The Game Has Changed
"It is the learners who will inherit the future; the "so-called learned'" who think they "know it all" will find themselves frustrated by a world that has passed them by."
Reflections:
What is the role of schools today and how are the roles of teachers changing?
Reactions:
What are your feelings about the topics presented in this chapter?
What are some practical applications for what you're learning?
What do you want to remember about this chapter?
Click on comments to leave your response
8 comments:
1. THE ROLE OF SCHOOLS IS TO PREPARE YOUNG PEOPLE FOR LIFE AFTER HIGH SCHOOL. THIS MEANS STUDENTS NEED CLASSES THAT PREPARE THEM FOR COLLEGE ,TECH SCHOOL, AND THE WORK FORCE. ALSO, SCHOOLS ARE ACTING AS A SOCIAL REFORMER AT THE EXPENSE OF ACADEMIC CLASSES.
THE ROLE OF TEACHERS IS CHANGING BECAUSE WE NEED TO DO MORE THAN TEACH. WE NEED TO ACT AS A "2ND " PARENT, TEACH SOCIAL VALUES, TEACH COMPUTER SKILLS, UPGRADE OUR SKILLS AND KNOWLEDGE, AND TRY OUR BEST TO STAY ON TOP OF THE CHANGING EDUCATIONAL WORLD.
3.THIS CLASS IS A PRACTICAL APPLICATION OF WHAT WE ARE LEARNING .TEACHERS NEED TO BE AWARE OF THE CONSTANTLY CHANGING WORLD OF EDUCATION AND ITS ISSUES. THIS CLASS SEEMS LIKE IT WILL BE A GOOD RESOURCE TO HELP TEACHERS BE BETTER INFORMED. WE NEED TO USE THE COMPUTER MORE AND BETTER,WE NEED TO TEACH SOME SOCIAL ISSUES,WE NEED TO BE AWARE OF EDUCATIONAL ISSUES AND CHANGE WHEN NEEDED.
4. IT DISCUSSED MANY EDUCATIONAL ISSUES AND HOW DIFFICULT IT IS TI MAINTAINBEING A GOOD TEACHER. WE WILL CONSTANTLY NEED TO CHANGE OUR TEACHING TO MEET THE NEEDS OF STUDENTS OF THE FUTURE.
The role of schools today is to prepare students to be life long learners, to THINK and PROCESS information, and to help the student develop and understand his/her skills, abilities, talents, and strengths so that the student can take this out into the "real world."
Because of what I do and see, I agree with Howard in that today schools and the staff are becoming not only the "2nd" parent, but sadly enough sometimes the "1st" parent. Our society has and continues to change and it is our job to keep up and stay current.
What I will remember and what is applicable from this chapter is that I need to be current and aware of the changes that are happening to students, families, technology, etc., and that there is no "one way" to teach/reach a student. Thus, I need to continue to learn and process right along with my students.
Our school district mission statement says that our job is to help students excel at being “respectful, responsible, and productive members of society”. I strongly believe in this but I am also well-aware that a few decades ago, our mission statement would have sounded much differently. I am sure that being respectful and responsible were cultivated back then but today’s focus is, as Courtney put it, to be almost the first parent to many of our students. Teaching respect and responsibility has now become a major part of what I do in the classroom every day. I feel I am much more involved in the lives of my students than my own teachers were in mine.
Chapter one was a bit overwhelming although nothing stated was new to me. It is depressing to think that education has one of the slowest response times yet I have taught long enough to see all those great “new” ideas go by the wayside in just a few years. By the time it reaches Elkhorn, Wisconsin, it’s already been replaced in many other districts with the next great thing. I have also often struggled with the lack of time in my day to accomplish all that is expected of me. I want to teach my students the social skills they lack but, as Howard said, are we acting as social reformers at the expense of academics? It is impossible to meet everyone’s needs all the time when more and more becomes the domain of the schools.
The most practical part of the reading for me was the quote found on page 3 – “Where yesterday’s teacher used to be the leader and provider, today’s teacher is the catalyst and navigator.” Seeing myself as a navigator through whom my students can learn and grow academically would be a philosophical shift for me. This will probably be the most important concept for me to remember.
Schools today have the huge task of helping all students gain a skill set that allows them to be productive members of society. Each school also has the role of preparing students for the “next level”. Most schools actual role goes far beyond the teaching of the basic academic skills of reading, writing, math etc. Most schools/teachers feel the need to help their students to become better problem solvers, critical thinkers, team players etc. I think most schools would be happy to take on the above tasks, but it seems that too much of our focus as a school has been placed on helping our students score "proficient" or better on standardized tests. Seems counterproductive. We know as teachers that we need to teach teamwork, responsibility and problem-solving skills, but none of these topics are actually measured on the high stakes tests our kids take.
