1. Applying the Research on Instruction: An Idea Whose Time has Come
In the Coleman and Jencks study, their research indicated that “an individual teacher can have a powerful effect on her students even if the school doesn’t”. Do you agree with this statement? What does a highly effective teacher do? Does the highly effective teacher use research based practices in the classroom?
June 10th, 2008 at 2:36 pm
I totally agree. The students don’t primarily experience the school as a whole, they experience individual teachers. Public perception of a school relates to the whole, but I think the impact on the students comes much more strongly from individual teachers. I remember teachers who changed my life not schools that changed my life.
I think a highly effective teacher definitely uses research based practices in their classroom. As shown in the video you posted, the world is changing. We don’t have the rows of silent brylcreemed and spit-polished boys and girls wearing ties and skirts anymore. Without research to guide us, putting new practices into use would be a hit and miss process. Using the research as a jumping off point allows us to streamline our efforts, and find out much more quickly what works and doesn’t work with our particular kids. And that may be different not only from year to year, but from class period to class period!
Another thing I think marks the highly effective teacher is a relationship with their students. I personally believe (and I know some might disagree), that you simply can’t have the maximum impact on a child without a relationship.
That’s my 2 cents for this chapter!
June 24th, 2008 at 10:49 am
In my 21 years of teaching I have finally seen how change in my philosophy and teaching style is necessary. You can’t reach every student every day, but you can try to reach them individually throughout the school year. Since we are all individuals, this will have to consist in many different strategies.
June 24th, 2008 at 12:45 pm
I think a student can go away from a school year positively affected if they had a good learning experience and good relationship with at least one great teacher.
I think to be a highly effective teacher, you must know what works in student learning and then know how to get that across. A highly effective teacher will use research based learning in the classroom because there are proven ways that meaningful learning takes place for all students. This book is helping remind me what those ways are.
June 24th, 2008 at 3:57 pm
I suppose I’m young enough, inexperienced enough, and perhaps naive enough that I feel I CAN make a difference, regardless of the school setting I find myself in. Granted, I’m a firm advocate of “Team Building” and relying on others around me for success, but I feel a teacher creates thier own environment inside those four walls. It’s our obligation to create the best environment possible, regardless of how “bad” our surroundings might be.
A highly effective teacher puts forth the effort to understand his/her students and find what clicks. Granted, that might take some time; years perhaps. But the effort to create a positive learning environment, coupled with friendliness and genuine care and concern go a long way in becoming an effective classroom teacher.
Enless you know the characteristics of ALL cultures, have walked in everyone’s shoes, or just have a knack for reading student’s minds, I don’t personally see how you can become an effective teacher without research based practices or data found from others. In my opinion, lasting success doesn’t stem from anything you’re naturally born with. Rather, it’s lessons learned (read, studied, or personally experienced) and associations with others who’ve impacted or influenced you in some positive way. These are things that make for long-lasting success in anything we do in life.
“No man is an island” is a motto I strongly believe in. Without the help and support of others, our success will never reach it’s full potential.
- New Guy
June 25th, 2008 at 9:29 am
Highly effective teachers teach students NOT their particular subject. I can tell you how Miss Cole treated me in 5th grade,what she wore, what her voice was like but I can’t tell you a specific lesson she taught me. I knew I was valued and treated with respect and kindness. I would much rather be remembered for qualities like those than “Wow, she could reduce a fraction like no one I’ve met!”
June 25th, 2008 at 12:32 pm
I completley agree with Lynn. Being a student, not too long ago myself, the memories I have of the most effictive teachers, in my opinion, made some sort of personel connection with me. My favorite classes/teachers were the ones who challegned me with respect and cared for me as a individual, not just a student. I also attended every class (even though there was zero attendance taken), sat at the front and was activley engaged in every word they had to say.
Now teachers who I do not remember were the ones who stood at the front and read their notes verbatim all semester. They definitley “did their job” but that’s as far as they went, and I, in return “did my job” by showing up to class…buts thats as far as I went. Those were definitley the classes I dreaded to go and probably skipped on occasion…you would too if you had to sit through what I did, admit it!
