Issues:
1. Is there a correct way to teach?
2. What role does a student have in teaching writing?
3. To what extent should teachers transmit information?
4. Can student teachers find a way to use more than one approach or
philosophy?
5. To what extent should aspiring teachers challenge their teachers?
6. How should Brenda Forrester deal with her uncomfortable feeling?
7. What should be the balance between traditional and creative approaches?
The first issue I would like to address is how should Brenda Forrester deal with her uncomfortable feeling.
Why should teachers, or aspiring teachers think about this issue? Feeling uncomfortable with teaching in your field has the potential of causing some major problems for yourself and the students you're teaching. For the teacher, being uncomfortable draws a large amount of stress, constantly worrying about what needs to be taught and how it needs to be taught. Students on the other hand, have to suffer the consequences of the teacher's inability to make firm decisions as to what needs to be done. Brenda illustrates this during her field study.
Stopping by the first student's desk, she asks what he's doing. After the student responded that he had finished his first story and was looking through topics to start another, Brenda's uncomfortable feelings kicked in. She wanted to help the student pick a topic, or even after reading his first story, she wanted to correct him and teach him how to do it. Instead she did what her teacher had told her to do, as well as the teacher she was observing.
There are several different ways to look at this issue. For example, Brenda should talk to several teachers about the issues that make her uncomfortable and combine the aspects of each teaching style that she likes. Perhaps Brenda should try to embrace the teaching style that makes her so uncomfortable, or at least attempt to see the value of it. Each of these actions has a common purpose, which is to become comfortable where she was once uncomfortable. If she doesn't talk about everything that makes her uncomfortable, she'll never know or understand that which she needs to know or understand about teaching.
I strongly believe that a person should talk about their uncomfortable feelings before it hurts them in the long run. Uncomfortable feelings have a tendency of causing high levels of stress, which could really harm a person if nothing is done about it. Talking to others about these issues allows a person to release the build up of stress and ultimately allows that person to feel much better, as if a burden has been lifted. If I were in Brenda's situation, walking around a classroom feeling uncomfortable, I would make a point to speak to the teacher after class. I would also go back to my professor to discuss the same issues. I may even discuss these issues with some of my fellow aspiring teachers to compare and contrast.
I may only be observing the class, but part of making observations is to understand what I observe. I would want to know why a particular style is done, rather than the way I personally think it should be done. When Brenda was actually talking about the class she had just observed, she ran into a situation where she wanted to challenge a teacher on a matter, but was too uncomfortable about it. I would have challenged the teacher in a civil manner searching for a better understanding so that I would understand the why of it all. That way I would no longer be uncomfortable and at the same time my knowledge of the topic will have increased.
You can gain a lot by talking about things that trouble you. In Brenda's case, she'll gain a better understanding of the questions that plague her thoughts. She'll also get rid of the stress caused by being uncomfortable, worrying about every little detail that troubles her. She may even build good friendships with both her professor and her mentor by holding these conversations.
There is not a whole lot that can be lost by discussing these
issues, but there can be some if one is not careful. Even if Brenda
decides to discuss these issues and open herself up to them, she could
possibly lose her own ideas. By losing her own ideas, Brenda could
lose sight of who she is. Teaching requires that a person does what
is best for the class, and that can only be achieved through that person's
own thoughts.
The other issue I wish to address would be whether or not there is a
correct way to teach.
As we see in Brenda's case, there are a few different ways to teach
that are mentioned.
Which one of those ways is correct? Every person has an idea of what
he or she thinks is the correct way. The importance of this issue
lies within the fact that, since everyone has their own view of the situation,
teaching aspiring teachers the correct way to
teach is nearly impossible.
There is a plethora of ways to look at this issue, assuming one believes
that there is a correct way to teach. In Brenda's case, we saw Brenda's
idea of teaching, her mentor's idea and her professor's idea. As
far as which of those ideas are correct, is another matter. Those
are just a few examples to illustrate one way of looking at the issue,
but what if there was no correct way to teach? Well in that case,
everyone is potentially
right with regard to teaching. Finally, there is a third possible
way to look at this, which is a neutral way. Perhaps there is no
right way to teach, but there could be a set of guidelines that should
be followed in order to teach properly.
