In “Redefining Teachers with a 21st Century Education ‘Story’,” http://blogs.kqed.org/mindshift/2015/02/redefining-teachers-with-a-21st-century-education-story/ Thom Markham describes the teachers of today as “under-empowered participants in a stagnant system designed to broadcast standardized information.” He says that school culture as affected by an “undertone of resignation, cynicism, or even learned helplessness” as a result. Schools in the U.S. today, he argues, are characterized by “inertia, not innovation,” and “don’t fuel the creative parts of the brain.”
I agree with some of Markham’s comments. Teachers are indeed underpowered, and they are tasked with the job of delivering standardized information. Also, there are tight constraints on their ability to teach in creative and innovative ways, including testing requirements and lack of funding for classroom technology and materials.
That said, I don’t view teachers of today as resigned or overly cynical. Some may be, but they seem to be in the minority. Every day, I see teachers who introduce new learning tools to engage students and get them to work collaboratively. I see teachers who have survived the education funding cuts thanks to a combination of personal creativity, parent support, and sharing of materials. I see teachers who regularly give up their free time to learn new educational tools and methods. And I see teachers who try to differentiate learning for individual students, even though it can be exceedingly difficult given the large class sizes in America’s public schools today.Markham argues that the remedies for teacher malaise include:
(1) “Appreciate the power, beauty, and challenge of the present moment.” In my view, good teachers are already doing this.
(2) “Contribute to a global vision….imagine how 300 million youth under the age of 18 world-wide will rise out of poverty, find decent jobs, seek fulfillment, and design a livable world.” I disagree that we can expect this of teachers—although we should expect it of our national education policymakers. Teachers have to focus on the success of the students in their own classrooms. Of course, that doesn’t mean teachers shouldn’t be part of a global network of educators.
(3) “Redefine smart.” I agree whole heartedly that teachers should try to instill “grit, resiliency, empathy, curiosity, openness, creativity, and evaluative thinking” in students. High grades and test scores, or even a college degree from a fancy school, won’t get students very far in today’s world.
(4) “Live the collaborative reality.” I agree that teachers should share ideas, both locally and across cyberspace. However, I also recognize that they are constrained by the expectation that they be teaching or meeting with students almost every minute of the school day (and beyond). School districts need to give teachers the time and space to collaborate with other educators.
Markham’s suggestions, while compelling, might be more effectively directed at education policy makers. Teachers have the passion and talent to innovate; but they don’t always have the freedom.
I agree with some of Markham’s comments. Teachers are indeed underpowered, and they are tasked with the job of delivering standardized information. Also, there are tight constraints on their ability to teach in creative and innovative ways, including testing requirements and lack of funding for classroom technology and materials.
That said, I don’t view teachers of today as resigned or overly cynical. Some may be, but they seem to be in the minority. Every day, I see teachers who introduce new learning tools to engage students and get them to work collaboratively. I see teachers who have survived the education funding cuts thanks to a combination of personal creativity, parent support, and sharing of materials. I see teachers who regularly give up their free time to learn new educational tools and methods. And I see teachers who try to differentiate learning for individual students, even though it can be exceedingly difficult given the large class sizes in America’s public schools today.Markham argues that the remedies for teacher malaise include:
(1) “Appreciate the power, beauty, and challenge of the present moment.” In my view, good teachers are already doing this.
(2) “Contribute to a global vision….imagine how 300 million youth under the age of 18 world-wide will rise out of poverty, find decent jobs, seek fulfillment, and design a livable world.” I disagree that we can expect this of teachers—although we should expect it of our national education policymakers. Teachers have to focus on the success of the students in their own classrooms. Of course, that doesn’t mean teachers shouldn’t be part of a global network of educators.
(3) “Redefine smart.” I agree whole heartedly that teachers should try to instill “grit, resiliency, empathy, curiosity, openness, creativity, and evaluative thinking” in students. High grades and test scores, or even a college degree from a fancy school, won’t get students very far in today’s world.
(4) “Live the collaborative reality.” I agree that teachers should share ideas, both locally and across cyberspace. However, I also recognize that they are constrained by the expectation that they be teaching or meeting with students almost every minute of the school day (and beyond). School districts need to give teachers the time and space to collaborate with other educators.
Markham’s suggestions, while compelling, might be more effectively directed at education policy makers. Teachers have the passion and talent to innovate; but they don’t always have the freedom.