June 25th, 2008 at 12:44 pm
To me the research for instruction is a roadmap that teachers can, and need to use to guide their instruction in an everchanging world. As teachers we are isolated for the most part in our rooms, most of the day. We do not have enough time to collaborate as we should, and need to do. As Julie and Angel said, our clientelle changes from year to year and even class to class. Expectations change, and now we have an accountability measure, instituted by government agencies, nationally, and on the state level. We feel pressures to have our students perform. In years past the pressure wasn’t there. We have to keep up with the times, by staying informed as to the leading research measures that been proven to help kids learn. If we do not, then we fall behind. If we bury our heads in the sand and teach the same way, as we did in our first year of teaching then our students fall further and further behind. And our frustration level only becomes greater and greater, because, we feel like we are trying as hard as we can, and we are. The problem is we are just not using the proper tools to get the job done.
June 25th, 2008 at 1:16 pm
I didn’t do this right the first time so let me try to actually do what I am supposed to do.
Take two:
In the Coleman and Jencks study, their research indicated that “an individual teacher can have a powerful effect on her students even if the school doesn’t”. Do you agree with this statement? What does a highly effective teacher do? Does the highly effective teacher use research based practices in the classroom?
I agree with the statement that individual teachers can have a powerful effect on students even if the school does not. Every teacher does not reach every student, but hopefully as a team we reach all students. As a coach I see it all the time. We all have different ways of motivating our athletes. We all have different teaching and coaching styles, and that is a good thing. The variety that the kids are exposed to gives them different opportunities to learn and excel.
Highly effective teachers do many things. They individualize their lessons, because they realize that all students do not learn in the same ways. They give students variety, and choice because they realize that students are not always able to show what they know through only one medium. They relate their lessons to real life situations that the students either have experienced before, or the student will face in the future. They stay informed in their field because they are professionals and they want their students to have the best chance to succeed. And, they motivate their students to intrinsically want to learn.
The highly effective teacher uses research based practices in their classroom because they have an understanding that their world is ever-changing and that they have to keep up with it. They understand that others have faced the same challenges that they are facing, and that others have come up with great techniques to solve their problems. And again, they realize they are professionals and lifetime learners and they have to stay on top of the research in their field to give their students the best chance at success, both in their classroom, but also, as they go out into the world.
Hopefully I didn’t screw this up again,
Todd
June 25th, 2008 at 2:09 pm
Yes, I believe that “an individual teacher can have a powerful effect on her students even if the school doesn’t”!! A highly effective teacher considers the students before the subject knowledge they want to impart! Respecting the students results in a highly successful classroom because everyone is on the same “page;” therefore there are no behavior battles to fight before the learning can begin/occur. The students are ready and excited to learn something even if it is not the most interesting of lessons. Of course,the highly effective teacher uses research based practices in the classroom, but they also must consider the students, their abilities, interests, and goals and how those research based practices fits into the “big picture.”
June 25th, 2008 at 3:43 pm
Ladies and Gentleman:
I am SO impressed with the work you are putting into this! Way to go. You guys who have posted are Rockin’…
June 27th, 2008 at 2:48 am
Almost everyone agrees that teachers are the key factor in whether a student learns at school. While a teacher can’t control who enters his classroom (children arrive with a wide variety of attainments and family resources), he can have a powerful effect on the gains a child makes while in his classroom.
A highly effective teacher applies evidence-based practices in his classroom. In a world with increasing focus on accountability, “what works” practice is becoming an important part of classroom instructional delivery. This emphasis doesn’t mean that every teacher will be conducting rigorous research studies. Instead it means that we should be carefully planning activities and making data-driven decisions. I realized that action research is a meaningful tool because it is research focused on my school, my classroom, and my students. As a classroom teacher and a coach, I know that I need to stay informed by reviewing current research and literature. Whether I am researching the most current strategies for improving homework completion or methods to increase parental involvement in my classroom, using or conducting action research allows me to update myself on current literature in my math field, and employ new and significant ideas to improve my educational practices to increase student achievement.
