A common trend that seems to be growing in education today is the reflection that teachers workloads are nothing like what they were 50 years ago. Are our teachers over-worked? It seems that many teachers think so.
50 years ago, a teacher had a responsibility to teach the academic basics. For the most part, that was it. Today, other than teaching, our teachers are increasingly becoming coaches, counsellors, moral compasses and in some cases, even taking on the role of a parent. All of this stuff takes extra time, and in some cases, extra activities are not even voluntary. In some divisions, teachers are REQUIRED to take part in extra-curriculars. So add these extra hours on top of regular class and prep time, and teachers are working far more than a 40 hour work week.
The prep time that teachers need has increased over the years as well. Class sizes are increasing and differentiating instruction is becoming the trend. Teachers are expected to tailor lessons to each individual student, so as to give them the best education possible, but that takes extra time as well. No longer is the same lesson for everyone good enough. I think that the amount of areas teachers are expected to teach in is increasing too. As stated earlier, we no longer just teach the basics, we are expected to teach the child as a whole, and this is a huge responsibility. Add things like ICT, EAL, Reading Recovery, Sustainable Development etc. to the list on top of academics and social skills, and it would seem that the accusation is true. Teachers ARE over-worked. They do the job of several in a work day fit for one.
Now there are many people that will say teachers have it slack. They get the whole summer off right? And they make fairly good money. What people dont realize is that although teachers do get the summers off, most of them still spend a good chunk of the holiday preparing for the next year. On top of that, it is also a proven fact that many teachers spend money out of their own pocket on school supplies, not to mention the the various PDs they attend. There are budgets to cover PD expenses usually, but each teacher is only alloted so much. Once that is spent, they pay out of their own pocket.
Despite all of this, can one really argue about being over-worked? As education students of the present, we all know exactly what we are getting ourselves into, and for us it should seem more like the norm. Perhaps if one isn't prepared for these commitments, then they are in the wrong profession. The best advice that I can think of is for teachers to involve themselves in extra-curriculars that they themselves are personally interested in. Perhaps then it will seem like less of an obligation, or chore, and will be more fun. We also need to work as a team, and use each other as resources, to make lesson planning as easy as possible.The long and the short of it is that the world will continue to need teachers, and the chances of things changing any time soon are slim. We just need to organize our time efficiently and do the best we can.
Monday, March 7, 2011
Thursday, March 3, 2011
Technology & Education
This semester I have had the pleasure of taking my first ICT class. When the first day rolled around, I'll admit, my nerves were running high. What the heck is a podcast? A blog? A wiki? I couldn't possibly do all of this! And now, slowly but surely throughout the course of these 8 weeks, I have learned that not only can I do this, but that it is actually fun!
A few of the first things that we learned how to do was to take screenshots using JING and to create our own personal home pages. I am now proud to report that I use my personal home page every day, and for someone that spends a lot of time on the computer, I dont know how I ever lived without it! It just makes so much sense to be able to have easy access to all of things that you use every day in one place. I am also finding that I use JING for many, many, projects as well, and am extremely pleased that it was introduced to me.
Now, from personal experience, though I could see its merits, I have generally been a strong supporter of NOT including some sorts of technology in education. As far as I could tell cell phones, texting, facebook and I-Pods created more trouble than they were worth and so the easiest thing to do seemed simply just to restrict their use or ban them altogether. After taking this course, I have changed many of the opinions that I used to hold about technology and education. Times are changing whether we like it or not, and we must embrace technology, not push it away. Kids are going to use it irregardless of what we choose to teach or include, and the best way for us to combat its improper use, is to learn about it ourselves, and teach kids the right way to use it. Knowledge is power.
Of course the first thing that probably comes to everyones mind when you say technology or social networking is Facebook. It is blocked in the division that I used to work in, and I always thought that perhaps that was for the best. However, after listening to professor Nantais talk about it, and sitting in on George Couros presentation, I have decided that perhaps Facebook has its merits after all. Why not have a classroom facebook page? It is a good place to communicate with parents and post important dates and events. Or perhaps the buses at your school have been cancelled for the day. Is this not a great place to post information like this? I think that there are actually many, many uses for Facebook in this manner in a classroom. The key is simply to teach its proper use and guidelines, and monitor the children closely.
