The Best Education and the Good Teacher - Research Paper Example

Everyone agrees that we should aim for the ‘best’ education. But what sort of education and what sort of teacher should we aim for now in the 21st century? What exactly should we mean by the ‘good teacher’ and the ‘good education’ and how might we achieve these? Introduction The fundamental question asked concerns education in the 21st century and challenges both future appropriateness of the educational system and its delivery. In reality, the 21st century is something we know very little about, as we are only just 10 years into this century and the new millennium. The future is unknown and therefore one can only forecast, project and extrapolate as to what might be, based on what is already know. Although the old maxim states that the only certainties in life are death and taxes, with the unexceptional accountants our contemporary educational system delivers, I personally am not convinced about taxes. However, I do believe in another certainty and that is of inevitable change; for as John Wilmot, Earl of Rochester (1647 –1680) once wrote “Since ‘tis Nature’s law to change, Constancy alone is strange”. In looking back we can easily see the trend of how rapidly things have progressed in education. As we move into the 21st century the total births of all the ethnic groups in this country now constitute the majority. Clearly, this majority will soon pass into the educational system and into our classrooms. We are a multicultural society that needs to be enhanced by our educational system. This belief is a result of a personal journey of diversity experience through the PGCE course. The demands on our educational system and our teaching, while catering for such diversity must at the same time become all inclusive. It may sound like a paradox, but gone are the days of teaching to one individual class of 20; we now need to consider increased methods of differentiated instruction and teach 20 individuals in one class. Indeed, in the 21st century diversity and inclusivity will need to be two major strands in our education system and in our teaching to come. The 21st century is also the age of technology and the computer. From my own experience teaching I am amazed at how computer literate children are, even in primary school. I hear them talk in the classroom of Xbox and Wii consoles and their accompanying games, some of which are played by adults. The 21st century is the age of communication with the world merely the press of a button away. How many children have a mobile phone? These days it is easier these days to ask how many do not have one. It is into this age and environment that our children from such a diverse range of backgrounds and cultures will be born and grow and all must be included and catered for in our educational system. How successful each and every child is, is the measure of how good that system is and how good the teachers are especially will be operating in a climate of constant change. This essay considers the nature of education in the 21st century as a shifting element of social progress that no longer constitutes a privilege, but a necessity for the fundamental stability and function of society. It considers what constitutes quality education and teaching, and how the rapidly changing technological development brought on by the digital age, as well the increasing multicultural makeup of the social order, requires that education professionals learn to function as innovators to address the shifting nature of these 21st century challenges. While these changes education in the 21st century must undergo are large, in expanding on the foundational principles of diversity, equality, and inclusivity the educational establishment can build a bridge into the next millennium. What is ‘good’? A good day for a fisherman is dull and overcast whereas a good day for a holidaymaker is blue skies and sunshine. It is subjective. However, the dictionary definition of good is ‘to be of high quality’, ‘as having appropriate qualities to be something’ and ‘to be fit for a purpose’, all of which I consider to be fitting for both the education system and the teacher. In addition, good is also defined as skilled, virtuous, kind, honourable, valid, helpful, pleasant, meticulous and genuine, which I would add all to the definition of good as it relates to the teaching professional. While the definition of good is subjective, it’s ultimately the responsibility of the teaching professional to develop an intuitive understanding of the concept that is founded in social values of equality and progress. The Hay McBer Report considers the skill aspects of the ‘good’ teacher. The good teacher, “never loses sight of the teacher as carer and nurturer...but identifies nine discrete ‘teaching skills’ required of an effective teacher: high expectations; planning; methods and strategies; pupil management; time and resource management; time on task; lesson flow; assessment; setting appropriate and challenging homework.” (Moore, 2004.p.40) This is accurate as it concerns the nature of instruction. My time spent on placement has given me the opportunity to consider how to be an effective and outstanding instructor. My observed lessons, comments from others, together with my own self-assessment constitute my attempt to attain each of the discrete teachings skills mentioned above. In teaching daily, I have learned that these become a package of essential measures that need to be constantly honed as they are intrinsic to lesson planning and implementation. While these traits are essential for the 21st century teacher it’s important to consider that the diverse nature of the digital age requires a similarly diverse perspective on teacher training and preparation. However, classic values of professional nurture, care, and equality should remain foundational elements of educational practice, “A good teacher….is