June 30th, 2008 at 3:30 pm
I definitely feel that individual teachers can have a powerful effect on her students even if the school doesn’t. If you think back to the teachers you had in school, what is it you remember that made that special teacher have an impact on your life? If you are like me, I don’t remember what that special teacher specifically taught me, but the life lessons and the impression that teacher had on me. I think highly effective teachers make their subjects relevant to their students and their lives. The highly effective teacher is also responsive to the needs of their students, is an encourager and is passionate about their students and their subject. Students can tell if you don’t care and if you don’t why should they care. Highly effective teachers are always looking for better ways to teach a concept so in that aspect we look at research to try new ways to connect with all students.
July 7th, 2008 at 12:58 pm
Yes a good teacher can have an impact on his/her students even when the school doesn’t, and I believe the converse is also true. A bad teacher can impact a student, regardless of how good the rest of the school may be.
An effective teacher knows what makes us tick as human beings. It’s the idea that we each have meaning and purpose in a world that often seems chaotic and directionless. I agree wholeheartedly with Lynn that the teachers who made the largest impact on my life were those who addressed the larger issues of life and not just their respective subjects. In my opinion, a great teacher is one who is called to that vocation – one who sees each child as a gift that he/she’s been given and has a responsibilty toward.
If a teacher doesn’t believe that there are admirable qualities to be found in each student and that every student is teachable and redeemable he/she will never reach his/her potential. An effective teacher believes that he/she has something to learn from each student.
A highly effective teacher listens to her students, observes her students with a discerning eye, and is attentive to strategies that work and don’t work with each student. An effective teacher is a learner who keeps up with the latest teaching strategies, but never believes strategies can take the place of relationship.
July 7th, 2008 at 8:24 pm
I definitely agree that an individual teacher can have a powerful effect on her students even if the school doesn’t. I only remember a handful of my teachers because they cared about me and were excited about what they were teaching.
The school district I worked for in Oregon was really into Brain-based Learning. We had a number of workshops in the district and sent me to the International Brain-based Learning Conference in Chicago. The most important thing I learned through all of the teaching is that your students first have to know that you care about each one of them as an individual and accept them no matter what. Then they will listen to what you have to teach them. So, a highly effective teacher first builds that relationship with his/her students. When they know that you care about what they care about, then they will open up to what you care about- hopefully that is the ideas/principles you are trying to teach them.
Yes, the highly effective teacher uses research based practices in the classroom and adapts them to his/her subject and students in each particular class. Teaching is an on-going learning curve and we should always be open-minded to new ideas. Technology changes students and learning opportunities at a rapid rate and we need to be able to adapt it whenever we can to challenge and inspire our students.
July 25th, 2008 at 3:27 pm
Yes, I agree that an individual teacher can have a powerful effect on her students even if the school doesn’t. There are so many stories of teachers who worked in less than ideal chools who have made great impact on their students. They have been able to prove to the students that they (the students) do have what it takes to succeed. I believe a highly effective teacher gets to know her kids beyond what she sees in the classroom. She knows if a student’s borhter is being shipped off to Iraq and talks with him about it. She knows if a family member is in jail. She knows the student likes to write poetry and attended a poetry slam for the first time and THEN remembers to ask the child on Monday how it went. She shows genuine care and concern for the students. She likes her job and she likes being with the students. A highly effective teacher makes the learning relevant to the students’ lives. She plans lessons with her students and their abilities in mind. Yes, she does use research based practices in the classroom. If somebody says something works – she is willing to try it. She is willing to do WHATEVER it takes to reach each student.
July 27th, 2008 at 11:23 pm
First, I’m gonna go ahead and give my sponsors credit for helping me through this process. I’d like to thank Diet Coke for the “acceptable” amount of caffiene to make this Marzano marathon possible.