How about Facebook and teachers? Many people will tell you that its not a good idea for teachers to be on Facebook, and that it may keep you from getting a job, but as I have learned in ICT class this year, it can also be a persuasive marketing tool. Should teachers be careful about what they have on their profile? Absolutely. But, so long as we are careful to keep our profiles closely in check, facebook may actually be used to show potential employers many of our strengths, passions and accomplishments.
Of course there are other things that would be great assests to a classroom as well that I have learned. Having a classroom website, can fufill the same duties as a Facebook page as well, and you could include resources, book lists, games, homework assignments etc. We created one in class, and it really enabled me to see the value in them. Or how about having a classroom blog? Again, this could be an excellent way to communicate with parents, and even the kids could participate in this. The nice thing about a blog is that if everyone (parents, children, etc.) is willing to make it public, you open yourself up to comments from others as well. This may give some different perspectives and ideas, or help the kids to see some similarities between themselves and others. It opens them up to whole new kind of learning that they never would have had before. It also allows them to reflect.
So in conclusion, does technology have a place in Education? Absolutely. Technology helps children connect to new people, places and ideas. It also helps to encourage collaboration and critical thinking. Google Docs are an excellent example of this, that I have now experienced for myself, and they are excellent. But should technology be closely monitored? I think so, and it is up to us as teachers to do the best we can in teaching children proper and careful use of it. Technology is growing and growing every day, and we must grow with it or risk being left behind.
A few of the first things that we learned how to do was to take screenshots using JING and to create our own personal home pages. I am now proud to report that I use my personal home page every day, and for someone that spends a lot of time on the computer, I dont know how I ever lived without it! It just makes so much sense to be able to have easy access to all of things that you use every day in one place. I am also finding that I use JING for many, many, projects as well, and am extremely pleased that it was introduced to me.
Now, from personal experience, though I could see its merits, I have generally been a strong supporter of NOT including some sorts of technology in education. As far as I could tell cell phones, texting, facebook and I-Pods created more trouble than they were worth and so the easiest thing to do seemed simply just to restrict their use or ban them altogether. After taking this course, I have changed many of the opinions that I used to hold about technology and education. Times are changing whether we like it or not, and we must embrace technology, not push it away. Kids are going to use it irregardless of what we choose to teach or include, and the best way for us to combat its improper use, is to learn about it ourselves, and teach kids the right way to use it. Knowledge is power.
Of course the first thing that probably comes to everyones mind when you say technology or social networking is Facebook. It is blocked in the division that I used to work in, and I always thought that perhaps that was for the best. However, after listening to professor Nantais talk about it, and sitting in on George Couros presentation, I have decided that perhaps Facebook has its merits after all. Why not have a classroom facebook page? It is a good place to communicate with parents and post important dates and events. Or perhaps the buses at your school have been cancelled for the day. Is this not a great place to post information like this? I think that there are actually many, many uses for Facebook in this manner in a classroom. The key is simply to teach its proper use and guidelines, and monitor the children closely.
How about Facebook and teachers? Many people will tell you that its not a good idea for teachers to be on Facebook, and that it may keep you from getting a job, but as I have learned in ICT class this year, it can also be a persuasive marketing tool. Should teachers be careful about what they have on their profile? Absolutely. But, so long as we are careful to keep our profiles closely in check, facebook may actually be used to show potential employers many of our strengths, passions and accomplishments.
Of course there are other things that would be great assests to a classroom as well that I have learned. Having a classroom website, can fufill the same duties as a Facebook page as well, and you could include resources, book lists, games, homework assignments etc. We created one in class, and it really enabled me to see the value in them. Or how about having a classroom blog? Again, this could be an excellent way to communicate with parents, and even the kids could participate in this. The nice thing about a blog is that if everyone (parents, children, etc.) is willing to make it public, you open yourself up to comments from others as well. This may give some different perspectives and ideas, or help the kids to see some similarities between themselves and others. It opens them up to whole new kind of learning that they never would have had before. It also allows them to reflect.
So in conclusion, does technology have a place in Education? Absolutely. Technology helps children connect to new people, places and ideas. It also helps to encourage collaboration and critical thinking. Google Docs are an excellent example of this, that I have now experienced for myself, and they are excellent. But should technology be closely monitored? I think so, and it is up to us as teachers to do the best we can in teaching children proper and careful use of it. Technology is growing and growing every day, and we must grow with it or risk being left behind.