Of the three ways to look at the issue, I strongly agree with the idea
that there is no correct way to teach. There are too many styles
of teaching to have any one of them be the correct way to teach, especially
since a good number of styles produce great results. I also believe
that teaching is not just in how one teaches, but involves how a person
learns. People in general learn in different ways, so there cannot
be one correct way to teach that could possibly cover all of the different
ways of learning. Another aspect of the issue that we must keep in
mind is the fact that there is more than one subject. Each subject
requires it's own general style of teaching; therefore we cannot possibly
use the same style to teach each subject. Along with different subjects,
there are different age groups. Each age group has certain abilities,
which pertain to their level. We can't
possibly use the same teaching methods for each group.
Brenda seems to believe there is a correct way to teach and finds that
her ideas conflict with the ideas of both her mentor and her professor.
In her situation, I would gather together all of the ideas that I thought
were right and those that my professor and mentor thought were right.
I would also ask both of them to provide explanations as to why they thought
it was right. With all of these ideas together, I would apply them
as I observed a
class. Finally I would evaluate each situation through the viewpoint
of each style.
By doing all of those things, I would allow myself to view the issue
from more than one angle. Applying these ideas to my observations,
I'll eventually formulate an appropriate teaching style. Although
the teaching style I came up with would only apply to that particular group
of students. As I observe other classes, or even begin to teach my own
class, I'll be able to adjust my style accordingly.
Teachers would gain an overall understanding of what the students need
to learn and how they need to learn it. Being able to reach students
in such a way that the vast majority, hopefully all of them, would understand
what is being taught to them. Students love to have teachers that
are capable of getting them to understand a topic, even though they will
rarely ever mention it. By taking this approach to teaching styles,
one can find himself or herself in trouble with the principal or anyone
else with a high position. The principal may have a particular way
that he or she wants the teaching to be done and if you do not teach by
their standards you could lose your job.
Jennifer Wassermann
Brenda Forrester Case Study
1. To what extent should teachers correct student work?
2. Which students do we teach to?
3. How is Brenda going to learn to teach language arts?
4. What should be the balance between classroom structure and creativity?
What are the different
ways to look at this issue?
People may view this issue differently.Some teachers may feel that grading every minute detail is the only way to go, where some teachers may only mark some errors in order to allow creativity to prevail and students to maintain motivated.If a teacher constantly marks everything wrong, a child will not enjoy the subject matter any more and will in turn lack the motivation to do well.But, if a teacher fails to correct mistakes, then the child may not learn.Some teachers may only mark positive things, the things that are good on the page.This approach may allow the student to think that his work is always right, and he would have no reason to correct it.
Which positions are most
acceptable to you?
I feel as though none of the ways are completely right, a combination of grading is the best way to go.A teacher needs to understand all the concepts of grading and use common sense approach.Grading work is highly important because a student only learns from his mistakes, however, it should be done cautiously.A teacher can mark good things on a page, but should also point out errors as well.
What would I do in this
situation?
I would not leave things unmarked if they were wrong, as the teacher Brenda observes does, but I would keep red marks to a minimum; Instead of covering the whole page in red (mainly by placing explanations all over the margins), I would mark the things that are wrong, and then explain to the students one on one what that particular mark means; this way if they had any questions, then I could be positive they understand.I would also take the time to mark some positive things so that the can visually see that all of the work they did is not bad.
Why would I do that?
I would grade in this way so that children do not become easily discouraged.When a teacher hands back a paper completely covered in red, anyone may become frustrated and upset.I want my students to be motivated and creative while also being corrected of mistakes.
What would be gained and
lost?
Grading my students in this way would allow me to correct them without taking away self-esteem and enthusiasm.I would grade the things that are wrong and then sit and explain to them what makes it wrong, instead of just scribbling it on a page, where they possibly will not understand it; If they don’t understand the corrections, then the teacher would have wasted her time.I feel as though this approach would allow students to maintain a positive outlook on the subject matter.
2.Which students do we teach to?
Why is this important for teachers to think
about?
Teachers must think about this because there are going to be many students with different levels and abilities in a classroom.
What are the different ways to look at
this issue?
Teachers must attempt to teach all students, but it is obvious that most teachers are going to have to focus on one type of student, either the slow learning students or the highly intelligent students.Teachers who focus on the slow learning students will say that they need more help; therefore more time should be spent with them.But those teachers who work more with the academically gifted students would say the opposite; these students are brighter, so they are going to make more out of what I teach them and in turn go farther in life.
