Sunday Dialogue: A Talent for Teaching
Readers discuss what goes into making a gifted teacher.
To the Editor:
What makes a great teacher? Not every college graduate is cut out to teach, regardless of his or her innate intelligence, G.P.A. or previous career success. Only those with specific talents and training become gifted teachers who, working with a talented mentor teacher and a variety of tools and learned techniques, can motivate students to want to learn.
As a former mentor to Teach for America corps members, I have seen their tears, anxieties, heartaches, successes and achievements. Unfortunately, the latter are far fewer. I have seen novices train novices to follow simple, formulaic scripts. They can do so much more if better prepared.
Corps members should intern for a year under the supervision of a talented mentor teacher, then teach for at least four years, not two. That may discourage some. Good. We want career teachers. A “temp” work force does not improve education or erase the achievement gap. Rather it helps to create havoc in schools desperately trying to gain stability, a key factor in any school’s success.
Teach for America has changed since its inception as a Peace Corps for American education. Then, I was in support of its efforts. Not now. Today’s Teach for America has morphed into more of a leadership institute. It describes itself as a “growing movement of leaders, nearly 28,000 strong,
Seasoned professionals know what works: being creative, independent, spontaneous, practical and rule-bending. Often it is the least orthodox teacher who most engages and excites students. Scripts and rules and models strictly followed cannot replace what the best teachers have: practical wisdom. In our anti-teacher world and scripted teaching climate perpetuated by corporate reformers, what room is there for the teachers we want for our kids?
DAVID GREENE
Hartsdale, N.Y., April 29, 2013
The writer is a staff member of WISE Services, which offers programs for high school seniors, but his views do not necessarily reflect those of WISE. He is also treasurer of Save Our Schools.
Readers React
As a former teacher, I could not agree more with Mr. Greene. There is a dangerous myth that has pervaded modern education reform efforts that a school can teacher-proof its curriculum — that if it just provides the right script or computer program or set of 25 best practices (one size fits all!), it doesn’t really matter what kind of teacher the school hires. It will hum along nicely on autopilot and everyone will go to Harvard.
It turns out that schools that treat teachers as barely competent automatons get teachers who fail to meet even the most basic expectations and students who are not inspired or challenged to learn and succeed.
So how to solve this problem? Fix teacher education, recruitment and pay, of course. Stop treating teaching as a pit stop on the way to a more exciting career, as Teach for America does. Give new teachers wise, compassionate mentors who are themselves master teachers, as Mr. Greene suggests. Try not to cluster all of the newest, most struggling teachers in certain (invariably high-needs) schools. And, finally, kick the factory model to the curb: Kids aren’t widgets, teachers aren’t robots and everybody loses when we treat them that way.
JANE DIMYAN-EHRENFELD
Silver Spring, Md., May 1, 2013
Contrary to what Mr. Greene argues, Teach for America is right to develop leaders as well as teachers. Many corps members recognize the need for systemic change and leave the classroom to pursue better outcomes for students through other means. Difficulties with unwieldy school districts, outdated legislation and poorly allocated resources will persist even if better teachers are brought into classrooms.
Indeed, innovative former corps members like Mike Feinberg and Dave Levin, founders of the KIPP charter network, promote just the “creative, independent, spontaneous, practical and rule-bending” leadership that Mr. Greene advocates for inside the classroom. Students attending KIPP middle schools are certainly better off for the leadership of these former corps members.
Teach for America should continue to balance leadership with instruction; it is only by working in the classroom as well as at the local, state and national level that we can provide all students with the education they deserve.
MAC LeBUHN
Washington, May 1, 2013
The writer, a former Teach for America corps member, works at Democrats for Education Reform.
Mr. Greene sees the need for fledgling Teach for America corps members to receive a year’s internship with a talented mentor teacher, then be required to teach for four years. To my mind, far more entitled to the internship are candidates who have chosen teaching as a career and will be working in the profession for 40 years. They have no internship, but instead shoulder the same responsibilities as veteran teachers from their first day on the job.