Saturday, February 12, 2011
Financing In Education
One of the most debated topics in the education world is that of financing. Money always seems to bring out a lot of arguments, and after the mock budget cutting meeting that we took part in in class, I am even more sure than ever that there never is a solution that makes everyone happy. But before we get into the stuff that really makes peoples blood boil, lets first take a quick look at where our money comes from, as well as where the majority of it is spent in the first place.
As I have alluded to previously, though it may come as a bit of a surprise, the federal government actually has almost nothing to do with funding education (less than 1%). The majority of our funding actually comes from the provincial and municipal governments (62% and 32%), through property taxes. There are also smaller pieces coming from other school divisions, first nations and private organizations and individuals.
So where is the money spent? The biggest piece of the pie is given to regular instruction (57%), which is our teachers salaries as well as funding support and admin staff. The next biggest chuck is that of special/exceptional education services (17%). Im not sure if this is where EAL would fall under at this point, but if that is the case it would make sense for this piece to continue to increase. And finally there is one other fair sized piece devoted to operations and maintenance (12%). The rest of them are all fairly small and include transportation, administration, adult learning centers, community education services, instructional and pupil support services and fiscal (all 4% or less).
So what parts of financing do people tend to see as the most troublesome? There are a few different things that can cause some differences of opinion. One of them is what my professor refers to as the law of efficiency. This is the idea that because schools get funded per pupil, urban schools are able to buy a lot more equipment than rural schools because they have so many more students. This doesn't seem very fair, but I really dont see any way around it. I can also now see why, when I used to work in my old school, that we would keep even the kids that dropped out on our enrolment as long as possible, hoping to make that September 30th cutoff.
Another thing that seems to give way to some inequalities is that in places where property taxes are high (urban areas, places where there is lakefront, oil, minerals, etc.), the schools get more funding because so much of their funding comes from those taxes. This explains why places in the north get so little funding, and again, it does not seem fair to me. I think that they are on the right track trying to almalgamate some of the weaker and stronger divisions together, but due to geography, sometimes this is still not a viable solution. There is also some funding that only rural places can get to try and help equalize this, but it does not make up enough of the difference.
When we had our mock budget cutting meeting in class, it really brought to the forefront how hard it must be to make cutbacks. No matter how hard we tried, we could not seem to save enough and still keep everyone satisfied. It is especially hard when everything seems essential, and everyone has different areas that they see as most valuable.
So what did I learn from our discussions about financing? I believe that funding in rural areas is going to continue to be a problem in the years to come, giving way to more discussions about closing schools. I also have come to believe that if you must make cutbacks, you should never cut something out completely. I believe that a much better option is to cut a small portion out of everything. This will help keep everyone somewhat happy, but as long as our budget decreases every year, we will always struggle to find a way to keep our education system strong and our teachers happy.
As I have alluded to previously, though it may come as a bit of a surprise, the federal government actually has almost nothing to do with funding education (less than 1%). The majority of our funding actually comes from the provincial and municipal governments (62% and 32%), through property taxes. There are also smaller pieces coming from other school divisions, first nations and private organizations and individuals.
So where is the money spent? The biggest piece of the pie is given to regular instruction (57%), which is our teachers salaries as well as funding support and admin staff. The next biggest chuck is that of special/exceptional education services (17%). Im not sure if this is where EAL would fall under at this point, but if that is the case it would make sense for this piece to continue to increase. And finally there is one other fair sized piece devoted to operations and maintenance (12%). The rest of them are all fairly small and include transportation, administration, adult learning centers, community education services, instructional and pupil support services and fiscal (all 4% or less).
So what parts of financing do people tend to see as the most troublesome? There are a few different things that can cause some differences of opinion. One of them is what my professor refers to as the law of efficiency. This is the idea that because schools get funded per pupil, urban schools are able to buy a lot more equipment than rural schools because they have so many more students. This doesn't seem very fair, but I really dont see any way around it. I can also now see why, when I used to work in my old school, that we would keep even the kids that dropped out on our enrolment as long as possible, hoping to make that September 30th cutoff.
Another thing that seems to give way to some inequalities is that in places where property taxes are high (urban areas, places where there is lakefront, oil, minerals, etc.), the schools get more funding because so much of their funding comes from those taxes. This explains why places in the north get so little funding, and again, it does not seem fair to me. I think that they are on the right track trying to almalgamate some of the weaker and stronger divisions together, but due to geography, sometimes this is still not a viable solution. There is also some funding that only rural places can get to try and help equalize this, but it does not make up enough of the difference.
