. Sorry for the rant, but with everything going on in the legislature and the documentaries I just don't feel like we have a big enough voice. It kind of irritates me.
I’ve very much enjoyed reading your responses.
It’s the passion behind each of these responses that is reflective of highly effective teachers. You are flexible, passionate, committed, inspiring, learners, advocates...and the list goes on…
I love reading everyone's responses because they give me positive insights of my co-workers. I especially agree with Charles and Carrie. In my job, flexibility is crucial. Every year it seems my students are further behind and less motivated than the year before but the state expects the same or better results. Being flexible in my teaching methods and motivation techniques at least gives me a chance to reach out to my kids. If my students could be measured on some sort of continuum of learning rather than state mandated grade level TEKS, everyone could see they make significant progress throughout the year and they could feel better about themselves and what they have learned.
Jody Taylor
Just a note... I looked back at our old posts on both blogs. It is very exciting to see how far we've come in two years!! It amazes me and makes me proud, that as hard as we all work we continue to be inspired, positive and motivated!! What a gift to be a part of a team!!!
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