In the Coleman and Jencks study, their research indicated that “an individual teacher can have a powerful effect on her students even if the school doesn’t”. Do you agree with this statement?
YES!!!!!!!! One of the best movies I’ve seen this summer is Freedom Writers. It illustrates this point so beautifully. Also, Stand and Deliver, which chronicalled the success of Jamie Escalente’s teaching style, is another movie illustrative of this point. Finally, to go all the way back in my time machine, I’d like to recommend the Marva Collins story. What more is there to say here in this paragraph!
What does a highly effective teacher do?
Since I was asked, I’m giving my two cents. A highly effective teacher will employ some of the Marzano’s “9″ based on their knowledge of the student base they teach to daily. Larger than that though is the old adage, “They don’t care what you know, till they know that you care.” I believe highly effective teachers understand the layers of that statement and the depth of time it takes to make it a reality. The way teachers do that is different from teacher to teacher.
Does the highly effective teacher use research based practices in the classroom?
I don’t think the question should be does a teacher use researched based practices, but rather whose research do they base their practices on everyday. I use my own research, stuff I learn in workshops or book studies and things that veteran teachers suggest. For example I give Sandra Bell and Karen Allen credit for the way I run a reading classroom. Both of these teachers have contributed significantly to the style I use as a teacher. In addition, I am greatly influenced by my NJWPT/ NJRPT Texas training. Research will always be used by a teacher, but acknowledging our sources is a different story.
My favorite comment came from Susan Youngblood who reminds us that strategies can never take the place of relationships.
July 29th, 2008 at 5:58 pm
I agree with everyone about the importance of building relationships with our students. School is not just all about TEKS and TAKS. To quote another article I read this summer (Joe, Travis, & Van you may remember this) by Prensky, “We also need to select our teachers for their empathy and guidance abilities rather than exclusively for their subject matter knowledge.”
August 4th, 2008 at 7:53 pm
Can an individual teacher have a powerful effect upon her students? I sure hope so. Everyday I pray for my students and that I would be an effective teacher for them. I want them to know first off how much I care for them and then getting them to believe what I am teaching them is important becomes easier. Writing has very little relevance to my students, you know. I have to win them over so they can begin to believe in themselves as much as I do. Do I base my instructional strategies on research? To be honest, no. I base what I do in my classroom on what works for me and the student at the time. I thought at one time I had this all figured out. I had a three year curriculum rotation. I was organized. However, my students haven’t been the same every year. Imagine that. I just have to keep tweeking and talking to my collegues to see what is working with them and then trying to come up with something exciting and engaging.
August 18th, 2008 at 2:08 pm
The answer to whether or not an individual teacher can make a difference is a no-brainer. Of course this is true; otherwise I don’t think any of us would be here. If we didn’t believe in the validity of this statement, there wouldn’t be much value to the job we do everyday. It is why we work so hard. A “good school” doesn’t impact. The individual teachers do.
Highly effective teachers use research based practices but are wise enough to know that there is no sure thing with any student. Marzano even points out that “instructional strategies are tools only.” These teachers are constantly analyzing their methods to ensure their effectiveness and modify them when necessary. Above all, highly effective teachers understand the value of relationships and that no strategies are effective without them.
August 18th, 2008 at 2:24 pm
How many people, I wonder, can actually honestly say that they have not been affected by a teacher in their lives? Someone who taught them a morsel of valuable knowledge that has stuck with them, showing true humanity. I would assume everyone has that one teacher. I think the truly effective teacher sees past the unpolished shell of a student into a bright and unbelievable potential. Research gives a teacher, with a passion to bring out this potential, very valuable tools. These facts and data are great guides and foundations to begin the productive process of conducting classroom instruction that allows for the growth of minds and people.