kind, is generous, listens to you, encourages you, has faith in you, keeps confidences, likes teaching children, likes teaching their subject, takes time to explain things, helps you when you’re stuck, tells you how you’re doing, allows you to have your say, doesn’t give up on you, cares for your opinion, makes you feel clever, treats people equally, stands up for you, makes allowances, tells the truth, is forgiving.” (Descriptions by 8-year-old-pupils – DfEE commissioned Hay McBer Report (2000)) (Moore, 2004.p.27) This quote captures the essence and qualities that are the essential foundations of the ‘good teacher’. This is about who and what the teacher is, not about what the teacher does, as in the previous quote. I would add that while the teacher should have faith in all his pupils to promote an atmosphere of diversity, the teacher must also have faith in himself. If one does not believe in themself then they cannot expect others to do so. While some may say that the ‘good teacher’ is constructed, I believe that not all individuals are capable of becoming teaching professionals. Indeed, “No amount of training or education can turn a ‘dull’, uncharismatic teacher into a lively, charismatic one, any more than one can train, teach or compel someone to be enthusiastic or caring.” (Moore, 2004.p.5) This sentiment is accurate because all you can do is make a dull teacher less dull. However, it’s important to note that this doesn’t discredit the nature of teacher instruction and education; indeed, a great amount of already good teachers can be and must be made great if the educational establishment is going to succeed in the 21st century. The good teacher should strive to be high quality. They should have the want, hunger and motivation to see their teaching as a constant progression and evolution to improve and be ever more inclusive and reflective of their own practice. Diversity and Change in the 21st Century As stated, the 21st century is an age of diversity, inclusivity, technology, (which includes instant access to communications and information) and of course change. These all interact in the teaching environment, as the model shows below. The good teacher sits in the shaded area. The model should be expanded, including things such as multicultural awareness, subject and specialist subject knowledge, which are ever increasingly important to keep up with changing demands of the 21st century. “Recent government concerns to prioritise literacy, numeracy and Science, for example, have led to a requirement for primary school teachers to possess relatively high levels of knowledge and expertise in each of these areas...” (Moore,2004.p.40) There are many others subject categories not listed, as the influences and demands on a teacher and the education system are numerous. Clearly, the more that is added, the more convoluted the model becomes. This is one of the primary challenges of the modern teacher -- no matter how many elements are added -- where they all intercept, the good teacher must remain. During the last ten years in England and Wales, even the classic image of the teacher as a carer and inspirer has shifted emphasis, “...first on the teacher as reflective practitioner, then on the teacher as competent craftsperson and technician, and more latterly, on the teacher as pragmatic and eclectic – ‘beyond left and right’ and indeed beyond ‘progressive’ and ‘traditional’.” (Moore, 2004, p.41) The good teacher is a reflective teacher because they are more likely to identify new values and interests from new proposals, make these a priority and implement them. It is essential therefore to have an awareness of ever-changing developments and ideologies in education so as to better oneself and the inclusive education that is delivered. Indeed, the good teacher must never forget that, “each person is unique, with particular cultural and material experiences making up his or her ‘biography’ (Sikes, Measor and Woods 1985). This provides the seed-bed for their sense of ‘self’ and influences their personality and perspectives (Mead, 1934).” (Pollard&Tann,1990.p.18) We must aim to become teachers who not only provide equal opportunities for every child, but also to take each child and help them grow and develop as an individual, aiding in their academic progress along the journey. Teachers in the 21st century must consider that, “...the decisions and actions which people make and take in their lives are constrained by social structures and by the historic processes which brought about such structures.” (Pollard&Tann,1990.p.13) The national curriculum is a product of the social structures. It still stands as a political creation and teachers must deliver it. As reflective teachers, we need to “consider the content of the curriculum very carefully, as...we have a direct responsibility for what is taught.” (Pollard&Tann,1990.p.79) The good teacher needs to deliver the national curriculum in the best possible way he deems most suitable, using the best possible resources available, and all in accordance with the above model. The good teacher also builds on every child’s existing skills and talents to achieve their maximum potential. The national curriculum is a product of our social structures. It still stands as a political creation which draws from and represents a wide variety of cultures and perspectives. Children should have access to the same curriculum, regardless of ability, school or social circumstances, given that it is a National Curriculum. The good teacher will recognise the political principles put in place and attempt to inform how the curriculum is developed. This is crucial to the outcomes of diverse groups. The HMI document (DES1985a) suggested that, “...a balance between the curriculum components is important...as well as progression within the curriculum and a thorough understanding of the educational needs of individual children so that tasks are