Posts tagged with: Teacher

Maya Angelou

Maya Angelou

Like many people, I was deeply saddened to hear of the death of Maya Angelou this week. Her voice – both her speaking voice and her literary one – were unique, rich and resonant. I’ve always wondered if God did not grant her such a special voice in order to make up for all the years she didn’t speak, the story she recounts in her classic, I Know Why The Caged Bird Sings.

I had the great fortune of hearing Ms. Angelou speak in person a number of years ago. I still have the notes from that evening. One thing she said was that each of us was a teacher: we were all teaching those around us by the way we lived our lives. She challenged us to make sure that we were good teachers, to show others what it meant to live a good life. It is safe to say that she herself was a good teacher.

Michael Hyatt does a nice job of summarizing some of the most important lessons Maya Angelou taught us. First, she taught us that faith in God was the source of courage:

When I found that … I was a child of God,” Angelou told an interviewer about her faith, “when I understood that, when I comprehended that … when I internalized that, I became courageous. I dared to do anything that was a good thing.”

(more…)

vergara-californiaNine California kids are suing their state over substandard teaching at their public schools. Campbell Brown explains why this case—which few people have ever heard of—may have a huge impact on education:

Win or lose, these students are reminding us of the activism that is born out of the inaction of our leaders and the frustration driven by inequity in education. Children and parents have resorted to acting on their own, finding inspiration in desperation.

Their fight stems from a basic belief that access to highly qualified teachers should be fair and widespread, that classroom safety is paramount, and that equity remains essential.

Vergara v. California takes aim at laws that go directly to the heart of a good education: the ability to have, keep, and respect good teachers and dismiss utterly failing ones. Specifically, the suit challenges California laws that create three sets of problems, all of them undermining a school’s ability to act in the best interest of students.

Read more . . .

Blog author: jsunde
Tuesday, December 3, 2013
By

In a stunning new video, Matt Bieler strings together beautiful images and a few simple words to celebrate the work of three stay-at-home moms from three different regions of the country.

The tasks shown, like those of any mother, are numerous and varied, and those explicitly mentioned follow accordingly: breakfast-maker, sibling caretaker, teacher, cleaner, doctor, angel. “She’s with me all the time,” one child whispers.

In our celebration of work — the dignity it brings, the service it provides, the provision it leads to — how often do we neglect to remember that which is spent outside the confines of the office or the interwebs? Our modern way of thinking about “work-life balance” doesn’t help us in this regard, encouraging us to draw false divides between the punch clock and the playroom, even when, as any parent knows, the work of the latter is often far more consuming and less forgiving. (more…)

Private schools are for the privileged and those willing to pay high costs for education; everyone else attends public school or seeks alternate options: this is the accepted wisdom. In the United States, the vast majority of students at the primary and secondary level attend public school, funded by the government.

When considering education in the developing world, we may hold fast to this thinking, believing that for those in severely impoverished areas, private education is an unrealistic and scarce option, leaving the poor with public school or no education at all.

Indeed, this was the opinion held by James Tooley, a Professor of Education Policy at Newcastle University, until he experienced the landscape firsthand, traveling throughout the developing world, conducting research on educational systems in poor and prosperous areas, documenting numerous case studies, and reporting findings that prove the prevalence of low-cost private schools in poor areas.

In an Education Next article, Tooley discusses his observations and unmasks two common myths associated with education for the poor.

Myth #1: Private Education for the Poor Does Not Exist

We sometimes treat “the poor” as if they were somehow uniquely incapable of rising out of poverty without our assistance. We often assume, if we don’t provide them with everything they need, including education, that no one will. Yet if we look closely (and with a bit more humility), we see indigenous solutions everywhere. (more…)

Blog author: jcarter
Monday, November 19, 2012
By

Timothy Dalrymple wonders whether education reform should be one of the great objectives for American Christians in the twenty-first century. Taking up that cause will require overcoming the intransigence of the teachers’ unions:

Try firing an ineffective teacher.  Roughly 1 in 50 doctors lose their medical license.  Only 1 in 2500 teachers ever lose their teaching credentials.  Process that for a moment.  It’s much easier to become a teacher than a doctor, yet teachers are fifty times less likely than doctors to be removed from the profession.  One of the statistics cited in Waiting for Superman, an extraordinary documentary on the crisis of American public education, is that only 61 out of Illinois’ 876 school districts have attempted to fire even one teacher, and only 38 of those districts were successful.  The tenure system — designed to give the most accomplished university professors the freedom to advance new ideas in their teaching and writing without fear of reprisal from their employers, and gained only after many years and rigorous examination — has become an iron shield protecting ineffective teachers who earned their tenure after two years.  Good teachers are a national treasure.  Bad teachers who refuse to change their ways are leeches on the system who cannot be removed and who miseducate our children into truancy and joblessness.

Read more . . .

Blog author: dpahman
Tuesday, August 14, 2012
By

I have written on several recent occasions about the role of incentives in education, both for teachers and for students (see here, here, and here). Yesterday, David Burkus, editor of LDRLB, wrote about a recent study by Harvard University economic researchers on the role of incentives in teacher performance. Interestingly, they found that incentives (such as bonus pay) are far more effective if given up front with the caution that they will need to be returned if the teacher’s performance is not up to par. When teachers regarded the bonuses as already their property, they fought far more effectively to protect them.

Burkus writes,

A total of 150 teachers were randomized into several groups, including a control group, a traditional pay-for-performance group, and another group given a $4,000 bonus up front and told it would be reduced in relation to their students’ performance. The results were as impressive as they were surprising. On average, the students taught by the upfront bonus group outperformed students with similar backgrounds by up to 10 percentage points.

One possible explanation for this effect is “loss aversion.” Simply put, we’re more motivated to protect assets that we already have than to attempt to gain more assets. Once we are given an object or sum of money, we begin to build psychological connections to it, picturing the ways we’ll enjoy owning it or remembering fondly the ways we’ve used it. Perhaps what was missing from the incentives equation was the subtle push provided by the thought of loss.

Read more . . .

Last week, I commented on Grand Rapids Public Schools’ new attendance policy and Michigan’s tenure reform bill. To summarize, while applauding GR Public’s new policy as effectively incentivizing students to show up to class and take their studies more seriously, I was skeptical about MI’s new bill which ties teacher evaluations to student performance. In their article “Can Teacher Evaluation Improve Teaching” in the most recent issue of EducationNext, Eric S. Taylor and John H. Tyler share the results of their study of the unique teacher evaluation system of Cincinnati Public Schools. (more…)