August 18th, 2008 at 7:28 pm
A long time ago I received one of those e-mails that gets forwarded around. I can’t remember the entire thing, but essentially it asked the reader to answer questions like, “Who won the Nobel Peace Prize in 1987?” 99% of people could probably not answer these type questions off the top of their heads. Then the e-mail asked the reader answer questions such as, “Who taught you to add and divide? Who taught you to write in cursive? Who taught you to play the trumpet? The point to this e-mail was that we may not remember people who changed/made an impact on our world, but we do remember the teachers (and others) who directly impacted our lives.
As others have stated, a highly effective teacher is one who FIRST makes connections with his/her students. That bond makes the difference (in my opinion) between students who are there physically, and those who are there mentally. Teachers who have a relationship of trust, caring and respect with their students can more easily engage and motivate students.
I was recently contacted by a student who I had at WMS in 2000(I think). She said, “Miss A, I went to dinner with “Amanda” the other night and we sang the “Preamble” in the middle of Macaroni Grill. We talked about how much fun we had in your class, but we also talked about the fact that we all knew you cared about us and that we would have done anything for you.”
Talk about a cool teacher moment for me.
I think that illustrates my point. A highly effective teacher may not know that what he/she does is based on research, but you know it works. When you read Marzano’s 9, you realize many things you already know “work” are based on research!
August 19th, 2008 at 7:43 am
A highly effective teacher absolutely impacts her students no matter what the school setting. The teachers I remember from my educational experiences are from all subject areas and some I am lucky enough to call friends today. (A bonus when you teach in the same district you attended as a student.) Those teachers were passionate about their subject and that passion was transferred to their students every day. We rarely knew when they were tired, mad, sad, or anything other than ready to be with us learning and growing. (Something I’m still working on sometimes.) We discussed that yesterday in our ALT. If you believe in the value and importance of what you teach, the kids will believe and come along with you for the ride.
August 19th, 2008 at 8:48 am
The reason I became a teacher is because Mrs. Johnson, my junior History teacher, took a personal interest in my life. I truly believe, and am finally really putting into action, that relationships are the key to students’ success.
August 21st, 2008 at 12:08 pm
In the Coleman and Jencks study, their research indicated that “an individual teacher can have a powerful effect on her students even if the school doesn’t”. Do you agree with this statement? What does a highly effective teacher do? Does the highly effective teacher use research based practices in the classroom?
I believe that an indivudual teacher can have a powerful effect on a student even if the school does not. Overall, I cant say that the isd that I grew up attending was a great district. But, I can say that there were some teachers that took an interest in me as a person, therefore causing me to thrive in their learning environment. I truly believe that saying “they dont care what you know until they know that you care.” I try to do this with the kids I teach. I can only be highly effective if my students know that I value them. Then, that opens the door for me to teach them the importance of my subject.
September 22nd, 2008 at 7:11 pm
I would not be a teacher today if I did not believe that teachers impact lives of their students. I love the quote that was used earlier by Bergaman, “They don’t care what you know, till they know that you care.” I’m very fortunate in this area because I have students for three years in which I can build relationships & rapport with my students and their families.
It is very important that my students know that I care about them and what is going on in their world.
I use teaching techniqes that I have found to be effective and successful. Most of what I’ve learned I’ve learned from other teachers, workshops and reading.
September 22nd, 2008 at 7:30 pm
Teachers touch students’ lives, academically, socially, and emotionally, daily as they deliver lessons designed to meet individual needs. I agree with Coleman and Jencks’ study whereas the belief is set forth that “an individual teacher can have a powerful effect on her students even if the school doesn’t”. Often students will connect with a teacher and flourish under instruction designed to meet their individual levels and aimed at developing an interest in higher level thinking in various subject areas. A highly effective teacher will strive to reach the “hard to reach” student simultaneously developing and maintaining relationships with “easy to reach” students. Practices that are research based are advantageous and should be addressed and utilized during this journey. What a challenging and rewarding profession, this art of teaching!
September 22nd, 2008 at 7:52 pm
An individual teacher can have a powerful effect on students, and that effect can be positive and/or negative. Even though I may not have a powerful positive effect on every student, I do pray I don’t have a powerful NEGATIVE effect!
