Ideally realistic: The challenge of being a good teacher
By Chris Barone
EDI 17 Psychology & Development of Adolescent Students
School of Education
Long Island University, C. W. Post
April 15, 2009
There is quite a difference between being an education major and being a teacher. The former is filled with idealist principles. It is so easy for us to sit in class and shout out, “We need to throw out the sex ed curriculum and rebuild it from the ground up!” or “We need to treat every student equally while also encouraging their individuality.” No idea is too radical or far-fetched because the objectives behind them are well intentioned. We are encouraged to think outside of the box for newer, more innovative ways to guide – not teach – our students.
Also, we assume the student wants to be helped. Never does the idea of an unruly child come up – and, if it does, it’s usually presented in a context that pities the student as someone who is unable to help himself or herself. Harsh realities like disrespectful or violent students are left to the professionals. We get to enjoy eternal optimism and limitless possibilities.
Teachers, on the other hand, are greatly limited. Each one must constantly try to find a balance between the two forces, idealism and realism. A teacher who holds too tightly to his idealistic views, such as giving every student individual attention every day, will fail. A teacher who is too realistic or pessimistic also fails his students, as he is unable or unwilling to take risks that will really benefit them. Despite what they were told when they were education majors, they must come to the grips with the fact that they can’t all change the world. And noble ideas – such as being a progressive guide instead of an omnipotent, omniscient teacher – are often thrown out the window when realities of standardized test scores set in.
Simply put, my observations have taught me that education majors are too idealistic, while experienced teachers are too realistic. To help find that happy medium, I think new teachers should pair up with experienced ones. Perhaps this is already in practice in some schools; I don’t know. But, imagining myself as a first-year teacher, I know it would be extremely helpful if I had a mentor. If this could happen, both teachers may benefit from getting a different perspective. Also – and, of course, most importantly – students will benefit from more effective, less jaded teachers.
Long Island University, C. W. Post
April 15, 2009
There is quite a difference between being an education major and being a teacher. The former is filled with idealist principles. It is so easy for us to sit in class and shout out, “We need to throw out the sex ed curriculum and rebuild it from the ground up!” or “We need to treat every student equally while also encouraging their individuality.” No idea is too radical or far-fetched because the objectives behind them are well intentioned. We are encouraged to think outside of the box for newer, more innovative ways to guide – not teach – our students.
Also, we assume the student wants to be helped. Never does the idea of an unruly child come up – and, if it does, it’s usually presented in a context that pities the student as someone who is unable to help himself or herself. Harsh realities like disrespectful or violent students are left to the professionals. We get to enjoy eternal optimism and limitless possibilities.
Teachers, on the other hand, are greatly limited. Each one must constantly try to find a balance between the two forces, idealism and realism. A teacher who holds too tightly to his idealistic views, such as giving every student individual attention every day, will fail. A teacher who is too realistic or pessimistic also fails his students, as he is unable or unwilling to take risks that will really benefit them. Despite what they were told when they were education majors, they must come to the grips with the fact that they can’t all change the world. And noble ideas – such as being a progressive guide instead of an omnipotent, omniscient teacher – are often thrown out the window when realities of standardized test scores set in.
Simply put, my observations have taught me that education majors are too idealistic, while experienced teachers are too realistic. To help find that happy medium, I think new teachers should pair up with experienced ones. Perhaps this is already in practice in some schools; I don’t know. But, imagining myself as a first-year teacher, I know it would be extremely helpful if I had a mentor. If this could happen, both teachers may benefit from getting a different perspective. Also – and, of course, most importantly – students will benefit from more effective, less jaded teachers.
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