appropriately differentiated.” (Pollard&Tann,1990.p.79) Another factor one must consider in relation to the National Curriculum is differentiated instruction. Differentiation is one of the biggest attributes a good teacher can have in the 21st century. At the end of each lesson I personally set aside a time to formatively assess every child’s gained understanding and knowledge from the subject matter. Looking at the needs of the individual children in your class is essential in developing more appropriate lessons, as these can be tailored to set challenging learning objectives and targets. I have found this especially pertinent teaching in classes where there are a high percentage of children that speak English as a second language. Indeed, the changing nature of the ethnic structure of the classroom environment necessitates a corresponding change in the structure of the lesson plan, differentiation, and the teacher’s professional approach; this is a daily and yearly task that will require 21st century teachers to be prepared as creative professionals to take on these challenges. A good teacher must be as good at learning as he is at teaching. Not only do they have to forward looking, but they also must be capable of learn from past mistakes. Historical Ideologies in Education Ideology in education is an evolutionary process. Dominant views on education have influenced teachers for decades. For example, goals to provide equal opportunities and use of young people as a resource for the nation were initiated in from post-war years up to the early 1970s as part of economic expansion. Similarly, the Plowden Report supported child-centred teaching methods to focus on the unique development of each child, becoming known as ‘progressivism’. This ideology is Liberal Romanticism, which also values diversity and individual difference. In the early to mid-1970s, standards were said to have regressed (‘Black Papers’) because curriculum design and organisation lacked rigour. In response, the ideology of Educational Conservatism was introduced which emphasised “the transmission of established social values, knowledge and culture through a subject-orientated approach.” (Pollard&Tann,1990.p.40) The good teacher would reflect on such ideologies and extract ‘the wheat from the chaff’ to improve his own approach to teaching. While such pragmatic values seem promising in theory, the reality of the situation is such that teacher training and curriculum development must develop more objective means of understanding. While the good teacher should have a thirst for continual improvement, this best occurs within an objective framework. As previously mentioned, I personally self-assess my own performance at the end of each lesson. If a lesson has been observed or I have been using classroom assistants, I actively seek their constructive criticism, as I want to be become only a good teacher but a first class one. Such self-reflexivity is best supplemented with the university model. Indeed, “Practical experience and related discussions at university seem to be more powerful influences for PGCE students on their professional development than their subject studies.” (Pollard&Tann,1990.p.14) In attempting to become a first class teacher, I found this to be consistently accurate. I am always willing to learn from experienced professionals and lectures. When not teaching, I use the time to observe others to learn valuable experiences. I found my university workshops an excellent source of ideas and an excellent forum to share and learn the best practices. What is ‘good education’? A few years ago I stood behind a woman who was buying tomatoes at a market stall in Lincoln. When handed the filled bag of produce she undid it and took out two or three tomatoes saying that they were unacceptable. When the trader said that she should expect to have to take some ‘rough with the smooth’ she replied that as he wanted perfect money then she in return wanted perfect goods. That moment has remained with me ever since and the principle is now an embedded element in my personal and professional mantra and can be extended to the role of education in contemporary society. I believe that when children come into our schools and we have the highest expectation of them, they will then have the highest expectation of receiving the very best from the teachers, from the school and from the educational system. That is, we need to give each student the maximum opportunity to reach and realise their fullest potential. The educational establishment has a duty and responsibility to always deliver education to the very best of their ability to enable all students to succeed as confident individuals. While in the past even receiving a sub-par education was considered a privilege, society and culture has advanced to the stage that education must function not as merely a compulsory social service, but as the standard bearer and torch for upcoming leaders in the 21st century. In this regard, it’s the moral responsibility of the educational establishment that all students receive the education necessary to approach their potential. Quality Education We all know about the tremendous capability of computers but to reinforce that they were still only machines there used to be the saying that “garbage in means garbage out”. Similarly, education is about the quality of learning and knowledge that is/has been gained as a consequence of the quality of teaching that is/has been given as described above. The question to be asked is not “what is the reason for education?” but “is it a good education?” A good education should seek to “maximise both equality of opportunity and a far greater degree of equality of outcome.” (Hill,2004.p.11) I concur with Hill in this regard, especially as it highlights the fact that education is about achieving an outcome, although we do not have the entirely same understanding of the ultimate goal. For