I do agree with Mr. Greene that a “temp” work force does not improve education. And that often describes Teach for America. Let’s put our money behind people who will teach until they become really good, then teach some more.
MARY ELLEN LEVIN
New York, May 1, 2013
The writer is a former principal.
Mr. Greene’s comments sound nice until you ponder the implications. Apply his ode to creativity to your doctor: “Seasoned professionals know what works: being creative, independent, spontaneous, practical and rule-bending.” No, Mr. Greene, I want my teacher/doctor to know professional “best practice” and to use it fluently and flexibly. Teaching is not merely art; it is science — just like medicine. We now possess a body of expert knowledge about how the mind works, how motivation works, how to design effective work and how to adjust learning in the face of results that I expect every teacher to know and use.
It is simply a false romantic notion to say we must choose between scripts and creativity in teaching. Using professional expertise fluently is the “practical wisdom” Mr. Greene seeks.
GRANT WIGGINS
Hopewell, N.J., May 1, 2013
The writer is the president of Authentic Education and the author of many books about curriculum and assessment.
He walks in five minutes late to first period, half-shaven, cup of coffee in hand. He walks over to the white board, his stage, puts his coffee down, and looks into the eyes of every student. He’s not given the best students, and so his standardized test scores are average. Instead, they leave with something more; they leave inspired.
He tells them about life: the challenges, the problems, the reason he’s half-shaven. He turns “Romeo and Juliet” into a lesson on love, algebra into a philosophy discussion, and science into an art appreciation class. Vocabulary, equations and historical dates will enter and leave children’s memories, but the inspiration, motivation and wisdom that he gives them will remain throughout their lives.
It’s that teacher who is worth the five-minute wait, the smell of coffee — and if anyone questions his half-shaven beard, he’ll learn a whole lot more about life.
DERL CLAUSEN
Escondido, Calif., May 2, 2013
The writer is a high school student. His letter was among dozens submitted for a class assignment.
Mr. Greene makes a strong case against “scripted teaching” and in favor of teaching that “engages and excites kids.” Having observed excellent mathematics teachers in elementary and middle-school classrooms this year, I have come to understand that while student engagement is essential, it is not sufficient on its own. He comes closer when he writes that the best teachers have “practical wisdom.” What might that look like?
A great teacher doesn’t need a script, but always has a plan with specific objectives, fully expecting to adjust the plan continually as the class proceeds. She knows that how she listens is as important as how she speaks, and has developed a skill for asking productive questions. She is prepared in case some students are ready for a deeper challenge and others need more support. She knows how to assign and evaluate written work that will give her a detailed picture of each student’s understanding, and she responds accordingly.
A great teacher takes time to reflect on how each lesson went. He’s ready to identify in detail what worked well and what didn’t, and to incorporate those reflections into his planning for the next lesson.
A great teacher is in it for the long haul. Whether she’s been teaching for six months or 20 years, she wants to learn more about the subjects she teaches and about how she can help her students learn. She has at least one colleague or mentor whom she trusts for honest feedback. Ideally, she has a principal and a superintendent who support her efforts to engage in high-quality professional development, and who foster collaboration among all of the school’s teachers.
Of course, the desired end of all this is deep learning. The students I’ve observed are learning facts, but that’s just the beginning. They are actively engaged in challenging activities. They are using relevant language appropriately and accurately, orally and in writing. They are able to make connections among related ideas and to explain their thinking. It’s hard to imagine that kind of learning coming from a script, but neither will it come from creativity alone.
PRISCILLA BREMSER
Middlebury, Vt., May 1, 2013
The writer is a professor of mathematics at Middlebury College and an instructor in the Vermont Mathematics Initiative, a professional development program for K-8 teachers.
I am a teacher myself. I look at the great teachers I had in the past, and I look at what I try to achieve, with varying success.
A great teacher turns the light bulb of insight on. A great teacher inspires you to be who you actually are. A great teacher imparts his or her subject matter in a way that makes you want to learn more, helps you understand what’s important and why, and helps you see connections between all subjects.