When we had our mock budget cutting meeting in class, it really brought to the forefront how hard it must be to make cutbacks. No matter how hard we tried, we could not seem to save enough and still keep everyone satisfied. It is especially hard when everything seems essential, and everyone has different areas that they see as most valuable.
So what did I learn from our discussions about financing? I believe that funding in rural areas is going to continue to be a problem in the years to come, giving way to more discussions about closing schools. I also have come to believe that if you must make cutbacks, you should never cut something out completely. I believe that a much better option is to cut a small portion out of everything. This will help keep everyone somewhat happy, but as long as our budget decreases every year, we will always struggle to find a way to keep our education system strong and our teachers happy.
Thursday, February 10, 2011
Goverance of Education in Canada
In the province of Manitoba, many people may find it suprising that the federal government actually has very little to do with the Education system. It is actually the province that has most of the power, as it is them (through our taxes) that funds the major bulk of our education system. It is also them that mandates our curriculum. From the provincial level, the power trail leads down to the school divisions and school boards, then to the division superintendent, and finally to the schools and community. But despite all of these different levels of government, certain levels still have control over certain things, and naturally most of the power is at the top.
For example, the board controls the purse strings as far as the overall budget is concerned, but has no control over educational decisions such as what programs are taught, hiring of new teachers, time tables etc. Is this right? I definetly believe that in the case of the finances, it is right for the board to have some control, but given that they are elected officers from within our own communities, I kind of sort of feel like they should have some input into educational decisions too. I dont think that I have ever met a trustee who did not have children of their own in the school system, or some sort of stake in the educational system, so who is to say that they dont have some important ideas regarding educational issues? I think that most parents, teachers, and community members see their trustees as their voice in the education system, but really, given that the issues that would be of most concern to them are educational, this really isn't the case, and I dont think this is right.
On the flip side, I am not sure that it is right for the finances to be controlled solely by the board either? Do they really have an idea of what schools, principals and teachers face on a daily basis? Unless they have ever been part of the system themselves, then I dont think so. So why should they have the only say in these decisions? I think that teachers and principals should be part of the decision making process, because only they truly know what their schools and students are lacking.
I think that the governance system has a few implications for teachers, but it is really most important just to know where your funding is coming from and who has the power in what areas. That way, if you are pushing for a change, you know exactly who has the power. When it comes to finances, a person can also choose come election time to elect someone different, but other than that, there is very little that people at the bottom level (teachers, parents, etc.) can do, especially regarding educational decisions. It is all about the politics, backing up your ideas with sound research, and charming the right people.
For example, the board controls the purse strings as far as the overall budget is concerned, but has no control over educational decisions such as what programs are taught, hiring of new teachers, time tables etc. Is this right? I definetly believe that in the case of the finances, it is right for the board to have some control, but given that they are elected officers from within our own communities, I kind of sort of feel like they should have some input into educational decisions too. I dont think that I have ever met a trustee who did not have children of their own in the school system, or some sort of stake in the educational system, so who is to say that they dont have some important ideas regarding educational issues? I think that most parents, teachers, and community members see their trustees as their voice in the education system, but really, given that the issues that would be of most concern to them are educational, this really isn't the case, and I dont think this is right.
On the flip side, I am not sure that it is right for the finances to be controlled solely by the board either? Do they really have an idea of what schools, principals and teachers face on a daily basis? Unless they have ever been part of the system themselves, then I dont think so. So why should they have the only say in these decisions? I think that teachers and principals should be part of the decision making process, because only they truly know what their schools and students are lacking.
I think that the governance system has a few implications for teachers, but it is really most important just to know where your funding is coming from and who has the power in what areas. That way, if you are pushing for a change, you know exactly who has the power. When it comes to finances, a person can also choose come election time to elect someone different, but other than that, there is very little that people at the bottom level (teachers, parents, etc.) can do, especially regarding educational decisions. It is all about the politics, backing up your ideas with sound research, and charming the right people.
Tuesday, February 8, 2011
The History of Education of Canada??
I write this title as question mark, because although this blog entry is essentially about the history of education in Canada, that also inadvertently means that it is about the history of education in many other countries as well. We had a student in our class, who is originally from France, present to us about the French education system, how it has changed over time, and what affect it has had on Canadian education. It was very interesting to hear about it first hand, and there were many things that she talked about that have led to the basis for the Canadian Education system.We then took a look at some of the other countries that have affected our education system, and too my great surprise, there was quite a few.