I do try and keep an open mind regarding research based ideas, but I am also old and skeptical sometimes. One can find research to support all kinds of educational issues. What to bring back spanking?
http://www.goodparent.org/articles/sparerod-frc.htm
http://christiannews.co.nz/2007/american-college-of-pediatricians-supports-spanking/
Want to start the school day much later in the morning?
http://www.nytimes.com/2008/01/14/opinion/14kalish.html?pagewanted=print
The nine categories these authors feel have a strong effect on student achievement are certainly sound practices and I’m excited to learn more (no time to waste reinventing the wheel). I welcome this guidance in my quest to be effective in a positive way.
September 23rd, 2008 at 12:20 pm
Because many successful people remember individual teachers when asked about positive role models in their past and not the school, it is quite obvious the person instructing and guiding the youngster is more important. The highly effective teacher will connect on many different levels with many children using their training and models for teaching. I try my best to connect to each child, to gently encourage them to do their best work, and to find ways to connect what they do in my class as well as other courses to their future goals. My curriculum lends itself to focus on the child and begin to prepare for their future. I am exactly where I have always wanted to be–training our future workforce.
September 25th, 2008 at 9:45 am
test
October 7th, 2008 at 11:17 am
Research is a tool and as teachers it is our job to research and experiment with new theories, ideas, and implementations. We should remember there are two type of research, Scientific Based Research (SBR) and Action Research (AR). NCLB requires the use of instruction based on scientific based research. SBR is a formal systematic approach and provides data through observation and experiments as well as testing hypothesis. SBR is peer reviewed and approved by experts in that particular field of study.
Action research is informal and can take place anywhere such as a classroom or school. It is a reflective process and allows for inquiry and discussion as well as collaboration with colleagues. It seeks practical solutions to real problems and looks for ways to improve instruction and increase student performance. Any teacher can, and most effective teachers do use action research. Linking ‘action’ and ‘research’ is trying out ideas in practice as a means of increasing knowledge about your environment. Simply put, it is a tool used to gain an understanding of our surroundings and to control the situation by make positive changes.
October 14th, 2008 at 3:59 pm
I really believe a teacher can have a powerful effect on her students, as evidenced by the adults we teachers see come back to visit us years after we have taught them, just to say hello and to ask if we still remember them. We have made an impact on their lives, even if it is just a small one for just a little while. Even now, I can still remember the good things, and the bad, some of my teachers did when I was a child.
A highly effective teacher uses research based practices, but she also uses guidance from other effective teachers and her own experience in the classroom to guide her in the right direction.
October 20th, 2008 at 10:20 am
I believe the teacher can still have a positive impact on the child even if the school overall does not. The individual teacher can touch the child with her/his own teaching style and method when the school overall might not. A highly effective teacher cares about each indiviual student and lets each student know that he/she cares about them and their own learning. Also, a highly effective teacher must use research in the classroom otherwise they will teach the same way they were taught, which might not be the best method to make sure students are engaged and actively learning.
November 12th, 2008 at 9:11 pm
I know that my ideas of what work in the classroom have changed from the first day I was thrown to the lions in August of 1989. I thought it was all about the material. Jam it down their throats and they’ll swallow it and love you for it. Well I’m here to tell you it is all about relationships. I have had plenty of…let’s say “challenging” students walk through my doors. They were, at best, hesitant to do anything in class. I found that making a connection, even a wierd connection, can unlock a kid’s potential and allow him to drop his shield. As I am learning in my mastr’s program, research is an important tool in regards to learning. It demonstrates by using data what works and what doesn’t. However, without that connection with the students, even the best researched stuff just won’t work. Kids are so smart and they will see right through you if you try to fake it. Keep it real and it’s all good.
November 13th, 2008 at 2:05 pm
No doubt about it! I definitely agree with this statement.
