Tag Archives: K through 12

Why teachers teach

Posted on May 26, 2013 | Leave a comment

I recently read an article written by a college student who is reconsidering her decision to become a teacher. While her heart seems to be in teaching, those around her are persuading her to pursue a more prestigious, higher salaried career. In other words – a “real profession” that is worthy of the cost of a college degree.

The question then arises – why do teachers teach? It certainly can’t be for the salary. Teachers are underpaid and overworked. It can’t be for respect. Teachers are often falsely charged as being the “problem” with education. It can’t be for the prestigious working conditions. Many teachers work in anything but. Why then do we see teachers endure these conditions year after year not closing the door on education to pursue a more self-satisfying, lucrative career? The answer must lie in the altruistic nature of teaching and the strong sense of duty most teachers cite as the reason for choosing a teaching career.

According to the National Education Association the average 2011-2012 starting teacher salary in the United States was $35,672. Factoring into this salary the state of the economy, the increasing cost of shelter, utilities, food, insurance, and yes – taxes, this amount of money doesn’t support a lavish lifestyle or even a modest lifestyle.

Do teachers deserve more respect? While teachers bear the brunt of accusations on what’s wrong with education, few outside of education stop to question why most teachers teach a specific way. With the terms and conditions of No Child Left Behind came a landslide of do’s and don’ts over the years eliminating any autonomy a teacher may have in the classroom.

Working conditions? Consider a career which pays on average for 37.5 hours of work, but commands on average 50-60 hours plus each week to get the job done. Add to that career – purchasing books and materials out-of-pocket for students unable to afford them, classroom maintenance, professional development, teacher disrespect, constantly changing expectations, added demands, student behavioral concerns, etc., and answer this – would you teach?

While you may say “no” there are many teachers who would still say “yes.” When I ask my college students why they chose education, the same answer is given every time – “I want to make a difference.” Indeed, there are many teachers who have done just that. This altruistic sense of service to others is best expressed with the story of David Menasche who does not consider his declining health but instead asks “Did I make a difference?”

David Menasche: Did I make a difference?

http://www.nea.org/home/2011-2012-average-starting-teacher-salary.html

SREB News: Online Teachers Share Strategies with ShortTakes

Posted on February 8, 2013 | Leave a comment

K-12 teachers – does classroom teaching have you feeling down? Think online! K-12 virtual schools are springing up across the nation. If you have a flair for technology and think you’d enjoy teaching from home, it may be time to investigate virtual schools.

SREB News: Online Teachers Share Strategies with ShortTakes.

“Free” items for back to school!

Posted on July 13, 2012 | Leave a comment

Paper, writing tools, and a variety of items – check the treasures in your own back yard for some amazing finds!

The current economic climate contributes to a severe lack of discretionary funds for classroom materials. Because children learn differently, this could put a dent in differentiated activities that lend themselves to a variety of learning styles. How can teachers supplement classroom materials without paying for items themselves? First, make a list – think about classroom activities from last year. What consumable items were plentiful? What consumable items were needed most often? Making a list of needed items and referring to it over time will see you in good stead to find or ask for items from others long before needed. Here are five more tips on obtaining some worthwhile materials for classroom use.

Take stock at home – teachers usually have items at home that can easily be transferred to the classroom. Think about the items you purchased on sale that are in the original package, pencils and pens in a desk drawer, and paper you bought intending to use that somehow didn’t find its need. Wooden beaded cars seats make great counting manipulatives and craft items can be used in a variety of educational ways.

Ask family and friends – they may have similar items at home. They may also be a good source of “reward” finds such as stickers, treasure box goodies, and other classroom incentives.

Find free paper for writing – visit local print shops. Tell the owner you’ll be happy to take print jobs with errors for your classroom. You may find yourself taking home more than enough to share with colleagues. Print shop finds are great for use in any curricular area.

Check local grocery stores and drugstores – many display items, shelving, and seasonal items, such as cards, stickers and gifts, are discarded to make room for new seasonal items. Let the manager know you could put these things to good use in your classroom.

Search the Internet – search “free stuff for classroom teachers” for other amazing finds!

Making the case for teaching morals in the classroom…

Posted on June 22, 2012 | 1 comment

“Living is a constant process of deciding what we are going to do.” Jose Ortega y Gasset

The study of morals and values dates back thousands of years. Within the United States – hundreds of years. Its inception began with Horace Mann (1796-1859), the Massachusetts statesman and champion for morals education in the classroom. John Dewey (1859-1952), educational reformer, followed suit stating morals education was of significant importance in schools. Sadly, morals instruction has eluded successful drafting into a definite curriculum. Instead, it has been “thought” intuitively learned at home, school, and church.

Although assumptions of morals learning sound good in intent, it is clear that time has come to seriously consider “making time” for morals education in schools as shown in the recent bullying of a school bus monitor in Greece, New York.

Society has changed – most children come from single parent families, one out of three teenage girls is a mother, and church memberships are down. While bullying and character programs have been on the rise in the classroom, they do not adequately set the purpose for the learning that needs to take place, which is “learning to do what is right for right’s sake.”

Morals learning should scaffold like any successful curriculum, beginning with a foundation in the early years and emerging over time. Unless educators provide adequate morals instruction in the classroom, our students have a slim to none chance of developing moral values on their own…

Alice came to a fork in the road. “Which road do I take?” she asked.

“Where do you want to go?” responded the Cheshire cat.

“I don’t know,” Alice answered.

“Then…,” said the cat, “it doesn’t matter.”

Lewis Carroll, Alice in Wonderland