Jan 23 2012
So You Want to be a Teacher?
Why does somebody want to become a teacher? You know it’s not going to be for the pay, that’s for sure. It comes mostly from a desire to make a difference in someone’s life. You often say to yourself that as long as you help at least one child, you’ve done something positive that can change their lives. I pretty much subscribe to this theory, but as with many others have always worried about how effective I am as a teacher. I think I always try my best, but often wish I was doing better.
We were asked to reflect somewhat on this topic, and here are some thoughts on questions related to this…
Why might some teachers be angered by evidence that some teachers bring about higher achievement than others?
I feel certification is not consistent, yes over forty states make their teachers take the Praxis in order to become certified, but I feel that teachers are then being judged by a standardized test that has little or nothing to do with their ability to lead in a classroom (Ornstein, Levine, & Gutek, 2011). Secondly, I feel it is easier for the states to hold individuals accountable than the organization for which they work, which could be affected by many things such as budgets and legislative financing.
Why might some teacher educators want to find flaws in the evidence that teachers differ in producing student achievement?
I feel that some teachers find flaws because they may be very good at their subject matter, but they are not good leaders or do not know how to diversify the curriculum for the students they are teaching. Also, I feel that NCLB is quite frankly a joke. As teachers we are being asked to educate students that may not be close to grade level and diversify their curriculum inn order for them to move on. Not all teachers have the support and finances to help these students succeed and then when it comes to standardized testing they are blamed for their students’ progress.
Did you know, as a high school student, that teachers “matter” in producing achievement? How? Did your friends know this?
I knew because I had teachers that inspired me to work to my potential and then others that went through motions and did not seem to care. I believed they did because of the way they also performed in the same classes and it was kind of a known who the good teachers were that would motivate you in their subject area and those that just….
Why might principals be reluctant to use data on differential achievement of teachers’ students as a basis for improvement? What might they, and what should they, do?
I feel this is unfair because generally teachers have to teach to the standardized tests these days and not all students are as good at taking these as others. Teaching to these types of tests limits the teacher ability to take the time they need to master a unit and help students learn it in different ways, which in a lot of time leave those that are not good with standardized testing behind.
What might be the “causes of underachievement” that Haycock refers to? Can you support this idea from your readings for week 1?
Haycock indicates that low income students and disadvantaged minorities may be causes of underachievement, Pg 4 and 5 mention that the teaching population does not reflect the same diversity as the student population (Ornstein, Levine, & Gutek, 2011).
Consider this question… What makes a great teacher? (pedagogical knowledge, subject knowledge, professional dispositions?)
I believe all are important, a teacher must know the basis of teaching, as well as their subject matter but with that their professional dispositions are extremely important. A teacher can have all the knowledge in the subject area and not be able to connect with their students. I feel that knowing ones students and their backgrounds is one of the best ways for a teacher to be able to communicate and teach their students.
Resources:
Ornstein, A. C., Levine, D. U., & Gutek, G. L. (2011). Foundations of Education (11th ed.). Belmont, CA, USA: Wadsworth, Cengage Learning.