As an art teacher, I think that highly effective teacher should possess these fallowing qualities:
- PASSION and LOVE for the subject this teacher is teaching,
- Must LOVE to teach and value student’s view,
- Understands and applies various teaching methods according to each student needs,
- Professionalism in his/her subject field.
November 16th, 2008 at 11:59 pm
“A highly effective teacher absolutely impacts her students no matter what the school setting.”(H.Blum) This is such a true statement. Things are what we make of them. Teachers can impact a students with not only words, but with a look. Research is on going and we can all learn from the results. If we stop learning ourselves, aren’t we at a stalemate? Our students will not benefit if that happens. A highly effective teacher never stops learning.
November 17th, 2008 at 5:11 pm
Yes, I agree with the Coleman and Jencks study that “an individual teacher can have a powerful effect on her students even if the school doesn’t. Everyone of us can remember a teacher that made some kind of impression on us and our learning.
The teacher can individualize what each student needs to be successful. We can adapt our lessons, bring in other resources and teach to the students strengths. The teacher can make sure that the student understands what is asked and needed to be successful. Once the student does understand and is successful the student usually has pride in their self and their accomplishments.
I think the highly effective teacher not only uses research based practices but tries many different mediums to reach the student.
November 17th, 2008 at 10:55 pm
hmmm
November 17th, 2008 at 10:56 pm
does that count as a comment?? just trying this thing out. i am in the initial stages of a panic attack.
November 17th, 2008 at 10:57 pm
ok, i think i am hooked. only YOU can see this!! i LIKES!
November 17th, 2008 at 10:58 pm
where do i get the cool icons? like joe’s tech? see, you are gonna be sorry you ever made me do this!!
November 17th, 2008 at 11:36 pm
will the rest disappear and will you email me to let me know I AM IN CONTACT? Hmm…security codeword is spamlless…does this mean this msg has no spam or is not spam? Am I spam? I am, I am, I am NOT spam, I am, NOT, said Sam. No spam. Not I. Says no-spam-Sam.
November 18th, 2008 at 2:09 pm
Spam burritoes..yummy! Yes, Anderton- you are in contact. I approved all of your comments because they made me LAUGH! This morning, I was wondering WHY you posted to #1 soooooooo many times. NOW I KNOW!!! You may want to talk to Joe, Van, Deanna or Gina about how to get the icon replaced. I didn’t have the patience to finish it the day I tried because I was too lazy to wait for it to load!
November 19th, 2008 at 8:04 pm
Ok, this is a “for-real” blog. I can’t think of how many meetings I have been in when this thought was presented, “Think of a teacher who positively impacted your life” Either my childhood was so horrible that I have blocked it all out (which I don’t THINK is the issue)or I simply do not have a teacher that left a positive impact worthy of rememberance. What I DO recall, however, is one who left a very negative impact. My sixth grade math teacher physically separated the “smart” math kids from the “dumb” math kids. We sat on opposite sides of the room. Although I’m sure he never told us this was the case, it was pretty easy to figure out. Anyone who knows me will know which group I went with. Thus began my allergy to math. Well, I’m sure it was already there, but after this there was no hope of a remedy. I also remember good ol’ Mr. Fontenot who hit me on the back of the head w/ his graduation ring for talking in line (ME-talking????) and left a huge knot on my head. Yeah, Catholic school was tons of fun. Self-esteem? We had none. Final answer: YES, an individual teacher’s impact on a student can be larger than the school itself.
November 28th, 2008 at 9:44 pm
My belief that a teacher can have a powerful effect on a student is why I became a teacher. It’s the same belief that soothes my nerves when the troubles come. I want to second Teresa’s words: I wouldn’t be a teacher today if I didn’t believe it.
A highly effective teacher connects with students, inspiring them to want to learn. These teachers have different personalities and strengths, but a common characteristic is the buy-in they get from students who know that the teacher believes in them and cares about them. A resounding “Amen!” to Gina & Susan et al who put it so well earlier.