Which positions are most acceptable to
you?
I do not think either position is acceptable.All students need an equal opportunity to learn.It is simply not fair for one group of students to be neglected while another group of students get constant instruction from a teacher.Teachers need to understand that all students need guidance, no matter what the ability level.It is unfair for a teacher to allow the bright students to stand in the corner of the room talking, while she is forcing the slower students to sit down and write.If the bright students work at a faster pace, then they should continue to work on the assignment at hand until it is close to perfect.The teacher can be helping both the slow students and the fast students with their work.Teachers need have high expectations for all students, no matter what the ability.
What would I do in this situation?
If I were in this situation, I would try to make it fair for all students; the ability of the students would be irrelevant.All students would have the same assignments and would receive equal amounts of help on them, although the level of help may vary from student to student.I would expect all of my students to correct their papers to the best of their ability and make sure they understand the errors in their work.
Why would I do that?
I would teach this way so that equal opportunities are present for all; it’s not fair for a teacher to focus only on one type of student.Every student needs help in his own way, and it is the teacher’s responsibility to help as much as possible.
What would be gained and lost?
I feel as though a lot would be gained from this, since I would be helping all of my students and not just some.Time would be an issue, since there is only so much time to spend with each individual student.Some children may need more time with me than others, which would be a main issue I would have to deal with; I would want to make sure each student has about the same time with me, but I also know that some students take longer than others to grasp concepts.
3.How is Brenda going to learn to teach language arts?
Why is this important for teachers to think
about?
It is important for Brenda to think about this because she needs to be able to share her knowledge with her students.As a future teacher she needs to know how to teach her subject.
What are the different ways to look at
this issue?
Brenda should look at this issue with an open mind.She needs to understand that there is more than one way to teach and no one can just tell her how to do it.The only true way that she can learn to teach is to go ahead and do it.She can observe many teachers and decide if the way they teach is similar to what she desires to do, but she must understand that she doesn’t have to teach like anyone but herself.
Which positions are most acceptable to
you?
Brenda is in a difficult position, should she teach like her teacher and Ms.Henden or should she learn her own way to teach?I feel as though Brenda needs to find her own way to teach, especially since she has a problem with the way the two teachers she has encountered teach.There is no specific way to teach and Brenda should be taught that.She needs to look deep inside herself and teach the way she most feels comfortable.
What would I do in this situation?
I would try to understand the technique that Brenda’s teacher and Ms.Henden use; I would want to see the positive and the negative aspects of it.I would then go observe other teachers and see the style they use.Then I would choose a method that best suits my personality, if I did not find a method that I wanted to use I would figure out exactly what I felt was necessary in teaching my subject to a class.It is okay to create your own manner of teaching.
Why would I do this?
I would do it this way so I could learn how to teach effectively.I would not want to teach using a technique that I disagreed with.Teachers should personalize their way of teaching.
What would be gained and lost?
I do not feel as though anything would be lost, since I would be teaching the best way that I possibly could.Everything would be gained since I would be happy with my style of teaching.If a teacher is happy with her style of teaching, then she can easily teach with enthusiasm, which would engross the attention of her students.
4.What should be the balance between structure and creativity?
Why is this important for teachers to think
about?
This is a significant issue because teachers need to use both structure and creativity in the classroom.Both are highly important and one should not be regarded with higher concern that another.
What are the different ways to look at
this issue?
This issue can be viewed many ways; structure and creativity can be looked at equally or one can be held higher than the other. Often time’s teachers fail to use creativity because they deem structure more important.Or creativity is so important that structure is completely lacking from the classroom.
Which position s are the most acceptable
to you?
I feel as though both structure and creativity are necessary.If a teacher takes creativity from children, then they may never find it again.Without creativity all work will be the same and the classroom will become incredibly boring.But if structure is lacking in the classroom it may resemble a zoo and nothing will be accomplished.
What would I do in this situation?
I would have an equal amount of structure and creativity; this way each student could be creative and stay on task at the same time.
Why would I do this?
I would do it this way because I feel as though both structure and creativity are equally important; not one is ever more important than the other.More can be learned from a mix of structure and creativity than from just one.Students need to opportunity to be creative and also need structure so they do not get off task; this is the best learning environment possible.
