The Mediocre Teacher - Research Paper Example

MEDIOCRE The current investigation looks at the phenomenon of the mediocre teacher, possible reasons for mediocre teaching, possible training modalities, and mentor programs. Rather than pointing out the problems, the current investigation looks into solutions, also comparing the experiences of beginning teachers vs. experienced teach in relation to mediocrity, teacher training workshops, and leadership, teamwork, and communication in the educational setting. The needs of the individual employee like the teacher should come first, so that the teacher does not see supervisory programs as coming from an external and remote impetus that may be less likely to motivate them and make them less mediocre. Beginning with a literature review format, the investigation looks into issues of the focus for this supervisory relationship, and the fact that the key issue in these cases would be for the supervisor to seek more effective alternative in terms of motivational programs for the school or district in its time of low employee morale. This would, in turn, lead optimally to both greater stability within the school and district, and a satisfied base of employees who are still able to receive the respect they deserve as human beings. “Teachers are becoming recognized as the centerpiece of educational change; active and powerful change agents who have the power to make a difference, both individually and collectively” (Goldhaber, 2001).  As Van der Linde notes, an underlying issue that applies to the case of a mediocre teacher and the team are using this same sense of balance to adjust for new motivational programs within the school and district, so that programs will be kept in an adjusted way that is cost-effective for the organization at the same time that it is amenable to the employees. Teachers should interact with their students and provide an active example in any of these situations. Students might be asked to discuss open-ended topics with minimal teacher supervision, or there may be a more direct approach from the teacher during class. Teacher’s expectations are very important because they can determine how well or poorly a student behaves. “Therefore, when managing "production" at a school, a people-oriented approach and not a profit-oriented approach should dictate management and organization. On account of this the school is infinitely more complex. This factor obviously also impacts on the other key component at the school, namely the teacher as a person and professional, who is also subject to a diversity of demands, not least the demands set by the act of teaching” (Van der LInde, 1998). In Boreen et al.’s study, mentoring is seen as a key solution to the problem of mediocre teaching. This process should be completed in a way that stresses key tenets of human resource development operation such as effective communication with employees and the employment of dynamic leadership strategies. Thus, this solution would be cost-effective to the school and district in question. At the same time that it would be amenable to the employees. In communicating the abovementioned changes to the employees in terms of company operations, this will further create a sense of cohesion and shared objectives, bringing teacher and supervisor closer together in terms of goals. There is also potential for mentoring. “A mentor teacher’s most important tool in promoting reflection on action with the beginning teacher is dialogue. We rarely think of dialogue as a tool, yet talking about teaching can be a very effective way to deepen our understanding of classroom practice” (Boreen et al., 2000, 72). Often students who are troubled have the feeling that no one is able to understand them, and if a teacher is not mediocre and is well-motivated enough, they can get them thinking that they are being well understood and that they know how the student feels, the student will trust them more. Many teachers are in a position to do this on a daily basis. For from my standpoint, education is a two-way street: it does not simply involve preparing students for their future, but also provides a holistic atmosphere for education, perhaps the most important and precious resource we have, in which everyone benefits, even students who are labeled as troubled. Another way to cultivate troubled students is to teach everyone equally. Sometimes troubled students see the teacher lowering their expectations and calling on everyone else, practically avoiding them, and this reinforces their own mediocre behavior. This situation of mediocrity spreading from the teacher to the student that can happen in the educational setting then allows students to be able to adapt and learn under any condition, and despite any obstacle that they may have no control over, or that may have been placed in front of them and which they have nothing to do with, like being in a traditionally underperforming school or district. “This is a problem of long standing, and as best one can tell the degree of underperformance is shown and it hasn’t changed by much over the past twenty years or so. Attempts to interpret the longer term implications of year to year variations are almost impossible because tests are often changed” (Brumberg, 2000). This organization of teachers recommends mentorship starting at the university level when teachers are being trained. This author highlights the role of mentoring as well as curriculum development in the process of creating and advocating