A great teacher helps you when you need help, but also knows when to leave you alone. A great teacher knows when you need a shoulder to cry on and when you need a kick in the pants. Often you think a great teacher hates you — only to realize, later, that he or she was pushing you to be and do your best.
The lessons a great teacher gives you stay with you your whole life.
LESLIE OWEN
Pensacola, Fla., May 1, 2013
As a 10-year veteran educator, I respect Mr. Greene’s point of view, but his words do not describe my experience as a Teach for America alumnus and employer.
Teach for America was key in getting me to the point where I am, as an educator and an advocate for social justice. I currently serve as principal of KIPP Denver Collegiate High School, overseeing the education of 323 students in grades 9 to 12. Ninety-six percent of our students are Latino, and 94 percent are from low-income backgrounds.
Every year I hire Teach for America corps members. These teachers are well prepared. The five-week summer institute is a deeply enriching, no-nonsense environment. I am continually impressed by the teaching coaches, who push corps members to retain a sharp focus on student achievement and help keep them on track throughout the year.
I also like that Teach for America teachers have an entrepreneurial spirit. They take risks and go above and beyond when placed in leadership positions. And they are committed and passionate; when I hire a Teach for America teacher, I aim for him or her to stay for at least four years, and possibly many more.
There is still a great need for new faces and fresh ideas in education, and Teach for America is doing a uniquely effective job of getting skilled people into the classrooms that need them.
KURT PUSCH
Denver, May 1, 2013
The best candidates for teaching, with few exceptions, are ultimately going to quit regardless of how long Teach for America requires them to work in a public school. The climate of education is simply too harsh, for reasons we are all aware of. Most of the teachers who have the “specific talents” to which Mr. Greene refers are smart enough to translate them into positions that will get them out of the classroom.
In my school I would say there are only a handful of truly gifted teachers. Over the past year I have discreetly asked all of them: “Do you look forward to coming to school in the morning?” All of them have not only said “No,” but have in turn outlined to me their plan for escaping the classroom.
I agree with Mr. Greene that training is important, not only for new teachers, but for the seasoned professionals. However, I have worked for three different public school systems in my state, and I cannot remember the last time I received professional development that did not involve someone who makes three times my salary reading me a 50-slide PowerPoint presentation.
In terms of growing professionally, many of us are on our own trying to apply the “practical wisdom” that Mr. Greene values.
MATTHEW HOWERTONa
Calabash, N.C., May 1, 2013
The writer is a seventh-grade English language arts teacher.
The Writer Responds
This is too complex an issue to be resolved in 300 words. As we expose Teach for America’s hype, those in its fold will continue to defend it. I will defend many corps members, just not the organization.
The practical wisdom of good teaching is more than being creative or spontaneous. It is knowing when and how to use best practices. It includes how to prepare and use great questions, and knowing when to veer to places students take us. It includes when and how to use the science of teaching as well as the art. Practical wisdom is not following a script prepared by others who do not know your students and how they work. Teaching is both an art and a science, as Mr. Wiggins states. I am a fan of his and used authentic assessments and backward planning long before he wrote.
Ms. Owens knows a great teacher inspires. Derl Clausen will be a great writer, no doubt inspired by that very image of a teacher described in that letter. The shame is that teacher and his students are falsely measured by those standardized tests, not by what he has inspired them to do and become.
Ms. Bremser and those like her need to be heard. She describes the teachers we want and need. She also describes those who have left and are leaving teaching far too soon because of the worsening conditions public educators face, including the best Teach for America has to offer, such as the corps members I mentored, several of whom are still teaching, and with whom I am still in touch.
Finally, I can’t agree more with Mr. Howerton, Ms. Dimyan-Ehrenfeld and Ms. Levin. Teaching must be a lifelong career worthy of those we want to teach.
DAVID GREENE
Hartsdale, N.Y., May 3, 2013
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