What would be gained and lost?
All would be positive from this mix because
students need both guidance and the chance to be imaginative, without one
being more focused on than another.Students
who preferred one type of instruction would still learn, although both
types were being used, because they would have the opportunity to work
the way the favored, while at the same time learning how to work the other
way.
Jennifer Wassermann
Dr. Hurley
October 10, 2002
Ellen Norton Case Study
1. To what extent should a teacher become friends with her students?
2. If a teacher sees a bruise that resembles abuse should she
report it and intervene with problems outside of school or leave things
alone?
3. When suspecting that a child is being abused should the teacher
ask the student to
make sure it really is happening or report it immediately?
4. When speaking about personal information given from a teacher
to a student, how much is too much? Where should Ellen draw the line?
5. Why should Ellen develop relationships with other teachers,
instead of getting her
friendship needs met through high school students?
6. How can young teachers avoid inappropriate relationships with HS
students?
7. How can young teachers build appropriate relationships with HS students?
My report will discuss the first four of these issues:
1. To what extent should a teacher become friends with her students?
Why is this important for teachers to think about?
Teachers must think about this because they will be around their students
during most of the day. When young teachers begin and have no one
to relate to, since other teachers may be quite a bit older, it may be
easy to suddenly become friends with students.
What are the different ways to look at this issue?
A teacher could look at this issue and say that her being friends with
her students is a way to relate; it could be possible that the way a teacher
teaches has a great deal to do with relationships. A teacher who
befriends her students may be more capable of reaching them during a lesson,
since she understands their way of thinking. But, some may say that
Student/Teacher relationships are a bad idea, such as the relationship
between Ellen and Abby. A student may begin to depend on a teacher,
and have little to no friends other than the teacher; it is unhealthy for
students to only be friends with their teachers. Another way of looking
at this is the chance that a relationship may go too far; a teacher could
begin partying with her students. Or a teacher could even be so friendly
with her students that she gives her “friends” higher grades.
Which positions are most acceptable to you?
I think that teachers should be friends with students, but only to
a certain extent. A teacher should be there for her students, but
should never go too far in the relationship; the friendship should not
leave school premises, where partying and other extracurricular activities
may take place, nor should the teacher give higher grades to those she
becomes friends with. There is a fine line between student/teacher
relationships and teachers must recognize that line before friendships
get out of hand.
What would I do in this situation?
The situation Ellen is in is a tough one, she did not mean for Abby
to become her shadow; she only desired to help a lonely, new student.
If I were in this situation I would talk with Abby, obviously she needs
someone to communicate with. I would explain to Abby that I am her
friend, but that she needs to try to befriend her fellow students as well.
Abby is purposely trying to fail, which causes a major dilemma. I
would tell Abby that she is incredibly intelligent and can easily do her
math work without my help; she needs to stop depending on the teacher and
start having faith in herself. If she still does poorly on her math
after this, I would set up a student tutor for her. This way she
would have an opportunity to talk with other students on a daily basis.
Why would I do that?
I would do this so Abby could learn that she is capable of making friends
other than the teacher. Setting her up with a student tutor would
be my way of showing her that other students are kind, and may actually
want to be friends with her.
What would be gained and lost?
The friendship between Ellen and Abby may be lost, depending on Abby’s
reaction the Ellen’s suggestions. Hopefully, Abby will have gained
friends her own age, which is more important than a relationship with a
teacher.
2. If a teacher sees a bruise that resembles abuse should she report it and intervene with problems outside of school or leave things alone?
Why is this important for teachers to think about?
Teachers must all think about this because it is their responsibility
to report
child abuse if they see it, or even think they see it.
What are the different ways to look at this issue?
Teachers could either avoid students whom they believe are being abused
or they could neglect to tell someone about an abuse when they see signs.
The most responsible teachers will never avoid any students and will report
any sign that could resemble abuse; it is not the teacher’s responsibility
to discover if a student is abused or not.
Which positions are most acceptable to you?
The only position acceptable is to report any signs of abuse as soon
as you see them. A child could be in great danger, and the longer
you wait or avoid the situation, the worse the situation will become.
The teacher is supposed to, as a part of her job, report any signs of abuse.
