It
has been said, (according to a fairly non-professional source; regardless,
however, the message demonstrates great insight), that “with great power, comes
great responsibility” (Spiderman, 2002).
This statement is most applicable to primarily two professions: politics and
teaching. Momentarily disregarding politics and focusing instead on teachers,
it is unlikely that many would dispute the extensive influence teachers have on
the younger generation. In fact, according to Philip Jackson, in his article
“The Daily Grind,” “. . . aside from sleeping and perhaps playing, there is no
other activity that occupies as much of the child’s time as that involved in
attending school.” Since, therefore, teachers occupy such a large part of their
students’ time, two experts in the field of education, Grant and Gillette, have
identified several key actions that will aid today’s teachers in wielding their
power responsibly. These actions include: having experience with the different
ways children learn as well as understanding the ways their families either
promote or hinder their education, being critically active and aware, and understanding
that, as a teacher, one is still, nevertheless, always a student. They also identify the importance of a teacher’s
awareness of his or her influence, the necessity of having experience with
people different than oneself, and the importance of identifying ways to
recuperate and “regenerate” in- and outside of the classroom. Finally, 21st
century teachers in the US ought to behave according to democratic principles,
find allies in the classroom and in the community, and study/learn from effective
teachers in order to improve their efficacy inside the classroom. With these
tools, teachers can effectively and responsibly guide their students toward
adulthood and toward contributive roles in their communities
As a first-year, 19-year-old
Secondary Ed. Major, I have had some experience with these nine elements but I have
not participated in all of them. Incidentally, some of my more significant
experiences have occurred with the fifth action, which identifies the
importance of volunteering with a group of people different than oneself. As a
sophomore and junior in high school, I volunteered at an organization called, West Michigan Refugee and Cultural Center,
which is essentially a wordy title for an organization that provides tutoring
services to former refugees. There, I tutored Ethiopian and Somalian refugees every
Thursday for about two hours. Many of the kids came from Muslim families and
several of the girls wore head coverings and long skirts. While our traditions,
customs, and religious were very different, however, our similarities vastly
outnumbered our differences. Understanding that the bond of humanity far
outweighs any cultural differences was an illuminating realization that will aid
my future experiences in the classroom, where I will undoubtedly encounter
children of different cultural, economic, and demographic backgrounds. Furthermore, it will also serve as a reminder
that my own cultural tradition isn’t the only tradition, and, even more
importantly, it is not superior or more valuable than other culture or
tradition.
A second significant element with
which I already have some experience is the sixth of Grant and Gillette’s nine
elements, or the importance of identifying and employing ways to relax,
recuperate, and regenerate. As an introvert—albeit, a very, very extroverted
introvert—I understand that I need some alone-time in order to accomplish these
three “R’s.” And since teaching is a very demanding and exhausting job, I have
no doubt that I will need to employ these techniques effectively in the future.
For me, silent reading is a great way to recover lost energy. I also enjoy
doing crafts, running, and spending some time devotionally. Each of these activities
allows me to relax and reenergize, which is essential to the job of a teacher,
who—if he or she fails to find the time and means to recover lost energy—will also
fail to teach effectively and may unintentionally rob her students of their
fullest education.
Although I do have experience with
some of the nine elements Grant and Gillete have identified, I nevertheless do
not have experience with all of them.
In fact, the first element, or having experience with different learners and
their families, is one with which I have little or no experience whatsoever. It
is, however, a very, very important
aspect of a teacher’s job. A teacher in any classroom, for example, will
undoubtedly have a room full of diverse children and learners. It is important,
therefore, to understand that specific teaching techniques generally cater to
specific intelligences, and if the teacher fails to teach to each of her
student’s learning-styles then someone will inevitably get left behind. It is
important also to understand the context from which different types of learners
emerge and how their families either aid or hinder their education. The amount
of experience a teacher has with this diverse range of intelligences will
undoubtedly reflect itself in the classroom and will aid the teacher in identifying
and employing the different techniques which will allow her students to
flourish.
The ninth element in Grant and
Gillette’s list—the study of effective teachers—is also one with which I have
very little experience. The only viable experience I do have, in fact, is with my own teachers throughout middle- and
high school. This study, nevertheless, is very important to the efficacy of a
teacher. He or she must both: 1.) know what “works” and what doesn’t, and 2.) draw
from many different classrooms in order to create a stimulating
learning-environment for her students. This can be done only through the
observation of teachers who have already accomplished this. I have no doubt that
in the years to come (through classes that require field placements in middle
school and high school classrooms) I will have ample opportunity to observe and
study good teachers in their own environments, and reflect on which techniques
I would like to employ in my own classroom and which techniques I can
disregard. With this in mind, I will endeavor to create a stimulating environment
for my students in which they can “learn to learn,” “learn,” and “learn to
enjoy learning.”
Works Cited
Cliff, R. (Actor). (2002). Spider Man [Motion picture]. Sony Pictures.
Jackson,
P. The Daily Grind. The Institution of Education.
