Classroom Teacher, Research Paper Example

Introduction

Traditionally, teaching was a process of dispensing information. Teachers were told what, when, and how to teach. They were required to educate every student in exactly the same way, and were not held accountable when many failed to learn. They were expected to teach using the same methods as past generations, and any deviation from traditional practices was discouraged by supervisors or prohibited by educational laws and regulations. Thus, many teachers simply stood in front of their classes and delivered the same lessons year after year. Many teachers today, however, are encouraged to adapt and adopt new practices that acknowledge that all students do not learn in the same manner. The most important role of the teacher is to get to know each student as an individual in order to comprehend his or her unique needs, learning styles, social and cultural background, and interests, all of which affect the child’s learning ability( Grimmett, P.,& A. MacKinnon,1992). Once a teacher has mastered all of these, he/she is considered and effective teacher. A great teacher is encompassed of certain characteristics, teaches according to standards, uses differentiated strategies that include technology, is passionate about teaching, and has a desire to be a life long learner.

Characteristics of an Effective Teacher

There are many characteristics that embody an effective classroom teacher. The five most important characteristics of an effective teacher are: Passion, Patience, Creativity, Flexibility, and Love of learning. Of the five characteristics listed, passion is the most important. A teacher must love what he/she does and love working with children. Many people confuse enthusiasm with passion. When one has a passion for teaching it means that he/she has a deep yearning to educate young people. One may have enthusiasm about teaching a certain subject, but passion is a desire to teach everything. Patience is also important when one is teaching. Teachers must have patience not only with their students and co-workers, but with the system of education in America. Often teachers are frustrated with the tactics they must use. Teachers are held accountable for issues that are out of their control. Most children and some adults need reminder after reminder. If one does not have patience, this can prove very unnerving. Next, creativity is crucial. Sometimes a teacher may have to teach in a less than ideal environment. A teacher will always have to teach less than ideal students. Most teachers deal with less than limited resources. (Andrew, M. D., and R. L. Schwab, 1995). Most importantly, children come from diverse ethnic and cultural backgrounds. Teachers have to approach educating these students in different ways. These students too, have different learning styles. Some students are visual, while others maybe hands-on. The effective finds ways to include different styles in her lessons. Creativity will make learning fun for the students. Also, effective teachers must be flexible. Teachers must be able to adapt to changes within the classroom and school. Some challenges a teacher may encounter may be drastic or sudden. Unexpected malfunctions may cause a teacher to have to change gears suddenly. For example, if the PowerPoint a teacher was intending to show does not work, the students can’t just sit and talk during class. Finally, an effective teacher must have a genuine love of learning. Teachers believe that learning is a life long process. One never ceases to learn. Teachers can learn from their students. Teachers who display lifelong learning send a message to their students that learning is an important aspect of life. They must use the latest knowledge and teaching strategies to ensure learning is taking place in their classrooms.

Role of Standards

In today’s classroom, instruction does not just consist of lecturing by the teacher. The educational environmental has changed drastically over the last fifty years. Academic standard are public statements about what students should know and be able to do. In the United States, standards are not just standardized. Teachers and school systems have their own way testing knowledge they believe students should have acquired. Most districts adhere to national and state standards. Some communities have even added local standards. Nonetheless, standards do no prescribe how students should arrive at their educational destination. This is determined by the curriculum. Many teachers have problems with this because they feel that they, the professionals at the practice, should be the one to decide how and when students are taught. After all, they are the one in the classrooms with them; they know where they are academically and how to get them where they need to go. There are two types of standards: content and performance. The content standards just indicate what students should be able to do. The performance standards measure how well the students’ work meets standards. Performance standards can be compared to rubrics. Standards help to guide the classroom instruction. Standards are beneficial to the classroom because they provide focus and areas of reform (Bos, C. S., & Vaughn, S. (1994). Teachers can measure how well students are doing by looking at how much progress students’ have made towards standards. It helps administration determine what steps need to made to improve progress. For example, it may help officials decide what type of text book to use, or if they she discontinue the use of a particular book. Many educators are against standards because they believe it forces them to teach to the test, instead of teaching to life. For example, “Officials worry that holding students to standards — especially at points where promotion is the issue, such as grades 4 and 8 — will cause students to become discouraged and drop out of school, especially in heavily minority schools where scores traditionally have not been high. These fears are usually expressed when state assessments based on standards produce low scores the first time out.”(Andrew, M. D., & R. L. Schwab, 1995).