change in both employee and administrative settings. It provides an examination of problems with teacher motivation, teacher socialization, beginning teachers, and other issues and situations that intersect with attracting and retaining qualified teachers. The author advocates mentoring relationships between administration and teachers, a proactive stance taken by administration, and an open culture in the organization. This results in socialization patterns that respond to the needs of new as well as experienced faculty. “Professional development, as defined by Hassel (1999), is the process of improving staff skills and competencies needed to produce outstanding educational results for students” (Kent, 2004). Many who are concerned with mediocrity in teaching denounces the “sink or swim” approach that is often used for first year teachers but surprisingly does not seek to immediately recommend strategies like mentoring to address these concerns. Teams of professionals should be assisting the marginal teacher or mediocre teacher. Direct instruction is a more traditional choice which may be used when students present problems with mediocre teachers and has its uses in education. Teaching and education also involves integrating concepts of cooperative learning to decrease mediocrity. This cooperative type of student-directed model matches many teachers’ patterns most closely, because in terms of change, many teachers currently as a veteran thinker have found that this model has the balance of respect and activity that is necessary and allows students to really own the concepts. Students can really own what they are doing even though the teacher is taking all of the responsibility and providing for a safe place for them, rather than being mediocre. But the students are still responsible for making decision when they are confronted with choices as they grow and develop. “The No Child Left Behind (NCLB) Act requires that states employ only "highly qualified" teachers by the end of the 2005-2006 school year, and, indeed, research has demonstrated teacher quality is the most important educational factor predicting student achievement” (Okpala, 2009) In the general environment of education, teachers and administrators must “provide relevant training and support, monitor performance, identify those who exhibit potential, and promote those who have demonstrated success, measured in terms of promoting student earning as defined by student performance standards” (Brumberg, 2000). These standards are social as well as academic. “Conflict transformation is a growing field that generates self-awareness as well as raising skill levels, is truly empowering and the perfect compliment to a coaching approach. Conflict transformation allows participants to step beyond what has been traditionally thought possible because it offers the potential for a vertical shift (transformation) as opposed to just a horizontal shift (command and control)” (Roberts, 2005). This works in educational environments as is does in other environments. Students can thrive in an environment where critical theory combines with objectives of supplying relevant information, and teachers are motivated rather than mediocre. Students need to be actively involved in the material and discussions, and have interesting things to say with motivated and non marginal teachers. They feed off of the feedback that they got from the teacher, which should highly individualized, and participate in class discussions. This works in the school from an administrative perspective and looks at ways of attracting and motivating teachers through several methods of program formulation and maintenance. From this perspective, everything about the hiring and training process is to be strictly attenuated to the needs of the teacher, who becomes during this process more like a client or a customer in terms of the ways in which they are treated. This is the opposite effect of that which often goes on in first year teaching experiences, where teachers may feel isolated and marginal not just from other teachers, but from administrative and bureaucratic functions of the district or school as well. Therefore, this perspective recommends a strict attention to the teacher’s needs from the very first step in the retraining process, to help them see mediocrity as a challenge that can come externally as well as internally. Mediocrity is something teachers should strive against, because it does not positively affect student motivation and academic outcomes. “In order to achieve Americas educational goals, it is imperative that excellent teachers be recruited, prepared, and supported in every school” (Evans, 2001) REFERENCE Boreen, J, M Johnston et al. (2000). Mentoring Beginning Teachers. York, ME: Stenhouse Publishers. Brumberg, S (2000). The teacher crisis and educational standards. Lessons from NYC Schools. D Ravitch, ed. Baltimore: Johns Hopkins. Evans, C (2001). Teacher quality: issues and research. Education. Goldhaber, D (2001). Indicators of Teacher Quality. ERIC Educational Reports,  Kent, A (2004). Improving teacher quality through professional development. Education. Okpala, C (2009). Voices of Preservice Teachers on Teacher Quality Components in Urban Schools. Journal of Negro Education, The Roberts, T (2005). Coaching managers through their conflicts. Management Service. Van Der Linde, C (1998). Clinical Supervision In Teacher Evaluation: A Pivotal Factor In The Quality Management Of Education. Education. Read More