The curriculum describes what students are expected to learn and offers the promise of a similar education for all. For the teacher the most important factor is to get his pupils to get as much knowledge as possible and teach them to do something with what they have to learn that year. How the teachers want to bring over the material should be up to the teacher and not be dictatorially set by a board who wants to see in all the schools the same home works and the same tests.
Substance of a teacher
Every good teacher does not want to keep to a once made worksheet and give every year the same material in the same manner and the same order. A good teacher looks around him and sees what is going on in the world and tries to integrate the happenings in his course.
Every teacher should offer his students learning opportunities that capture their interests and help them make the transition to life after graduation.
Most often it shall not be the payment which shall attract somebody to become a teacher – those choosing for having a good earning and many holidays are the wrong teachers.
The first goal must be to bring something over to the next generation. Willing to share more than the basics makes the good teacher. And to be able to share enough to continue in to the next generation, he knows that continues study shall be important and that he continually shall follow research and consultation, and shall keep an open mind to the developments.
A good teacher is that one that every year again considers every new class as unique and treats it as if it was the first time new material had to be explored and conquered. Each individual should be respected and stimulated to learn and to cross the borders of his average. It is the task of the teacher to give positive remarks and stimulation, more than bad remarks or braking a person down. Building up should be the main goal.
Having every pupil understand that we believe in them, and that we will honour their brilliance and work hard to nurture them. Letting them know that as a teacher we are concerned about their future and that we want to co-create a bright future for the world with them. This message we should share each day in our relationships, our structures, our expectations.
One of the accusations often leveled against teachers is that they only work just a few hours a day and have more vacation days than most other job. But the serious teachers takes a lot of time out of the class room to prepare the courses he is going to give. The good teacher is the one who updates the material continuously, and prepares his class for the pupils he is having that year and advances like those pupils are able to advance, helping them all equally to reach the goal to know even more than they should by the curriculum. Teacher and school have to be keeping with the times
Only keeping to the material which has to be know at the end of the schoolyear to succeed the end exams is not the good system.
The teacher wanting to get his pupils to know much more, shall have to spend much more time than the class time to do all his preparations and to correct the works of the pupils.
A 2001 study found that the average teacher works 50 hours a week, because their work doesn’t end when the bell rings. When I taught, I also had to prepare the accompanying music, I spend an average 56 hours a week for school, inclusive the ridiculous amount of extra paperwork and evaluation sheets. Grading takes hours a day, not to mention any school extracurricular activities teachers may lead, like clubs, sports teams, or theatre groups. There are long, and often too many, meetings outside of school hours, and someone has to be there if they assign a kid detention. Not to mention time spent making lesson plans so the whole school day runs smoothly, often not for one school, but for more schools, because they teach in more than one school to get a full time job. But for every school they are also always expected to be present at the extra muros activities, feasts etc..
Many teachers teach summer school or have to do some extra work in order to supplement their income, to get their children to be able to have proper education as well.
A Huge Influence on the Child
A large-scale Australian study found that a good teacher-student relationship meant better grades, even more so than good parental or peer relationships, especially during middle and high school. Since the Detroux affaire a teacher-student relation seems to be taboo. And we see that in many schools this is really missing, but it takes also away the drive of many pupils and teachers away.
The teacher should form the foundation of the pupil his growing up and his preparation for being a creative person in the future. Therefore the good teacher should give as many stimulation as possible that a pupil goes to experiment and tries out new things.
It is wrong of certain organisations, like OVSG, not to allow other things than those written or presented in their syllabus. Even when pupils present some which the teacher or board does not like so much, because it is not their taste, they should always examine it for the value and quality it has, and not for the common taste of that particular time.
Who to blame
The board of directors and the OVSG make the easiest choice to agree with the parents that it is the teacher’s fault when a pupil does not succeed.
When it comes to bad grades, it would be better to examine what the pupil really did to get to the end of the school year, and how his relationship was with his parents and the situation in the household. A study found that 68% of parents deserve “heavy blame” for failing students, while only 35% said teachers. While this was personal opinion and not based on proven fact, it shows that most people understand failing schools are not the sole fault of the teachers.