The most striking thing about the Canadian education system is how different it was, and still is, all across the different provinces. This is primarily because different types of people settled in different regions of the country at different times, due to various different reasons.
In places like Quebec, where the French first settled, education was controlled and funded by the Catholic church. Boys and girls were separated, with the boys being taught by Priests, and the girls by nuns. The boys also got a better education than the girls.
On the east coast, the influence was primarily that of the British settlers, and a small american influence from a few of the British Loyalists that immigrated to Canada. Their education was also funded and controlled by the chuch, but this time it was the Protestant church. Although they believed in education for everybody, their education system was more class structured than some of the others. Lower class citizens received an essential education (The bible and the 3 R's), while upper class citizens were groomed for university education.
I found the history of education in the west to be the most interesting. It got its basis from immigrants that came to the area during the gold rush. These were brave and free-thinking people that abhorred structure and took risks, and it still shows in their education system today. They offer a very broad curriculum (not just the essentials) and offer many new and innovative programs and expeiences.
Last but not least, what can we say about our education system here in the prairies? Our major basis for education came mostly from Scottish people that immigrated to the area. They were practical, and believed in equal education for all, as well as a broad range of subjects taught. Also, in Manitoba, there is the law that says whereever there are at least 10 people that speak the same language that schooling must me offered to them in that way. This makes sense to me when I think about schools such as St. Lazare, which is primarily french speaking. It also sheds a new like on the situation for me in that, it is not just between provinces that we have cultural differences. More and more there are differences just 30 minutes down the road, or even in the same school!
Thanks to the Common Schools Act, all provinces now offer the right to free,, equal, non-religious public education. However, each province still has its own curriculum, and tends to focus more on the traditions of those present at the time. Is this really a bad thing though? I firmly believe that it is something to be embraced and taken advantage of. It is a great learning opportunity for students to learn about, and appreciate other cultures, and there is no better way to do so than from someone who has actually experienced it first hand. We are truly lucky to live in such a unique and diverse melting pot as Canada.
The most striking thing about the Canadian education system is how different it was, and still is, all across the different provinces. This is primarily because different types of people settled in different regions of the country at different times, due to various different reasons.
In places like Quebec, where the French first settled, education was controlled and funded by the Catholic church. Boys and girls were separated, with the boys being taught by Priests, and the girls by nuns. The boys also got a better education than the girls.
On the east coast, the influence was primarily that of the British settlers, and a small american influence from a few of the British Loyalists that immigrated to Canada. Their education was also funded and controlled by the chuch, but this time it was the Protestant church. Although they believed in education for everybody, their education system was more class structured than some of the others. Lower class citizens received an essential education (The bible and the 3 R's), while upper class citizens were groomed for university education.
I found the history of education in the west to be the most interesting. It got its basis from immigrants that came to the area during the gold rush. These were brave and free-thinking people that abhorred structure and took risks, and it still shows in their education system today. They offer a very broad curriculum (not just the essentials) and offer many new and innovative programs and expeiences.
Last but not least, what can we say about our education system here in the prairies? Our major basis for education came mostly from Scottish people that immigrated to the area. They were practical, and believed in equal education for all, as well as a broad range of subjects taught. Also, in Manitoba, there is the law that says whereever there are at least 10 people that speak the same language that schooling must me offered to them in that way. This makes sense to me when I think about schools such as St. Lazare, which is primarily french speaking. It also sheds a new like on the situation for me in that, it is not just between provinces that we have cultural differences. More and more there are differences just 30 minutes down the road, or even in the same school!
Thanks to the Common Schools Act, all provinces now offer the right to free,, equal, non-religious public education. However, each province still has its own curriculum, and tends to focus more on the traditions of those present at the time. Is this really a bad thing though? I firmly believe that it is something to be embraced and taken advantage of. It is a great learning opportunity for students to learn about, and appreciate other cultures, and there is no better way to do so than from someone who has actually experienced it first hand. We are truly lucky to live in such a unique and diverse melting pot as Canada.
