I’d be pretty hype if I was a teacher


The aspect of teaching, and specifically being a school teacher, comes with various aspects and levels. The methods in which teachers choose to relay information, and the rigor in which is involved in them doing so, can also be very different amongst other teachers. Even the speed and pace that the course is taught can be altered by either the teacher themselves, or the amount of time available to cover all information. These ideas of rigor and time are those that usually directly dictate who likes what course and teacher, and who does not. We have all had at least one teacher that we’ve either admired or strongly disliked, and sometimes the premises of how hard the class was presented, plus the pace of the class, have been the main causes of these outlooks. Obviously, there are exceptions to both ideas, for example it may be the case that an easier course is being presented blandly by a professor to the extent that it displeases you, or a harder course that you seem to enjoy. It almost seems as if when the teacher can be interactive and concurrently teach a more advanced class enjoyably and efficiently then they act as a savior. Consequently, the question is raised ‘What makes a good teacher a good?’ Is it based solely off of whether or not students like the teacher? Or is it actually off of how well the students learn the material? Both of the questions, and many questioned that could be raised, can be answered in multiple ways; but overall what we can gather is that a great teacher is a combination of things. The main features of one can be found in an article written, as a response to many questions we’d likely raise ourselves, by a Mr. Ben Johnson entitled “Great Teachers Don’t Teach”. This article covers the characteristics that someone who is teaching must possess and emulate in order to essentially do more than just ‘teach’ a student. Good teachers do more than teach, they ultimately change your life by installing vital lessons and motives in you. Teachers also don’t only come from school, we have our parents, and our own personal lives which directly teach you morals, ethics, and how to handle things. This article covered 5 specific ways of teaching/learning: constructivism, project-based learning, lecture, Socratic Method, and performance-based learning. All of these methods can be effective to some students most of the time but only some of the assist in actually embodying the traits of possibly a favorite teacher. The author speaks of how fiery his professor was about psychology, and how it drove him to want to learn and go to class every day; and that example reveals what it does to students when a teacher is great.  You make the student want to learn, instead of the teacher teaching, students personally experience learning that is physical, spiritual, and emotional. (Johnson) I personally had a teacher as one like this in the form of an English teacher, one who actually made me think more about life and reality intertwined with an abundance of literature. Just as listed in the article, a good teacher must care about their students and must have mastered the material to the point that they function in the material as a rock star. They leave you on the edge as a good television series does, they push you to places you may not have known existed. The idea of project-based learning is that their guidance will give you motive to learn and prove that you have learned it by physically displaying it. The reversal of this is sitting through a lecture or maybe a complex math class, wondering the purpose of all of it and how you will actually use calculus to buy groceries. A great teacher doesn’t take the shortcuts of printing out notes, and PowerPoint slides for you to follow along with during the lecture because it is the easiest method. A great teacher interacts with you, on a professional level and sometimes a personal one. “Therefore, great teachers don’t teach, they stack the deck so that students have a reason to learn and in the process can’t help but learn mainly by teaching themselves. This knowledge then becomes permanent and cherished rather than illusory and irrelevant.” (Johnson)

http://genius.com/Ben-johnson-great-teachers-dont-teach-annotated/  :Genius

http://www.edutopia.org/blog/great-teachers-do-not-teach-ben-johnson :Article


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