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Thursday, February 5, 2009
Generation IM
So, kids are wired? Like in a technological way? So are classrooms, and libraries, and teachers! Smartboards, document cameras, turn-it-in.com, etc.
My son is 12, and is sure that his life will be saved only by getting a cell phone. His friends come over and they text each other across the room between bouts of x-box, and online computer games and playing a computerized version of Monopoly. Microchips are everywhere!
Part of my cynical (read "old") nature says that educating kids about the joys of being UN-wired now and then would be healthy. How about a nice game of catch in the backyard? How about reading a book (not with a Kindle!!). The other part of my nature says that if kids are continually wired, then so should their teachers and classrooms be. We should be texting and blogging and websiting and exploring and i-Tuning and Twittering about our blogged Facebook pages. Then I get tired! How do teachers live the wired life in and out of class and still plan their lessons, do their grading, and have a life? I can see myself using technology in the classroom, and using the online grade posting, and inbreeding technology into the classroom as a natural part of the evolution of technology in daily life. I can't see myself wired into technology and into my student's lives continually.
My son is 12, and is sure that his life will be saved only by getting a cell phone. His friends come over and they text each other across the room between bouts of x-box, and online computer games and playing a computerized version of Monopoly. Microchips are everywhere!
Part of my cynical (read "old") nature says that educating kids about the joys of being UN-wired now and then would be healthy. How about a nice game of catch in the backyard? How about reading a book (not with a Kindle!!). The other part of my nature says that if kids are continually wired, then so should their teachers and classrooms be. We should be texting and blogging and websiting and exploring and i-Tuning and Twittering about our blogged Facebook pages. Then I get tired! How do teachers live the wired life in and out of class and still plan their lessons, do their grading, and have a life? I can see myself using technology in the classroom, and using the online grade posting, and inbreeding technology into the classroom as a natural part of the evolution of technology in daily life. I can't see myself wired into technology and into my student's lives continually.
How Teaching Matters
SURPRISE!!! It turns out that a teacher's methods, expertise and passion influence how effective they are as a teacher! A paper by Harold Wenglinsky of Educational Testing Service entitled "Why Teaching Matters" evaluated the impact on student learning of a variety of factors including "teacher inputs" and "classroom practices". The study concluded that the influence of teacher inputs such as pay, experience, and education on student learning pale in comparison to the in-classroom practices of teachers. The one exception to the "teacher input" class of variables is that teachers who major or minor in their subject area are significantly more effective than those who do not. However, the remaining teacher inputs including graduate education in teaching, and teacher salary did not show significant impact on learning. On the other hand, in-class practices such as frequent testing, emphasis on high order critical thinking, and the use of hands-on and small-group learning were highly beneficial to student learning.
My main reaction to the paper's conclusions was "duh". It is common sense that teachers who are demanding, encourage students to think deeply, and actively assess student learning are more effective. On the other hand, it was nice to see the data clearly back up the common sense.
Now, if policymakers could just figure out how to implement methods to build this sort of teaching skill and the teacher commitment it requires! It's much easier to create policy based on objective features of education like teacher pay or other "teacher inputs" than it is to build policy based on classroom practices. Effective policy requires much more courageous leadership including removal of current teaching benefits like tenure and guaranteed salary adjustments. When will teachers be held to the same standards as the competitive business world? Poor teachers shouldn't teach. Good teachers should be paid more than average ones! Someone tell the union to wake up and smell the pencil sharpener! We need to stop coddling a system that allows and sometimes encourages mediocrity, and instead dump the lousy, uninspired teachers and give the good ones big raises and recognition!
How do I define the effectiveness of a teacher? Are kids competing for the chance to be in a teacher's classes? Are they producing work that's above and beyond what people expect them to produce? Do they rate the teacher highly in their reviews at the end of each semester? Kids aren't stupid - they know and respect teachers who are good. They (on the whole) answer sincere questions sincerely, and they know which teachers bring out the best in them. If my students are typically engaged in the conversation. If they smile often. If they are willing to work hard, and to produce high quality work, then I'll be an effective teacher. If my students believe what I say, and believe that I believe in them, I'll be an effective teacher. If my students have a little fear, a lot of trust, and a fair chunk of fun mixed with some challenging work, I'll be an effective teacher.
My main reaction to the paper's conclusions was "duh". It is common sense that teachers who are demanding, encourage students to think deeply, and actively assess student learning are more effective. On the other hand, it was nice to see the data clearly back up the common sense.
Now, if policymakers could just figure out how to implement methods to build this sort of teaching skill and the teacher commitment it requires! It's much easier to create policy based on objective features of education like teacher pay or other "teacher inputs" than it is to build policy based on classroom practices. Effective policy requires much more courageous leadership including removal of current teaching benefits like tenure and guaranteed salary adjustments. When will teachers be held to the same standards as the competitive business world? Poor teachers shouldn't teach. Good teachers should be paid more than average ones! Someone tell the union to wake up and smell the pencil sharpener! We need to stop coddling a system that allows and sometimes encourages mediocrity, and instead dump the lousy, uninspired teachers and give the good ones big raises and recognition!
How do I define the effectiveness of a teacher? Are kids competing for the chance to be in a teacher's classes? Are they producing work that's above and beyond what people expect them to produce? Do they rate the teacher highly in their reviews at the end of each semester? Kids aren't stupid - they know and respect teachers who are good. They (on the whole) answer sincere questions sincerely, and they know which teachers bring out the best in them. If my students are typically engaged in the conversation. If they smile often. If they are willing to work hard, and to produce high quality work, then I'll be an effective teacher. If my students believe what I say, and believe that I believe in them, I'll be an effective teacher. If my students have a little fear, a lot of trust, and a fair chunk of fun mixed with some challenging work, I'll be an effective teacher.
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