Organizing classrooms has become more difficult in recent years because of funding restraints, and also of the lack of space and the deterioration of the spaces used for already many years. Schools try to fill classes with the maximum number of students allowed, but do not mind putting even more pupils into the class so they can save on ‘teachers hours’. Instead of also giving enough attention to special-needs children all schildren just seem to have to follow the general line, required by the curriculum. And the ones who can not follow, seem to have bad luck. Several schools want their teachers not to waste time on such cases and to ignore them as much as they can. But they have to stay in the school because when they leave it would be so much money less for the school.
Instead of demanding certain norms to be able to become allowed to be in the school and to be able to stay in the school, cyphers on the evaluation-papers are more important and schools want to see those better marks into the newspapers. Therefore the quality of the given material has come down in the last few years, which frustrated a lot of teachers. No wonder that so many got a burn-out when nobody wants to listen to them and when the children are not distributed in a way that’s appropriate for learning and doesn’t overburden teachers.
Burning out and leaving the teaching profession
Studies have shown that the main contributor to young teachers burning out and leaving the profession is pushy parents. In Belgium lots of older teachers are worked out by the newer directions and the OVSG. The many young teachers, of whom some already leave the classroom after three months, have soon felt how disrespectful many pupils treat their classmates and their superiors. Having no set rules in many schools and lack of discipline makes it so hard and often useless to continue ‘the battle’ to get a whole class working as one ‘civilised’ community.
When new teachers come into the classroom ready to change the lives of their students, they are often shell-shocked by the number of complaints and sometimes outright abuse that they receive from those students’ parents. Many new teachers feel pressure to be perfect right away, and perfect always means making sure the child of that particular parent is happy and getting good grades. Multiply this by 25 or 30 parents (or more) in a school year and you get the mass exodus from teaching that Belgium is now faced with.
- 5 Things to Remember About Teachers for Back to School
- Wat betreft *10 school geboden*
- Geboden voor de leerkracht
- 15 Famous People Who Used to Teach a.o.: Alexander Graham Bell, Robert Frost, Lyndon Johnson, John Adams, J.K. Rowling, Art Garfunkel
- Blog: Who should teach children about money? – Confused.com (confused.com)
Personal finance isn’t yet a fixture of many school timetables. And many parents would freely admit they aren’t up to the job themselves. So who should teach children about money?Like learning about the birds and the bees, it seems children discover the ins and outs of money matters from a number of sources.
This includes part parental advice, part schooling, and some first-hand experience.
Many teachers want to see personal finance on the school timetable.
Sarah Jones, a secondary school teacher from Cardiff, says: “Children should absolutely be taught about personal finance at school.
“It’s particularly important children learn about money before they reach university.
- Unsung heroes ready for a new challenge (todayonline.com)
One of them is head of physical education Abdul Nasir Abdul Razzak, 46.
Looking back, he recalled how the teachers overcame initial scepticism from parents as well as the public at large. His personal approach was to stay focused on creating a strong relationship with his students and pushing them as much as possible to make it to the Institute of Technical Education. Mr Abdul Nasir will join one of the two new specialised schools for Normal (Technical) students.
The experience of handling pupils from disadvantaged backgrounds stood out for her. Ms Seow, who taught at a primary school before joining NorthLight, said: “There were a lot of home visits and phone calls when the students do not turn up … you ended up becoming very involved in their lives.”
Despite their hard work, the teachers were under no illusion that their impact on the pupils would be immediate. She said: “Recently, I met an ex-student who is now in the army. He speaks well and was even watching the time in case he was late. It makes me very happy to know that he has changed.”
- Bad teachers ‘blight children’s futures’, Michael Gove warns (telegraph.co.uk)
The powers, which come into force this week were described as “zero tolerance” by Michael Gove, the Education Secretary, and now put teachers under an unprecedented level of scrutiny.
