Yet, amid all the tremendous strides in pedagogy, the time-honored lecture persists as a mainstay of education. But we have to consider this question: In today's educational climate, is saving time still the real reason to teach? The answer to that question can be found in the perceived rate of knowledge growth.
According to some very smart experts, during the last seven years the amount of knowledge available has doubled. Education cannot keep up if we continue to presume to be the sources of knowledge for our students. Today's classrooms need to be not only a place where teaching occurs to save time but also a place where there is a focus on learning how to learn knowledge that isn't even available yet. To presume that a teacher could possibly keep up in teaching the current exponential growth of knowledge is absurd.
The role of the teacher has changed significantly: Rather than being a purveyor of knowledge, the teacher joins the students as the learning leader and the classroom is transformed into a high-performance learning team. What should happen is that the teacher teaches the basics to the students and then gets out of their way as the students learn what they need to learn in this century.
Reinventing the wheel used to be a time-wasting activity, but today, as in the past, doing so produces better wheels and, fortuitously, trains students to think, to solve, and to create rather than to just remember. The reinvented wheel is not what is important; it is the actual process involved in doing the re-creation that garners the most returns.
Unfortunately, elementary, middle, and even high schools seem to be intent on controlling students in lockstep educational processes that only anecdotally allow interaction with current knowledge. In today's rich electronic environment, students find themselves limited to what they can learn from textbooks.
There are bright spots occurring in education. These beacons understand that it is about what is learned, but also about how it is learned. For example, I know of first graders who honestly use and understand a thesaurus. Today, the seeds of such a dramatic transformation in education are being planted.
Prompted by massive revolutions in knowledge, information technology, and public demand for better learning, schools nationwide are slowly but surely restructuring themselves.
Leading the way are thousands of teachers who are rethinking every part of their jobs -- their relationship with students, colleagues, and the community; the tools and techniques they employ; their rights and responsibilities; the form and content of curriculum; what standards to set and how to assess whether they are being met; their preparation as teachers and their ongoing professional development; and the very structure of the schools in which they work.
In short, teachers are reinventing themselves and their occupation to better serve schools and students. Traditionally, teaching was a combination of information-dispensing, custodial child care and sorting out academically inclined students from others. The underlying model for schools was an education factory in which adults, paid hourly or daily wages, kept like-aged youngsters sitting still for standardized lessons and tests.
Teachers were told what, when, and how to teach. They were required to educate every student in exactly the same way and were not held responsible when many failed to learn. They were expected to teach using the same methods as past generations, and any deviation from traditional practices was discouraged by supervisors or prohibited by myriad education laws and regulations.
Thus, many teachers simply stood in front of the class and delivered the same lessons year after year, growing gray and weary of not being allowed to change what they were doing. Many teachers today, however, are encouraged to adapt and adopt new practices that acknowledge both the art and science of learning.
They understand that the essence of education is a close relationship between a knowledgeable, caring adult and a secure, motivated child. They grasp that their most important role is to get to know each student as an individual in order to comprehend his or her unique needs, learning style, social and cultural background, interests, and abilities.
This attention to personal qualities is all the more important as America continues to become the most pluralistic nation on Earth. Teachers have to be committed to relating to youngsters of many cultures, including those young people who, with traditional teaching, might have dropped out -- or have been forced out -- of the education system. Their job is to counsel students as they grow and mature -- helping them integrate their social, emotional, and intellectual growth -- so the union of these sometimes separate dimensions yields the abilities to seek, understand, and use knowledge; to make better decisions in their personal lives; and to value contributing to society.
They must be prepared and permitted to intervene at any time and in any way to make sure learning occurs. Rather than see themselves solely as masters of subject matter such as history, math, or science, teachers increasingly understand that they must also inspire a love of learning.
In practice, this new relationship between teachers and students takes the form of a different concept of instruction. Tuning in to how students really learn prompts many teachers to reject teaching that is primarily lecture based in favor of instruction that challenges students to take an active role in learning. They no longer see their primary role as being the king or queen of the classroom, a benevolent dictator deciding what's best for the powerless underlings in their care.
They've found they accomplish more if they adopt the role of educational guides, facilitators, and co-learners. Becoming a teacher lets you take part in shaping the next generation.
The ATL survey also revealed some of the reasons why teachers leave the profession, despite their commitment to students and communities. Teacher burnout is a frequent reason: three-quarters of respondents cited heavy workloads as the reason they are considering leaving the job.
Respondents said they wanted more time to plan lessons, a better work-life balance and proper mentorship from experienced teachers to help keep them in schools.
Education as a career includes more than teaching in the traditional classroom setting. The demand for teachers is a tangible need—the job outlook for teachers at all grade levels over the next decade is growing at the average for all occupations. However, when teacher quality indicators like certification and experience are considered, the teacher shortage is more pronounced.
A report from the Economic Policy Institute projects that in , the demand for new teachers will exceed the supply by about , positions. The gap could translate to job security, especially for highly qualified teachers with sought-after certifications and advanced degrees. Teachers also have access to many of the same benefits as other careers, though it can vary widely from district to district.
Summer vacation and school holidays are a known perk, but the two primary teacher unions the National Education Association and the American Federation of Teachers are also responsible for negotiating salaries and additional benefits, such as medical, dental and vision insurance coverage and pension.
An EdD is great for people in the education sector who are already working full time but wish to bolster their credentials in pursuit of career advancement. Coursework will vary significantly from program to program, but you can expect core classes related to leadership, curriculum planning and learning theory.
An MAT degree is for current and prospective K—12 teachers looking to earn their initial teaching license or additional certification as a means of career advancement in the classroom. Prominent curriculum themes include the role of diversity in learning, technology incorporation in the classroom, and common core integration.
Teaching English to speakers of other languages TESOL programs prepare teachers to work with second- or foreign-language students in the United States and abroad. This field requires professional training, usually in linguistics or English. An MST degree is for prospective teachers seeking initial teacher certification or current teachers looking to advance in the classroom. Prominent course themes might include incorporating technology into the classroom, specific subject matter specialization, and the role of diversity in learning.
An MEd degree is designed for licensed educators who already have their teaching license and are seeking additional certification s and experience or for individuals looking to work in the field of education but outside the classroom. Interested in developing your skills as a teacher? Explore online education short courses designed to give you an in-depth understanding of various skills in teaching.
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