Diversity in the Class

An effective teacher knows his/her students as a group and as an individual. In the last few years, the classroom has become quite diverse. To reach students in a diverse classroom, the teacher must treat all students and unique persons who possess their own weaknesses and strengths. Students should never be generalized by racial, ethnic, or cultural groups. A variety of teaching styles must be used to meet the needs of diversified students within a classroom. For example,

“Understanding learning styles can help you create more inclusive classrooms where everyone has a chance to succeed. For instance, a student from a culture that teaches children to listen quietly in a classroom (or a visual learner who is uncomfortable with speaking) can be at a disadvantage when a portion of the grade is based on participation in class. Sensitive teachers can allow for group work during class to create smaller, safer environments for these students to speak and for their classroom performance to be evaluated.”(Bos, C. S., & Vaughn, S. 1994).

It is important for teachers to note that they may have several different learning styles within one class. More importantly, teachers must understand that they themselves fall into one or more categories of learning styles. Also, students from different cultural background learn in distinct ways. Yet, other students may have unique learning styles that pose a challenge for both the student and the teacher. These students have special needs. Teachers have to make accommodations for these students. For example, students with chronic illnesses may need more flexible dates for turning in assignments. Yet, some students may be diagnosed with the same learning disability, but need different accommodations. Each student must be treated as in individual. Using many modes to present information is the best way to help a variety of learners. For example, written, verbal, or videos may be used to teach content. Also, use different teaching methods like lectures, small groups, discussions, and collaboration within the same lesson.

Technology in the Class

It is clear that technology has made a positive impact in the classroom. The use of technology is more readily available in the classroom to be used by the teacher. The role of the teacher in today’s classroom is that of facilitator. According to research, “Most interestingly, other studies have found that technology based assignments allow students more freedom, which allows them to think critically about their learning and investigate outside and the basic assignment in order to make it meaningful to them and their classmates. By allowing students to engage in technology enhanced curriculum, educators can ensure that their students will have the necessary skills to be competitive in global workforce.” (Darling-Hammond, L., 1997). Technology may also play a role in closing achievement gap. Technology can be a great tool to students who have limited experiences. Darling-Hammond adds, “In only a few mouse clicks, students can be warped to famous landmarks on virtual fieldtrips or share their writing with students halfway around the world. Based on research, at-risk students show greater achievement and have a more positive attitude when instruction is paired with technology.”(Darling-Hammond, L., 1997 ) Nonetheless, in order to help teachers use technology effectively, they must be properly trained. Technology can change the ways in which teachers teach. It offers educators new ways to reach various types of learners, as well as assess what students have learned in multiple ways. Technology can make teaching and learning more meaningful to the teachers and more fun to the students. When proper integrated, technology shifts the educators to the role of advisor.

Is Teaching for You

When deciding if one should be a teacher, one should consider many things. Great teacher possesses so many skills it would be easier to narrow down characteristics of people who should not become a teacher. The most obvious sign that one should not be a teacher is –disliking children. A good teacher must like all children, not just those that are easily taught and apt to learn. If a person becomes easily annoyed from being asked the same question over and over, teaching is not a good choice of profession. People who are inheritably lazy should not go into the profession of teaching. Many people think that teachers have the best schedules. They are off at 3:30 in the evenings, have Thanksgiving and Christmas, and have long summers. Nonetheless, teachers are often required to stay for meetings after school, attend workshops on off time and Saturday’s, and usually bring home papers to grade. While others participate in summer school and extracurricular activities that keep them away from home late nights. A teacher must be tolerable, unless one is teaching in a selective private school; a teacher will come across students from different socioeconomic, ethnic, and other backgrounds. Teachers will encounter students who have different beliefs than they do. Students will be discovering their sexualities as they grow into adults. Teachers must be passionate about their subject matter because they will teach the same thing year after year. (Andrew, M. D., & R. L. Schwab, 1995)

Conclusions

Effectiveness is the difference between a good teacher and a great teacher. The greatest teachers are those that are effective in conveying information to their students. Teaching is the most complicated job to do on the face of the earth. Teachers wear so many hats. They must be strong disciplinarians, yet they must be loving. They must have a broad knowledge of their subject matter and desire to make a difference in the lives of the students they encounter. It is very difficult to find great teachers because it is difficult to find person that posses so many qualities. Teachers must h have high expectations for all of their students. They must differentiate learning and teaching styles to meet the needs of a diversified population of students. Teachers are unique people who perform a unique job.

References

Andrew, M. D., and R. L. Schwab. (Fall 1995). “Has Reform in Teacher Education Influenced Teacher Performance? An Outcome Assessment of Graduates of Eleven Teacher Education Programs.” Action in Teacher Education 17, 3: 43-53.

Bos, C. S., & Vaughn, S. (1994). Strategies for teaching students with learning and behavioral problems (3rd ed.). Boston, MA: Allyn and Bacon

Darling-Hammond, L. (1997). Doing What Matters Most: Investing in Quality Teaching. New York: The National Commission on Teaching and America’s Future.

Grimmett, P., and A. MacKinnon. (1992). “Craft Knowledge and the Education of Teachers.” In Review of Research in Education 18, edited by G. Grant. Washington, D.C.: American Educational Research Association.