Teachers have far greater rights to keep their jobs than most other workers, and unions have zealously defended procedures which mean just a handful have ever been sacked for incompetence.
Teachers have accused Mr Gove and Sir Michael of creating a climate of fear in schools. They have also criticised the competence of inspectors.
Kevin Courtney, deputy general secretary of the National Association of Head Teachers, said: “No other profession would accept this level of scrutiny and mistrust.
“As professionals, teachers should obviously be accountable but new proposals on appraisal and capability procedures alongside new rules on teacher observation have little to do with raising standards.
“They will simply de-motivate teachers and risk them leaving the profession.”
- Michael Gove: Without change we rob children of the chance to compete (standard.co.uk)
We’re also getting rid of the red tape which has prevented top professionals switching career to take up teaching. In our private schools there are nuclear physicists and industrial chemists teaching science, actors teaching drama and concert artistes teaching music. But state schools have been banned from hiring these success stories until now. We’ve changed the rules to give new Academies and Free Schools the freedom to hire the experts they want so all children can benefit from this excellence, not just the rich.
- Mindset, we have a problem (ashleytan.wordpress.com)
A teacher laments that we have a problem when she finds out that a student cheated on a class assignment. I agree with that teacher, but not in the way you might expect.
The complaint and the rest of the story is told at Teachers Put to the Test by Digital Cheats.
While the article says that the problem lies with students (the erosion of values that comes with ease of access to information), I think that is only half the story.
- Why I Became a Teacher (dianeravitch.net)
I didn’t BECOME a teacher until after I taught for two years, left to become a stay-at-home mom, and then returned. I was one of those statistics, leaving the classroom at the beginning of my career.
I became a teacher because I can’t not learn, and can’t not share what I’ve learned.
Maybe the real question is not ‘why did you become a teacher’ but ‘why have you continued to be a teacher?’ That one might decide the fate of our profession as more older teachers like me are leaving, more younger ones leave and don’t return, and fewer young people consider teaching as a profession.
“If teaching were one’s calling, then that would put teachers in the same camp as nuns and priests”
“Teachers were asked for their input about how to better serve their students. If our workers and our teachers supposedly aren’t reaching the same level of success they used to, does it occur to anyone that perhaps it is how they are treated? If an employer respects his/her employees, how are those workers’ results compared to those who are in constant fear of losing their job?”
- 25 Techy Tips Every Teacher should Know about (teacherlingo.com)
Technology has even changed that old and traditional notion of the teacher as the main source of knowledge and turned him/her into a simple facilitator,organizer, and collaborator. Learning has become more and more interactive with an increased dose of engagement, no wonder we are teaching with the thing students love the most : technology.
- The Anatomy of a Great Teacher (infographicsking.wordpress.com)
A great teacher changes the lives of their students forever; they instill confidence and knowledge in every student who crosses their path. What makes a great teacher, and how do they treat their students and their classroom? Find out where teachers fit into our society, and what they’re doing to educate young people in America.
- What’s a Teacher to Do? Paul Tough’s How Children Succeed (siobhancurious.com)
Tough describes children from difficult backgrounds who nevertheless succeed in school and other endeavours because, he posits, they have developed certain character traits.
The upshot: character is more or less destiny, but character can be taught, or at least influenced.
A child who grows up in poverty but has a nurturing, supportive parent – one who encourages the child to tackle difficulties, praises success, and promotes the learning potential inherent in failure – may have more character tools than a middle-class or wealthy child whose parents protect him or her from every bump in the road.
Character can be nurtured. Children are not doomed by their social circumstances or their genes. Nevertheless, I’m not sure what my role is. How much can teachers help, especially teachers who don’t meet children until they are no longer children at all? The book left me with one lingering, powerful desire: to do some research of my own.
This research would involve examining sixteen-to-twenty-year-olds who have made it through high school, who have been admitted to CEGEP – granted, a CEGEP with famously forgiving standards – but who are still floundering.