me, a good education is clearly the one that delivers a good outcome that allows students access to achieving their potential. I don’t believe it is the role of education to define the values and structure of the social order (there are outside entities and processes for this), but rather to see to it that these agreed upon values and potentials are achieved to their greatest capacity. As a project manager in industry before leaving to take up teaching, I recall the essential questions I always asked myself at the start of every project. “Why do I need to do it, what do I need to provide to achieve it, and how do I do it?” I view the role of education in a way similar to one of my previous projects, as there is an outcome involved and a process required for delivery. The answer is simply that good input leads to a good output that, in turn, leads to a good outcome. The good input in this case is the educational system and the good output is the educated children and students that leave our schools, colleges and universities. The good education we are looking for comprises both of these elements. Consequently, at the end of the day someone who is a product of this good education should be able to say “I am well educated because I have been educated well.” The crux of the matter still lies in what is the desired outcome of education. I believe that there are many desired outcomes of education required to satisfy a hierarchy of needs. While at the post-secondary level increased emphasis must be placed on industrial strategic learning, I believe that the secondary level must continue to occupy itself with the more fundamental values and skills that inform our culture, including technology. I also believe that the primary need for education is about our most basic instinct, that of survival. It is a well-worn cliché that ‘life is a jungle’ but the reality is that it is true and as a nation the greatest need is for our society to survive and be safeguarded both now and in the future. We now need to survive both at home, in Europe and in the in global economy with global influences. The latter will have massive impacts as the recent collapse in the banking world recently demonstrated. The nation needs a high quality workforce to compete in these world markets; this is why the education system and National Curriculum are Government led. As it is inevitably linked to market forces and the shifting public values, education has to readily accommodate change. Having broadly established that good education is that which delivers the outcomes required of it, and what I believe those outcomes to be, we now need to ensure the delivery of that good education and uphold its two component parts of quality input and output. I have identified that the necessary input is a first class educational system and the output is high quality well educated individuals leaving our schools, colleges and universities. The quality of the educational system is therefore pivotal. As already argued, our education is geared to enable us as a nation to survive, grow and develop and that is also one of the reasons why it is government led and subject to change. To produce good outputs, the educational system must recognise that we are teaching in the 21st century and in the age of communication, technology, diversity, inclusivity and constant change. It is the same model I proposed for the good teacher and is equally relevant. To deliver the resources and institute the public’s values, Government has the responsibility to provide a good framework to achieve the high level aims and objectives required of our education system via policies, advice, guidance and the National Curriculum. It must then enable and empower the good teacher in the classroom to deliver these values and objectives to the best of his ability. As government tailors policies and curriculum for the good of the nation, the teacher delivers each lesson for the good of the individual. Education as 21st Century Social Progress Having established these characteristics, then we drop to the next level, which is the need to improve and enhance our society. Moore (2004,p.24) would seem to concur with my belief, albeit at the second tier, in his proposal that: “...perhaps the central purpose of education is to produce a more competitive, efficient workforce aimed at enhancing the wealth and prosperity of a nation state.” I concur, as the good education we need is in effect the forward planning of government and a recognition that each generation in the education system is passing through to become our future workforce to serve and save our nation. Moreover, I strongly believe that the good education we seek, and the one I am being asked to define, prioritises acquisition over development. The good education is the one that can deliver outcomes that meet the successive cascading needs of society, becoming more individual and personal as each successive tier is satisfied. In this regard, the teacher must prioritise the outcome, which is the product (acquisition) over the process (development). Moore (2004.p.35) disagrees with this as it relates to the primary outcome of education when he puts forward an alternative proposition that, “...the prime purpose of education is to teach people that there is a lot more to life than the world of work, that education is about helping the individual to develop creatively, collaboratively, spiritually, morally and ‘personally’, as a means of facilitating their own and others’ enjoyment of life.