Cluster 1, Module 2 Reflection

The definition of being a qualified teacher can be defined in many different ways. According to the article, “Teacher Research Informing Policy: An Analysis of Research on Highly Qualified Teaching and NCLB” teacher quality is acknowledged as one of the key components in reforming America’s educational system. A teacher who is qualified holds a bachelor’s degree or higher from a 4-year institution, has the knowledge required to teach the important core academic subjects, and a state teaching license. These qualities can be assessed in different ways. Based on academic achievement, it can be determined that the quality of teaching has the most influential effect on it. They can also be assessed on experience and how well they did in college.

            Good teaching is often measured by whether or not the teacher has majored or minored in a specific subject that they are going to be teaching. Thus, leading them to the opportunity to receive good measures. Good teaching is recognized most when teachers actually care about how their students feel and how well they learn. They also spark their students to become actively engaged in learning. With these qualities, student success will be how good teaching is measured.

            When it comes to teaching, qualifications do make a significant difference. For instance, if we had just any type of person teaching in our schools then who knows if children will learn the correct way or if they will even learn lessons of importance. A qualified teacher might have knowledge that includes how to teach, or how to go about teaching in core subject areas. A teacher who is unqualified might not have these important qualities.

School systems in order to meet the No Child Left Behind Policy should attempt to pursue the opportunity to get alternative certificates. These certificates attempt to provide knowledge to teachers so that students meet the NCLB standards. So then they are able to produce sufficient results on standard tests. As a result, this could help the schools that are less economically privileged because they are not able to pay “qualified” teachers, to potentially have the opportunity to meet the NCLB requirements.

            

Teachers & Research

Module #2: New research on education is constantly conducted to better understand learning and improve teaching. How do you think teachers can use this research? How might teachers in classrooms and researchers collaborate? Do you think teachers can also be researchers? If so, how? If not, why not?

             Teachers should be able to use new research on education to their advantage. Through statistics, research shows that teachers can find new and better ways/methods of teaching in order to benefit their students in the best possible way. I think that teachers can use this research to promote more effective ways in teaching students and understanding what methods of teaching helps kids retain and learn the most information.

            Personally I believe, that teachers are able to use their experience in teaching in a classroom and what the researchers say to better adapt to what the students needs are. Researchers can also help with their knowledge of effective learning by giving ideas/experiments to try out within the classroom. I believe that teachers can also be researchers. They are able to take off time and research or do it on the side while they are teaching. They are able to research better ways to benefit themselves in the teaching environment and their students in the learning environment.

Does Good Teaching Make a Difference?

Lauren Steinhardt

Ed Psych

GLE105 01

1/24/14

Module Question#1: “Does good teaching make a difference? Has it made a difference in your learning, or perhaps in your life outside the classroom or in a career choice? How should effective teaching be assessed by administrators?

            In my opinion, good teaching makes a major difference when it comes to learning within early education, secondary education, and even a college education. With good teaching should come organization, preparation, communication, and respect from teacher to student and of course student to teacher. Students need to be able to feel comfortable in class and have a safe learning environment. Teachers need to make sure that topics are relevant and that lesson plans are able to reach each and every student in the class. Without good teaching education is at loss.

            Teaching in my life has certainly had its ups and downs. Believe it or not there are teachers out there who actually truly care about their students and it is not just a job to them, which means a lot to me as a person and a student. Sometimes the style that a teacher or professor pursues is not exactly what appeals to me or helps me understand the lesson plans. I know that when I understand something that I learn in class I always remember it and am able to use that knowledge outside the classroom such as when talking to elders or my family, and even when answering a jeopardy question. It gives me great pride when I am able to take in information and retain it within my memory. Sometimes teachers do not realize that what they are teaching might not reach or be understanding to certain students in the class. I’m certainly not saying that the job is easy, but teaching is rather inconsistent. With that being said, administrators should assess teachers by trying to put themselves in the perspective of both the teacher and the student. To try and understand what students might be retaining and how the teacher acts or what his or her attitude is towards his or her students. I think that like in college, administrators should survey the students to see how they feel about the teacher. I know that in my high school administrators would walk in and sit in the classroom for ten to fifteen minutes and write notes on their iPads, but that never seemed entirely accurate, for teachers sometimes put on a face and what the administrator might see isn’t necessarily what the students might see or feel.