The Mistreated Teacher, Research Paper Example

Introduction

Teachers are a key component of student learning. Consequently, teachers and their strategies are directly correlated with student learning, or the lack of learning. Teachers have to be self-motivated to promote student learning and growth.  Nevertheless, teaching strategies and teacher roles are linked to the leadership of the school’s principal. Great principals give teacher’s domain of their classroom and allow them to do what works best for the students they are teaching. In class, we have discussed the importance of virtuous leadership. People may choose to become leaders for various reasons; however, the best leaders are team players. Leaders who are team players desire to work with, rather than rule over the people they are in charge of. Teachers who have principals who are willing to work with them are more likely to produced favorable outcomes within the classroom. These teachers have vested interests in the success of their students because they feel their success is linked to their teaching practices. So, these teachers view low scoring students as a direct reflection of their teaching pedagogy (Durrant & Holden, 2006   ). Also, teachers play a major role in creating and maintaining the culture within the school. Great culture is driven by passionate teachers who show a joy of teaching and convey value for every child. Teachers can provide either positive or negative influence on the school climate(Blasé, Blasé & Du, 2008). A great deal of evidence suggests that teachers are the most important link to school-wide success. According to  Muijis & Harris,  “Schools badly need the leadership of teachers if they are to improve”(2006). This statement was so profound tome because we have been discussing how important teachers are. Teachers have such a wealth of knowledge. The knowledge that they possess helps them to reach students where they are and move them to success.

Cognitive Ability

One important point that was made in class is the fact that age does not equate cognitive ability. Many people are deceived into thinking that students behave and perform according to age. Cognitive ability is defined as the brain’s ability to execute tasks whether simple or complex. Cognitive abilities include attention, motor skills, language skills, perception, and memory, spatial and visual abilities. In most cases, cognitive ability improves with practice. By the same token, those skills that are not use can decline. As a child I remember sitting in deathly quiet classrooms. We sat in silence and completed our worksheets. For some students, this was enough to ensure that we mastered the skill, while for so many others the skill was not mastered. This class has taught me that a quiet classroom does not mean that learning is taking place. In a recent study, it was discovered that social interaction and friendship in school aged children enhances cognitive development. According to Kutnick & Kington ,

“Studies that identify relational and developmental advantages of friendship for cognitive developmental advantages of friendship for cognitive enhancement…These studies assert that pairing children on the basis of friendship should be used with greater frequency in the school to promote the pupil’s cognitive enhancement” ( 2005).

They go on to say that having friends helps to ensure that children are socially competent. Those children with friends transition from one grade level to the next, and even score higher or academic achievement tests than students who have no friends (Kutnick & Kington, 2005) Open-minded teachers who are concerned with true learning rather than what the classroom looks like are responsible for these successes. Allowing students to work in groups and to discuss assignments enhances social development.

Just as importantly, a child’s cognitive ability dictates what a child is able to retain from one school year to the next. Essentially, children remember much more than they forget from school year to school year (Semb, Ellis, & Araujo, 1993). However, the teacher is responsible for ensuring that a child has enough practice opportunities to master a skill because this can affect what is retained. Many teachers assume that students have come to them equipped with no prior knowledge; however this misconception is coined a fail-safety strategy (Stanley, 2000). In other words, the teacher believes that if she teaches everything, rather than focusing on what is needed, the child could not possibly fail. In this class, I have learned that this concept is a waste of precious time. Pre-testing is so important. This allows the teacher to meet the student where he is. By focusing on what is needed, the student has the precious practice opportunities. All students are unique in their learning style and cognitive abilities. Differentiated instruction is a great strategy to ensure that each child’s ability and weakness is targeted. When this process is implemented to fidelity, each child receives the assistance he/she needs.

Social Development

Prior to this course, I really didn’t believe that social development was a factor in academic performance. However, social development is a major factor in academic performance. A child’s behavioral problems can cause havoc in a classroom learning environment. Students who are actively engaged in learning will present less behavior issues. Sitting quietly working is a thing of the past. This active engagement enhances social development. When students are working in groups and discussing they are developing critical skills needed to solve everyday problems. Being able to communicate effectively or being able to express oneself is essential to being a productive member of society. Classrooms are miniature societies that shape students for the real world. Jason T. Downer, Sara E. Rimm-Kaufman, and Robert C. Pianta believe,

“Ideal classroom settings create frequent and sustained opportunities for behavioral engagement in learning. When children participate in activities, raise their hands in response to a question, show attention toward the teacher or are actively involved in a reading or writing exercise, they are showing evidence of behavioral engagement” (2007).

Active engagement can be difficult with behavior problems in the classroom; however, in the long run active engagement will help to decrease behavior problems. Social development helps students make adjustments that they will need for the real world.

Conclusion

The most important notion that I am taking away from this course is that the teacher plays a dominant role in the success of a school and its students. Teaching is not a profession for everyone. I believe that teachers are chosen by God because to teach is to be willing to neglect yourself for others. Teachers are underpaid and unappreciated by many. Teachers work long hours and weekends completing lesson plans, grading papers, and calling parents. As a result, many teachers leave the profession. I have learned that there is no fit all method that applies to teaching. Teachers must be versatile and willing to try new strategies to reach every student. Differentiation is so very important in the classroom. One method may work for one student, but not for another. I have also learned that it is important to understand cognitive ability is the key factor to student growth. Teachers must be aware of their student’s cognitive ability and plan lessons accordingly. Finally, social development is a component of culture. Teachers must be aware of their students culture and how that affect the way in which they learn and behave. Overall, this has class because it has addressed those important issues that set the class climate.

References

Blasé, J., Blasé, J., & Du, F. (2008). The mistreated teacher: A national study. Journal of Educational Administration, 46(3), 263-301.

Durrant, J. & Holden, G. (2006). Teachers leading change: Doing research for school improvement. Thousand Oaks, CA: Sage.

Muijs, D., & Harris, A. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 22, 961-972.

Downer, J. T., Rimm-Kaufman, S. E., & Pianta, R. C. (2007). How Do Classroom Conditions and Children’s Risk for School Problems Contribute to Children’s Behavioral Engagement in Learning? School Psychology Review, 36(3), 413-432.

Kutnick, P., & Kington, A. (2005). Children’s friendships and learning in school: Cognitive enhancement through social interaction? British Journal of Educational Psychology, 75(4), 521-538.

Semb, G. B., Ellis, J. A., & Araujo, J. (1993). Long-term memory for knowledge learned in school. Journal of Educational Psychology, 85(2), 305-316.

Stanley, J. C. (2000). Helping students learn only what they don’t already know. Psychology, Public Policy, and Law, 6(1), 216-222.