“ His proposed reason for education is at the opposite end of the spectrum to mine: I am in the infra-red band and Moore here is in the ultra-violet. Similarly Eisner and Vallance (1974) put forward the following ideologies for education and the outcomes each could deliver: individual  society – whether education should meet the individual’s need, compared with the education system being geared to produce individuals to meet the needs of society. values skills – whether education should focus on developing children’s sense of values or on developing their skills without reference to a moral and ethical context. adaptive reconstructive – whether education should prepare individuals to fit in to the present society or should equip them to change it. (Pollard&Tann,1990.p.41) There is a clear disagreement here with my argument that education is for the purpose of meeting needs on a hierarchal and cascading scale. Instead these individuals propose that the outcomes required of our education are packed into either/or discrete parcels and as a consequence, a matter of choice. However, I am grateful to Eisner, Vallance and Moore as they have demonstrated how inclusive our education needs to become and that everything they ask us to consider as alternatives are not in fact options but are requirements; as such my argument for a hierarchal approach to education would suffice all these needs. Conclusion The ‘good teacher’ in the 21st century is the one that can deliver a first class education to the very best of his ability while managing change in an age of diversity, inclusivity, information and technology. In summary, I quote the following, “The importance of the role of the teacher as an agent of change, promoting understanding and tolerance, has never been more obvious than today. It is likely to become even more critical in the 21st century. The need for change, from narrow rationalism to universalism, from ethnic and cultural prejudice to tolerance, understanding and pluralism, from autocracy to democracy in its various manifestations, and from a technologically divided world where high technology is the privilege of the few to a technologically united world, places enormous responsibilities on teachers who participate in the moulding of the characters and minds of the new generation.” (Delors et al. 1996,pp.141-2, in Moore, 2004.p.168) Indeed, the ‘good education’ is that which delivers its desired outcomes. Therefore we achieve these desired outcomes by ensuring that what is required from the educational system is replicated within the classroom, and it is therefore the responsibility of the good teacher to deliver it. Ultimately, in the 21st century, a good education system empowers the good teacher to allow all students access to their potential. Summary Personally, the biggest learning curve for me during the Reflective Practitioner course has to firstly be during the pre-workshop reading for Multiculturalism, followed by that same workshop itself when the reading all clicked into place and the discussions had in the workshops meant each part of the reading had a purpose. This is something not only to be applied to the Reflective Practitioner sessions, but also throughout the university course. The diversity element for the PGCE course was mentioned earlier on in the year – something I didn’t take much notice of as I didn’t think this would be something that would have that much affect on me. How wrong I was. As soon as the diversity placement was presented and organised, turning up to a school, geared entirely to include and embrace diversity, it was the biggest eye opener and best new approach that I could incorporate in to my future teaching career. The reflective practitioner session seemed to bring all my learning and experiences together and I left inspired to change as a teacher (if only in a small way) as it all now seemed real to me, to move forward with teaching to incorporate the new education system of the future. The term “colourblind” which emerged from the workshop was a definite summary of me. My upbringing and background suited that term perfectly, one I am not afraid to admit – but I now feel that my journey to embrace diversity within schools and my classroom in particular, has only just started, and is a path now I am on, that I am set to continue on. The reflective practitioner course allowed me the time to think what I believe a good teacher is and within my essay, feel I have expressed my belief. It is clear how quickly education changes, and a good teacher responds to this change and delivers. I believe that I have explored my ideas, and conclude that the best education should be inclusive, taking into account cultures and societies of all individuals, as we mustn’t forget we are educating children to become the future workforce of our country. As we move into the 21st century, we are a multi cultural society. This means our schools are diverse and full of different cultures. As good teachers, each individual needs to be a focus and our diverse society needs to be embraced and enhanced and supported by our educational system to make it an inclusive one. As I am only just starting out on my journey into the teaching profession and striving to be an outstanding teacher, the reflective practitioner sessions, along with my diversity journey have given me the best place from which to continue from. Diversity and inclusivity will need to be two major strands in our education system and in our teaching to come and this is what I will strive to achieve in the 21st century. 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London: Cassell Educational Limited. Rothbard, M, N., 1999. Education: Free and Compulsory. Alabama: The Ludwig von Mises Institute. Santoro, N. & Allard, A., 2005. (Re) Examining identities: Working with diversity in the pre-service teaching experience. Teaching and Teacher Education 21, pp.863- 873 Tooley, J., 1998. Education Without the State. 2nd ed. London: IEA. Websites Language change: process or decay? Third Edition, Jean Aitchison, Cambridge University Press, 2001 HYPERLINK "http://catdir.loc.gov/catdir/samples/cam031/00031267.pdf"http://catdir.loc.gov/catdir/samples/cam031/00031267.pdf HYPERLINK "http://www.dictionary.com"www.dictionary.com PAGE 19     Change     Inclusivity Technology   Diversity Read More