Sterotypes of Teaching, Chapter 3

Sterotypes of Teaching, Chapter 3

October 2, 2012 at 7:23 PM

From your perspective, what is teaching?

What role have silver bullets played in your school/district/organization?

What do you see as a “new opportunity” in our profession and the problems/benefits that could/do come with that opportunity.

Display Messages: Threaded     Flat
1 Reply


Sterotypes of Teaching - What is true teaching

October 8, 2012 at 11:45 AM
Well, let's try this again - my last response flew off to Cyberspace before I completed it.

I find that too often "people" generalize teaching: "Teachers are just too . . . . " "This 'teaching generation' cannot even . . . . " "Teachers should at least have to . . . . " I have found very few teachers who get up in the morning hoping to "mess it up" for their students.

We know that kids are changing - and that begs us to learn and change as well. This is the very reason I am an advocate for teachers collaborating - there is so much wisdom within a team. They identify problems, seek out possible solutions, and make "action research" the process to becoming a better teacher, a better educator. And when a teacher is willing to be transparent, to share what is and isn't working, to be open to "we" being a lot smarter than "me," the kids become the real winners and that teacher is on his/her way to becoming a great teacher.

I have seen often a silver bullet approach - sometimes at the building level, other times at the district level, and even at the state level. And without great data used to make the decision for the "right bullet," and without even stronger and personal coaching to support the implementation, silver bullets rarely work.

However, teachers on great collaborative teams study the issues of their kids and their learning- and then identify the "silver bullet" for their kids' success, knowing quite well that a different "silver bullet" will be needed for the next issue and the next set of kids.