Chapter one does a good job of introducing some of the challenges we face as educators. Having been at this for awhile, the challenges do seem to increase each and every year and the resources given to classroom teachers (at least where I'm at) are on the decline each year.
Some of the facts/statistics in this chapter are memorable. I found the info discussed in the Shifting Priorities section particularly interesting. The shift in community priorities, the changing electorate and tax rebellion mentality are interesting topics to consider/remember.
All class members have agreed the role of our schools is to prepare students to become contributing members of society. The challenge is that this role is continually expanding with additional responsibilities as family structures, cultural priorities, and job markets change within our society. I agree with Howard and Courtney’s comments about teachers needing to provide the parenting role for many students, and Brian’s comment about how standardized tests have impacted on classroom priorities.
The topics presented in this chapter touch on many of the challenges presented in schools today. I noticed a theme throughout the chapter about who and what motivates kids today. The changing roles of parents was mentioned in that children do not have to go to their parents for information anymore, they can go to the Internet or an array of other choices. In addition, Jenson explain teachers are no longer a powerful role model for children and no longer control the information students need. Following pages referred to latchkey kids and the power of the media. I realize we all want to encourage children to problem solve and learn responsibility, but I am also concerned about a society in which children are expected to be self sufficient too early in their lives without the enough care, nurturing, and modeling. Sometimes if appears as though we allowing the media to set role models and priorities for our children. Jenson wisely concluded by saying “There are no simple answers … and answers don’t empower people.”
Practical applications are needed to teach students how to make good decisions, get along with others, stay informed, and be prepared for change. Brain compatible learning steers us away from traditional classroom settings and toward role-playing, and hands-on activities. The state has issued standards to follow and children with special needs have IEP goals than govern their curriculum. We need to take a deep breath and stay positive. The life of a teacher is never boring and requires an enormous amount of energy and creativity.
What I will remember from this chapter is we need to teach students how to learn, and how to make decisions. This process is needed even though the subjects and content will change.
I think that the role of schools is to prepare students to be successful members of their community. The biggest change in the role of teacher is moving away from "giver of knowledge" to a "think mentor" to the students. Teachers are no longer just providing information, students can get information all over the place. Rather teachers need to teach kids to be critical thinkers. I also agree with Howard that schools and teachers are acting as parents to the students.
I have heard all of the information presented in the 1st chapter before - and it makes me feel a little sad. I get thinking about all of the expectations people have of teachers and I get overwhelmed. The one practical application of this information is that it reinforces that what I am doing in my classroom is right - I focus on thinking and not knowledge.
I want to remember that there is a great diversity of learners in my classroom and that every year the learners change.
The role of schools in not to try to teach every specific fact and skill necessary for every student to enter college or the working world but rather to teach them the skills of thinking and problem solving they will need in the larger world. Schools cannot possible solve all of the problems of the diverse students who cross our doorways. The diversity of ethnicity and home backgrounds outlined in the chapter makes teaching much harder for educators. We as teachers need to get to know our students as individuals and try to address their learning styles and personal issues as much as possible. However, larger class sizes and the increasing demands on teachers time make this task even more difficult.
My feeling about this chapter is that it helps to explain the frustration I sometimes feel when trying to reach and engage my students. It explains a little bit of why I feel my students respect me and all adults in my school less than they did in the past or during my own childhood. I have contended for a long time that students seem to need to be entertained because that is what they are exposed to continually on television and on other media. I can see that children's brains are being altered by the constant viewing of imagery on screens. I am also saddened by the lack of adult supervision and involvement in the lives of many young people. They have no role models and no one directing them.
Some practical applications for what I learned in this chapter are the continuing need to update the technology I use in my classroom. I cannot continue to use the same methods I have always used but need to seek teaching aids that will reach the students better.
One thing I want to remember about this chapter is that all my students don't necessarily come from homes where they get adequate food, nurturing and life skills. I have to do my best to fill those gaps in their lives.
The role of schools today is to teach students how to learn not what to learn. My students always ask me, "Why do we have to learn this?" I explain to them it's not what you are learning, it's how you learn it. After more explantion, they seem to understand what I am saying. Teachers are becoming more of a facilitator than an instructor. Helping the students through the learning process, helping them work together, instead of just lecturing to them.
I agree with the thoughts of this chapter, but it sure is frustrating as a teacher to be reminded of all of the facts presented. We are faced with so much to do with so many children and so little time. My focus each school year is to create an environment in the classroom where everyone is comfortable, learning, and willing to take risks. When I am told to try something new I always ask why. What I have been doing is successful so why change it. I do try some of the ideas (the ones that make some sense). But there are just way too many expectations (unrealistic ones) put upon us. If what we are doing works, why change it?
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