Educators’ Competence

What are your thoughts on Educators’ Competence?…………………..

Integrative Essay on Educator Competence

 

      Competent teachers recognize that each student brings unique gifts and skills to the classroom.  The lesson plans present an opportunity for each student to succeed.  The competent teachers imprint pleasant memories in the minds of their students.  The most prevalent stories at high school reunions are reflections about the teachers and their positive impact on the students.  Although there were teachers that some students would like to forget they were not the teachers mentioned in the discussions.  The teachers that motivated their students, encouraged them to succeed despite the prevailing odds, or were good listeners were the teachers discussed at the reunions.  The students discussed the teachers that helped shape their character.  The teachers’ impact and influence live forever in the hearts of the students.  This writer remembers and cherishes many teachers.  One common thread ran through each of them:  each had the title of “mean teacher.”  One teacher stands high above the rest, Mrs. Davenport.  She was very strict.  She required students to be on time, had very high standards, and demanded respect.  Nothing less than your best was acceptable in the facets of your character and academic work.  Mrs. Davenport was a very competent teacher.  The characteristics of a competent teacher are the ability to instill discipline in the students, set high standards for the students, demand respect, present the materials in a manner relevant to the students, and are flexible. 

Many parents assume that if teachers do not have the ability to instill discipline in the students and control their classes, then learning does not occurring.  The parents are becoming very concerned about the safety of their children in the schools.  Some have the luxury of moving to the suburbs.  The parents remaining are demanding some order in the schools from school officials.  There are more parents attending school board meetings because of the perceived and real lack of safety and control in the local schools. Goodwin (2003) noted in an issues brief that

…people’s chief concerns about schools were generally about non-academic issues such as safety, discipline, character, and values.  Parents were far more worried about “chaos on the playgrounds,” bullying, or a general “lack of control” in public schools, than test results.  It’s worth noting that both minority and non-minority parents were concerned about sending their children to “dangerous” or “unsafe” schools. (p. 4)

He further noted that until the nonacademic issues are addressed parents would not put much faith in the No Child Left Behind (NCLB) standards or whether their children passed the standardized tests.  If the education professionals want the support of the community, it is imperative that the teachers acquire the skills necessary to command control of the classroom.  Many organizations, such as Educators for Social Responsibility, are offering teachers and school staff many tips, training opportunities, and encouragement to take control of the classroom and the entire school.  Control of the learning environment is a positive step toward accomplishing all the standards imposed upon the educational professionals. 

      Belief that the students can achieve higher levels academic success propels the teachers with excitement and confidence that the students will meet or exceed the academic standards imposed by local, state and federal officials.  This writer believes that if the teachers have the ability to set high standards for the students then the path is open for the transmission of knowledge to the learners.  There are numerous examples of teachers setting high standards and the students performing beyond everyone’s expectations. 

According to the Southern Regional Education Board (n.d.),

Low expectations are a major deterrent to improving achievement; they undermine the importance of student effort and quality learning experiences.  Low expectations are based on the assumption that race, poverty and family educational levels prevent schools from helping many students excel…Poverty and family situations become handy excuses for why students do not learn. (p. 5) 

In regards to expectations and setting high standards, it was further noted that

District and school leaders can change the climate for learning by examining what successful schools do.  Successful leaders listen to what students and teachers say about their schools, and they raise expectations.  These leaders understand how effective instructional practices and deeper knowledge of content can improve student achievement.

The entire educational profession needs revamping to eliminate the preconceived ideas about the learning abilities of certain classes of people.  Once teachers the realize that they can control the learning in their classrooms by setting high expectations, the students respond accordingly and do not let them down. 

      In addition to setting high expectations, the classroom teachers must also demand respect.  Of course, initially there will be rebellion by the students, but the teachers must stand firm.  According to Wang (n.d.)