Sunday, January 23, 2011
MTS Code of Professional Practice
We spent a fairly good chunk of class time over the last couple of days going over the MTS Code of Professional Practice. This is basically just the set of rules and ethics that all Manitoban teachers must abide by. The thing that I liked the best about going over these was that, not only did I learn something new, but like professionalism before it, it covers a lot of gray areas. I thought that was great because those are usually the areas that we need the most advice in.
I think that the one code that people have the most trouble with, and that which we as new teachers may not be aware of, is the one that requires us to deal directly with colleagues if we are having an issue with them. I think that new teachers automatically assume that you are to go to the principal when you are having problems, but this is not the case. Even though it may be intimidating as a new teacher, especially if the colleague in question is a vetran, we are required to confront them alone first and follow the proper chain of command. You may call on your MTS rep to give you advice on how to handle it, but they will not actually deal with it for you.
As someone who has worked in a school in the past I have seen even teachers of 30 years really struggle with this one. I think that it is natural to want to ask other colleagues for their advice and opinions to help validate how you are feeling, but you should not do so. As soon as you bring other people into the conflict it becomes unprofessional, and may be seen as you gossiping behind a colleagues back. Then, before you know it, your conflict is ten times larger than it ever was, and there's a very good chance you're going to come out looking like the bad guy. If you must seek adivice,..call your MTS rep!
There were also several other things that were discussed regarding the code that I was not aware of. For example, I had absolutely no idea that you were not supposed to accept a poistion from a school/division that is dealing their contract or striking. I also had never really thought about the part of the code that states you should never claim to be representing the MTS in any way when giving statements. I dont think this situation is very common, but nonetheless I would say that it is an excellent reminder to always be cautious about the things you say. It only takes one tiny slip-up to destroy a lifetime of building a professional image.
So as we can see, this code, though short and sweet, deals with a lot of very tricky issues. It is a great thing for new teachers to familiarize themselves with and may make certain decisions a little more clear during times of uncertainty.
I think that the one code that people have the most trouble with, and that which we as new teachers may not be aware of, is the one that requires us to deal directly with colleagues if we are having an issue with them. I think that new teachers automatically assume that you are to go to the principal when you are having problems, but this is not the case. Even though it may be intimidating as a new teacher, especially if the colleague in question is a vetran, we are required to confront them alone first and follow the proper chain of command. You may call on your MTS rep to give you advice on how to handle it, but they will not actually deal with it for you.
As someone who has worked in a school in the past I have seen even teachers of 30 years really struggle with this one. I think that it is natural to want to ask other colleagues for their advice and opinions to help validate how you are feeling, but you should not do so. As soon as you bring other people into the conflict it becomes unprofessional, and may be seen as you gossiping behind a colleagues back. Then, before you know it, your conflict is ten times larger than it ever was, and there's a very good chance you're going to come out looking like the bad guy. If you must seek adivice,..call your MTS rep!
There were also several other things that were discussed regarding the code that I was not aware of. For example, I had absolutely no idea that you were not supposed to accept a poistion from a school/division that is dealing their contract or striking. I also had never really thought about the part of the code that states you should never claim to be representing the MTS in any way when giving statements. I dont think this situation is very common, but nonetheless I would say that it is an excellent reminder to always be cautious about the things you say. It only takes one tiny slip-up to destroy a lifetime of building a professional image.
So as we can see, this code, though short and sweet, deals with a lot of very tricky issues. It is a great thing for new teachers to familiarize themselves with and may make certain decisions a little more clear during times of uncertainty.
Tuesday, January 18, 2011
What is Professionalism?
The definition of professionalism may be one of the most gray areas that I have come across in teaching so far. We discussed it in great length in class today, and it seems it is a subject that has many facets and that everyone views just a tiny bit different than everyone else. Not only that, but there is so much that could be included in it, where does one know where to begin and where to end?!
A good place to start I feel, is with Sergiovanni's Four Commitments to Professionalism. I really liked this model because it is very broad and can cover virtually anything that one sees as important to the definition of professionalism. The four commitments are commitment to caring, commitment to practice in exemplary ways, commitment to valued social ends and commitment to one's own practice, as well as the practice itself.I thought that all four of these were very important.
So what do I think professionaliam means?
