Spring, 1999 Journal Responses

-- Anonymous, April 16, 1999

Answers

From Teacher Magazine, April, 1999, "Learning Curve" by Donald W. Thomas, pages 46-47.

Donald W. Thomas argues that although tightening the standards for teacher preparation and certification is needed, that alone will not result in producing great teachers. He says, "Teachers must teach in order to learn how to teach." Teaching is an art that requires exhaustive practice to be mastered and it requires more than just knowing the subject matter. Teacher competency tests will not change the critical classroom piece which is interaction. He suggests that new teachers have smaller class sizes, fewer preparations, work closely with a mentor, and watch others teach. He believes we should be encouraged and "financially supported" to undertake graduate studies. In his opinion, the schools and the communities should be held accountable for educating and training their teachers for as long as they continue to teach. He mentions that presently there is no appropriate promotion for teachers other than becoming administators.

I agree with Mr. Thomas that teaching requires more than knowledge. Knowing the subject is not the same as being able to convey it in a meaningful way to a classroom of students. Surely, most of us can remember a knowledgeable instructor who was still a "lousy teacher". If we can't present a concept to be learned is such a way that most of the students grasp it, then we have failed to successfully teach it. Teaching specific concepts to particular age groups successfully requires practice, practice, and more practice and I believe we continue to practice and improve throughout our teaching career.

-- Anonymous, April 16, 1999

Utne Article #4, "Team Me" by Lynette Lamb, Utne Reader, Jan.-Feb., 1999, pp 82-84.

Author Lynette Lamb describes a new branch of psychology in this article - personal coaching. A coach is a combined "mentor, friend, therapist, and cheerleader". They help clients maintain a balanced life and encourage them to pursue their goals through half-hour phone calls once a week. For this service the coach receives an average of $200 a month for about 6-8 months. There is even an International Coach Federation, a Coach University, and several training institutes across the country. Coaches differ from therapists in that they do not discuss a person's past but deal only with "who you are now and how you want to be." Clients find the weekly accountability the main reason for hiring a coach. Anyone can decide to be a coach and mental health professionals fear that clients are being misinformed by coaches who do not have a degree in the field.

My first reaction to this article was - "What will they think of next! Another great money-making scheme!" After some thought, however, I realized that personal coaching must be providing a worthwhile service or it wouldn't be a growing business. A few facets bother me though: anyone can claim themselves qualified to coach; that the coaching is not a face to face interaction (therapists are trained to observe and read a client's body language); that a person's past is not brought forth and dealt with. (Sometimes our past can be the very reason we may be confused.) Most of us will find ourselves "out of balance" at one or more times in our lives. It is a personal preference whether we find a support group, read self-help books, see a therapist, seek help from friends or clergy, or pay $200 a month for a personal coach.

-- Anonymous, May 10, 1999

I agree that "knowing" the subject matter does not automatically make a good teacher. In the field of music, just because a person is a professional performing musician does not mean they are a good teacher. Many times these people are physically and mentally gifted in that they acquire the necessary performing skills quickly as opposed to the person who has to spend hours of practice to acquire the same skills. They did not need a teacher to explain the concept several different ways in order to make the meaning clear and many times do not have the patience or understanding of why the student can't do it. Many times when I am working with older students I will tell them that there are many wrong ways to play a trumpet and I know, because I've tried them all. Save yourself some time and frustration, listen to how it should be done.

-- Anonymous, May 12, 1999

Hello Sondra, I liked the article you reviewed about teacher expertise coming with practice. I certainly agree! Although I see the value in the enthusiasm of rookies, I think they do best when surrounded by many great master teachers to serve them as mentors. I was fortunate to begin my teaching career in a small school where I was the only new kid on the block when I was hired. The rest of the staff took me under their wings and showed me the ropes.I learned so much in those first few years , and I hope I will always be open to learning from my fellow teachers .( That is the part of the cohort I have enjoyed the most. I believe we are always learning from each other. Wise administrators would allow for teacher interaction and common planning time. Thanks for your thoughts.... Kris

-- Anonymous, May 14, 1999

Hi Sondra! I enjoyed your article about "good teachers". I agree that it takes more to being a teacher then just knowing the subject matter. I can vividly remember professors that I had in college that were brilliant, but they were not able to reach the students' level in order to teach what they knew so well. I learn so much each year that I teach. Along with practice, practice, practice, you also need colleagues to share with and learn from. I have enjoyed learning from the great group of teachers that are members of our cohort group! That has been the best part of our cohort experience so far.

-- Anonymous, June 14, 1999