What would I do in this situation?
The situation Ellen is in is once again difficult, she is a friend
of the student being abused and the student does not want her to report
the situation. I would definitely report the abuse, although it may
be quite difficult since the student asked not to.
Why would I do that?
I would do this for the protection of the student. If I did not
report it and the situation became worse, I would feel guilty. Since
I know about the abuse, it is my responsibility to report it. Also,
I could lose my job if I do not report it. This would not be my main
reason for reporting, though, the student’s safety is much more important
than my job.
What would be gained and lost?
The abused student will most likely become angry when she finds out
that I reported it, but hopefully over time she will understand why I had
to do what I did and be grateful. By reporting the abuse, the student
will be able to go somewhere safe at night, and not have to worry if someone
is going to get drunk and beat her.
3. When suspecting that a child is being abused should the teacher ask the student to make sure it really is happening or report it immediately?
Why is this important for teachers to think about?
Teachers must know what action to take when suspecting abuse.
Teachers are supposed to report it immediately, but that may be hard for
some, which may cause more problems to occur.
What are the different ways to look at this issue?
A teacher can either report the abuse immediately, before they are
sure if it is actually happening. The teacher could wait and see
what happens, either report it if she sees any evidence or forget about
it if nothing more come up. Or the teacher could ask the student to find
out exactly what is happening, although this may not be factual either.
Which positions are most acceptable to you?
The only acceptable position is to report the abuse as soon as you
begin to think any is occurring. Waiting could be fatal and asking
the student could provide you with a great deal of false information.
What would I do in this situation?
If I were in the situation that Ellen Norton is in, I would report
the abuse as soon as I heard other students talking about it. Whether
or not it is true is irrelevant. If it is false no harm is done,
but if it is true, it could save the student from enduring a huge amount
of abuse or even death.
Why would I do that?
I would obviously do this to help the student. Asking the student
about the abuse is clearly a bad idea, since the probably do not want anyone
to know about it and are most likely scared to tell anyone.
What is gained and lost?
Safety of the student is definitely gained; if the teacher waits a
while before reporting, the student will continue to be injured.
The respect for the teacher by the student may be lost if the student finds
out who reported; the student may not understand why the teacher did not
just mind her own business and leave things alone.
4. When speaking about personal information given from a teacher to a student, how much is too much? Where should Ellen draw the line?
Why is this important for teachers to think about?
Teachers must think about this; all teachers will communicate
with their students,
either as superiors or as friends. While communicating with students,
personal
lives may come up.
What are the different ways to look at this issue?
Teachers can view this issue very differently from one another, some
teachers
may feel as if any personal information is too much. While other
teachers may
feel as if they can tell all their personal information; they may feel
like students
have a right to know about their past, present, and future. The
majority of
teachers may feel like some personal information can be given, while
most of it is
kept to themselves; it is personal, so they only tell certain things
that they deem
important or helpful to the students.
Which positions are most acceptable to you?
I feel as though giving some personal information may be important
in order to
create relationships with students. If you tell them what is
important to you in
your life, they will do the same, especially when they have a problem.
But too
much personal information can be a bad thing, since it really is none
of your
students business what you do during your “free” time. Teachers
should draw a
line as to how much personal information is shared.
What would I do in this situation?
When Abby starts asking Ellen personal information, I feel as though
she was just
trying to relate. Abby was trying to loosen up the situation
so it did not feel so
awkward; she just got carried away as time went on. Ellen did
a good job in drawing the line and getting back on topic. Abby most
likely did not feel as though she was invading privacy, only making a friend.
If I were in Ellen’s situation, I would hope to be able to handle it in
the same manner.
I would not want my students to know everything about my life, only
certain
things.
Why would I do that?
I would do this to make sure that the students weren’t digging too
far into my
personal life, since I do have a life outside of school that they do
not know every
detail of. Students could gather a lot of information about a
teacher and find
something bad; this bad information could be used against her if the
student
became angry enough with her. I would like to share some of my
life with my
students though, so they feel free to do so with me. They may
better
communicate with me if they know a little about me.
What would be gained and lost?
By doing this a teacher may have very little privacy; but since a teacher
decides
how much information to tell, she should stop before her privacy is
lost. From
sharing personal experiences and background students may better relate,
especially if they have similar life happenings.