I think Marzano and the other researchers sited gathered their ideas and examples from master teachers. So, absolutely, the highly effective teachers use those strategies–some of them invented them! Some re-imagined or revived them. The best teachers judiciously select the best strategy for their students and their subject at a given time.
December 1st, 2008 at 4:57 pm
I agree that a highly effective teacher can have a significant impact on a student independent of the school. And I also agree with people above that I remember specific teachers and not necessarily the skills that they taught me. And of course, poor teachers can have an equally negative effect regardless of how wonderful the school environment is.
There was an Oscar speech a few years back (bringing this back to theatre), I forget the actor, but he got up and he thanked all of the teachers who never believed in him. His point was that he attributed part of his success as a desire to “show `em”. I tell my students the same thing when people tell them they can’t do something. Show `em. So our influence is not necessarily what we intend it to be.
I’m not sure I agree that relationships are absolutely vital to effective teaching. I certainly strive to have positive rapport with my students and learn and care about them personally, but some of my best teachers in school didn’t give a fig about my personal development. They cared about my acheivment. And that, somehow, worked for me.
So different styles help different students differently.
And I would also say that a school environment has an effect not only on its students, but also on its teachers, even its highly effective teachers. It’s much harder to raise the level of your game if you’re dodging roaches in the morning and stopping fights all day.
December 5th, 2008 at 10:21 am
I totally agree that it is the teacher that has the most powerful impact on a student. While it is true that a positive school building environment can be a huge boost to a student’s experience, it is the personal connections that a teacher makes that truly makes the difference. But it is not always a teacher. Sometimes it is a lunch lady or a custodian that makes a child feel they are worth more to the world.
When a former student calls you on Thanksgiving Day from Cameroon, Africa where he works for the State Department, it is not hard to see that all the time and effort spent mentoring that young man was worth more than any paycheck.
December 8th, 2008 at 10:43 pm
Highly effective teachers ignite a spark in students. These teachers are able to find some connection with a child and then create a desire in the individual to learn. A highly effective teacher in many ways is a manipulator. These teachers find a means(through research-based practice or just trial and error) to motivate the student and get the desired result. I know many times it can be the smallest compliment or just a little written note sent to student in another class that gets that child to participate just one level higher.
December 17th, 2008 at 3:21 pm
I agree that IN THE CLASSROOM, the teacher has the most powerful effect on the student than the school as a whole. Coleman and Jencks also conceded, however, that much of student achievement can be traced back to influences that are out of the school’s control “like the student’s natural ability…socioeconomic status, and the student’s home environment.”
Understanding that not all of my students are going to be astronauts and brain surgeons, I still have the responsibility for engaging them in experiences that stimulate their minds and creativity, instill ownership in their learning, pride in their accomplishments and self-worth.
Highly effective teachers should be hunted down, feverishly sought out, and forced to share their wealth of knowledge on the magic that can happen in classroom.
The building can look pretty on the outside, but it’s what happens inside the 4 walls that matters most.
Highly effective teachers have students that produce work at a high level and gain skills and fundamentals that become layers of knowledge, that build upon each other and bridge to greater things.
December 18th, 2008 at 5:13 pm
I would pose this question…. how long can a teacher be highly effective in a school that isn’t? I dare say, not long. While we make an impact as individuals, our collective impact as a community can change our students tenfold. We raise them together as a community, and when we ALL expect their best, they realize there’s no other way. I have no doubt of the brilliance of the individual educators at WMS – what impresses me more is the feeling of community. AMEN to being a highly effective individual impacting kids’ lives…..but a STANDING OVATION to everyone joinging forces to make this an amazing school.
I digress. A highly effective teacher works to reach students in meaningful ways that connect content to life. A highly effective teacher is always learning. A highly effective teacher works tirelessly to connect students to learning, whatever that takes. If we don’t look at the data, we’re fools. In this day and age of technology, data can help us use our time and efforts more efficiently and quit stabbing at problems. However, studying data and pouring endlessly over statistics and numbers must not cause us to lose contact with the human side of what we do.