..the biggest challenge an urban school teacher would have to face is getting respect, you are going to have to earn and demand respect with your students and every student in the entire school.  It’s a must that you are stern but not to [sic] stern at first, let the kids get to know you as a teacher.  The students must know you mean business, but also make them feel that you care. 

Some may argue that teachers should command respect rather than demand respect.  Some kids just don’t get it on the first few times you request respect.  In most cases students are trying to impress their classmates.  Once the students realize that respect is not an option, but a necessity, they adhere to the request.  The teachers now have the attention of the students.  The teaching process is further facilitated, the students are motivated to pay attention, and began to grasp the materials.

The teachers must be methodical in their approach to motivating the students, thereby commanding their attention.  Teachers can alleviate some of the chaos in schools by taking charge of each classroom, one at a time.  Another characteristic of a competent teacher, needed to ensure success with learners, is the ability to present the materials in a manner relevant to the students.  This writer as a tutor always has to answer the questions of tutees as to why they need Algebra.  The tutees are asked, “How much paint is needed to paint your bedroom?”  Of course, their eyes light up and the tutees realize the information needed to calculate the required amount of paint are the area of the room, the amount of space covered by one gallon of paint, and whether they want one coat or two coats of paint on their walls.  It is imperative teachers know how to explain why the knowledge presented is needed and how it applies to the students’ future.  It is so evident that young boys dream to play basketball and football with the ultimate desire to play at the professional sports level.  Teachers can create that same desire in students to become doctors, lawyers, teachers, nurses, etc.  The National Council for Accreditation of Teacher Education (NCATE) (n.d.) prepared “a summary of key research findings on teacher preparation” (p. 1).  The NCATE (n.d.) noted in the report that “some policymakers have embraced approaches that permit teachers with no preparation in pedagogy or child/adolescent development to be classified as ‘highly qualified,’ if they pass a test of subject matter knowledge (usually a licensing exam)” (p. 4).  It is further reported that “Two components are critically important in teacher preparation:  teacher knowledge of the subject to be taught, and knowledge and skill in how to teach that subject” (p. 4).  It is imperative that the states, districts and parents demand qualifications for their educators that extend beyond demonstration of proficiency in a subject area.  There are many instances of teachers who are very knowledgeable, but are unable to impart the knowledge to their learners in an effective manner.  This writer has volunteered on numerous occasions in schools as a tutor.  Presenting the materials in a manner understandable by the students has improved their grades every time.  As noted by NCATE the teacher must be able to teach the materials in meaningful ways that grasp the attention of the students.  The NCATE (n.d.) “requires the parallel development of teaching knowledge that is specific to the content being taught, as well as general pedagogical knowledge and knowledge of child and adolescent development as applied to teaching” (p. 4)  There are several issues the teachers must consider when deciding how to present materials to their classes:  culture, academic abilities, learning style, etc. 

      Recognizing the huge responsibility placed on teachers, competent teachers must posses the ability to be flexible.  The prevailing issues within the classroom necessitate changes in the methods utilized by universities to train teachers.  Lauer, Dean, and Nelson (2005) introduced ideas to help with “professional development and preservice training” (p. 2) of teachers (at the university level and in the classroom).  The following were identified as requirements for teacher programs to produce effective and competent teachers.

Teacher preparation content and methods courses in the model teacher preparation programs were aligned with national content standards, and, to some degree, state K–12 content standards… teacher candidates learn to assess their students’ learning around the standards.  They also examine evidence of student learning through work samples to identify needs of individual students and modify instruction accordingly…Teacher candidates in model programs were assessed on both their content and pedagogical knowledge. (p. 3-5)

Teachers properly trained to meet the needs of the students have realized success in engaging the students in the learning process.  Spiro (as cited in Boerger-Mehall, 1997) stated the following in regard to the importance of how students are taught: 

According to cognitive flexibility theory, the way students are taught is a significant influence on the type of cognitive structures they create and the way they store and structure knowledge they acquire determines to a great extent how flexible they will be when they must use that knowledge.  Encouraging cognitive flexibility requires a flexible teaching environment.  Information must be presented in a variety of ways, as well as for a variety of different purposes.  Flexible instructional methods help students learn the contours and complexity of the material they are studying, and it helps them work with that content from several different perspectives. (p. 1)

Flexibility in teaching ensures the materials are presented in a meaningful way to the students, the students’ needs are considered in preparing lessons plans and standards imposed upon teachers are met or exceeded each year.