To me professionalism means a lot of different things. First of all, I think that it means a a constant dedication to caring, courtesy, honesty and responsibility at ALL times. We are teachers 24/7 whether we like it or not. Our students look up to us and parents expect us to set an example. For example, dressing appropriately, not using foul language, as well as being sure that your social life (drinking, smoking, drugs, sex, etc.) is squeaky clean or at least STAYS private and personal, are all things that need to be considered. With the expansion of technology in todays world this is becoming tougher and tougher, but we must do our best. Nothing can ruin a persons professional image as quickly as a lack of attention to these things, whether it's in the classroom or in your personal life.
Another thing that I think is important as a professional is commitment to the profession of teaching in itself. I think that this could look like many things. For example, taking part in MTS activities, attending PDs to keep up on current strategies, reading relevant articles and most importantly, giving your own opionions on things in the hopes to continue to make our profession the greatest it can be. I think that another important piece of this is sharing our knowledge with new teachers as well, whether this be taking on a student teacher, or perhaps mentoring a first year teacher who is looking for some guidance. These are all important steps in making the profession of teaching the best that it can be in the future, and helping our students to continue to have success.
Last but not least, I think that being commited to teaching the student as a whole is an important part of being a professional as well. We are not just there for academic purposes. Teachers, in some cases, spend more time with children that any other adult in their life, and are a huge factor in helping them grow emotionally and socially as well. Again, I think that the phrase "We Make Good People" is very key here. Them being able to contribute to society from an academic standpoint is great, but it is not nearly as important as a childs social, emotional, psychological and physical well-being. I think that this is also the point where we bring the community into their learning as well (picking up garbage, volunteering, community concerts etc.), and strive to meet those social expectations.
So as we can see, there are many things that fit into the definition of professionalism. These are just my main ideas, and I am sure that there are others out there who both agree and diagree with me. I believe that each of my points actually fits quite nicely with Giovanni's Model as well. The first fits into the commitment to caring, the second fits in with the commitment to one's own practice, as well as the practice itself, and the last is dead on for being a commitment to valued social ends. It is obviously a great and practical model for teachers to consider.
A good place to start I feel, is with Sergiovanni's Four Commitments to Professionalism. I really liked this model because it is very broad and can cover virtually anything that one sees as important to the definition of professionalism. The four commitments are commitment to caring, commitment to practice in exemplary ways, commitment to valued social ends and commitment to one's own practice, as well as the practice itself.I thought that all four of these were very important.
So what do I think professionaliam means?
To me professionalism means a lot of different things. First of all, I think that it means a a constant dedication to caring, courtesy, honesty and responsibility at ALL times. We are teachers 24/7 whether we like it or not. Our students look up to us and parents expect us to set an example. For example, dressing appropriately, not using foul language, as well as being sure that your social life (drinking, smoking, drugs, sex, etc.) is squeaky clean or at least STAYS private and personal, are all things that need to be considered. With the expansion of technology in todays world this is becoming tougher and tougher, but we must do our best. Nothing can ruin a persons professional image as quickly as a lack of attention to these things, whether it's in the classroom or in your personal life.
Another thing that I think is important as a professional is commitment to the profession of teaching in itself. I think that this could look like many things. For example, taking part in MTS activities, attending PDs to keep up on current strategies, reading relevant articles and most importantly, giving your own opionions on things in the hopes to continue to make our profession the greatest it can be. I think that another important piece of this is sharing our knowledge with new teachers as well, whether this be taking on a student teacher, or perhaps mentoring a first year teacher who is looking for some guidance. These are all important steps in making the profession of teaching the best that it can be in the future, and helping our students to continue to have success.
Last but not least, I think that being commited to teaching the student as a whole is an important part of being a professional as well. We are not just there for academic purposes. Teachers, in some cases, spend more time with children that any other adult in their life, and are a huge factor in helping them grow emotionally and socially as well. Again, I think that the phrase "We Make Good People" is very key here. Them being able to contribute to society from an academic standpoint is great, but it is not nearly as important as a childs social, emotional, psychological and physical well-being. I think that this is also the point where we bring the community into their learning as well (picking up garbage, volunteering, community concerts etc.), and strive to meet those social expectations.
So as we can see, there are many things that fit into the definition of professionalism. These are just my main ideas, and I am sure that there are others out there who both agree and diagree with me. I believe that each of my points actually fits quite nicely with Giovanni's Model as well. The first fits into the commitment to caring, the second fits in with the commitment to one's own practice, as well as the practice itself, and the last is dead on for being a commitment to valued social ends. It is obviously a great and practical model for teachers to consider.
Subscribe to:
Posts (Atom)