The teacher programs and the current teachers are transforming themselves to meet the challenges of the classroom and the demands of the parents.  This writer exhausts all means to sustain the Janice Mitchell Isbell Academy, Inc. (JMIA).  The JMIA supports students who are not performing well in a traditional classroom.  The classroom teacher is encouraged to utilize varying methods to present the required materials to the students at the JMIA.  At the same time, we are trying to help transform the students into tactile learners so they may return to their zoned schools prepared to succeed.  It is the opinion of this writer that traditional teachers’ programs train teachers to teach the average, tactile learner.  It is refreshing to learn that the universities are updating their teacher programs to address the issues confronting the teachers in the classroom.  The NCLB has set some standards that are controversial, but is on the right track.  The students’ achievements are rising by at an alarmingly slow rate, but are rising.  Competent teachers are needed to address the problems (academic and behavior) within the schools.  The teacher programs must train teachers with the following abilities in order to produce competent teachers:  the ability to instill discipline in the students, set high standards for the students, demand respect, present the materials in a manner relevant to the students, and are flexible. 

This writer believes the generalizations noted in this essay do constitute a theory of education.  According to Gutek (2004) a theory is defined as “the mental art of viewing, contemplating, or considering something” (p. 253).  Contemplating the qualities needed in a teacher and school to ensure the success of JMIA has been a fascination of this writer since twenty years before opening the doors of the academy.  Many visions were seen before JMIA was a reality.  This writer thought the JMIA would be in St. Louis.  But a change in locations of our command by the Army helped change the actual location of the academy.  Gutek (2004) further notes that “theory can refer to a general abstract conceptual frame of reference that can be used to guide practice” (p 254).  The generalizations in this essay, along with the aim, mission, vision, etc. of the JMIA guides the practices implemented with the students to ensure success.  Gutek (2004) stated that “another meaning of theory is our beliefs, ideas, and concepts about phenomenon – the objects, people and situations – that we observe and interact with” (p. 254).  This statement by Gutek further encourages this writer that the general competencies proposed are a theory of education.  The name of the theory is Isbell’s Theory of Teacherism:  train the teachers and the students will learn.

 

 

References

Boger-Mehall, S.R. (1997, November). Cognitive flexibility theory: Implications for teaching

and teacher education. University of Houston.  Retrieved September 20, 2007, from http://www.kdassem.dk/didaktik/l4-16.htm

Goodwin, B. (2003). Digging deeper: Where does the public stand on standards-based

education? [Issues brief]. Aurora, CO: Mid-continent Research for Education and Learning.

Lauer, P. A., Dean, C. B., & Nelson, R. W. (2005).  McREL Insights – The teacher learning

continuum. Aurora, CO: McREL.

Southern Regional Education Board. (n.d.). Closing Gaps in the Middle Grades.

Retrieved September 25, 2007, from http://www.sreb.org/programs/MiddleGrades/publications/reports/01V53_Closing_Gaps_Middle.pdf

Wang, Y. (n.d.). Challenges:  Urban Beginning Teachers. Retrieved September 24, 2007

from the University of Alabama – Birmingham’s Web site:  http://www.ed.uab.edu/ymwang/Challenges/GainingRespect.htm

What makes a teacher effective?  A summary of key research findings on teacher preparation.

National Council for Accreditation of Teacher Education. (n.d.). Retrieved September 25, 2007, from http://www.ncate.org/public/teachereffective.asp?ch=37

 

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