What Do You Want in a Highschool Teacher?

[Venetia]

Hey, all you teens, especially sophomores and juniors:

My good friend just became a 10th grade teacher, and her first day of teaching is on Monday. She'll be teaching remedial Reading, and while I realize most of you probably haven't taken that, I want some info about being a teen to give to her. I've blocked out my teenager days, lol.

All I remember wanting from HS teachers was to be taken seriously, and to not do group assignments, because I was a loner, :'O.

I'd like a fresher opinion. High school teens, what do you want in a teacher? How about the way you do assignments? Group activities, yea or nay? What about art projects? This is an English-type class, BTW, I don't care about math or science classes or w/e. Oh, and how involved do you like your teacher with your life at home, if you're having problems?

She has a set curriculum in the way of textbooks and literature she must assign, so saying "don't make us read The Scarlet Letter" means nothing. I just wanna know about general classroom activity, lesson plans, etc.

Whenever she talks about what to do this school year all I can say is, "Don't be like Debra LaFave!" lol. (That's the teacher who slept with a 14 yr old student). This way I'll have something meaningful to say

 

[holloway]

Well, from what I remember, if they're teaching remedial I'd suggest a tazer and a poster saying "No means no".

 

[Dopples]

Honestly, all I want it a teacher is the ability to actually TEACH, and the ability to have fun on breaks. A good example would be my Physics teacher. He taught the subject well (So well that there was only a 3% failing rate), and on breaks, he would be up for a game of poker, or some chess. Generally, a teacher who can connect with the students through something light hearted.


Also, a sense of humor never destroyed a classroom.

 

[Nix]

Group discussions are always fun when it comes to english classes - analyzing character motives and certain literary devices the author uses to establish character and mood.

But most importantly a sense of humour and understanding: being willing to help kids that are having trouble and trying not to be too severe.

 

[Grandor]

I want a light teacher who can take time from a heavy teaching material to tell us some kind of story, I like storytime in the classroom. It takes my mind off the work at hand, and a teacher with a good sense of humour. Also, they got to have the ability to be able to explain the material well. And not be mean, I hate mean and always pissed off teachers.

 

[Venetia]

Thanks for the input

She's very sweet and a little of a hippie, but she's also very, very opinionated and isn't planning on taking any flak. She was in all AP classes growing up (so was I), so it took parent's night a few days ago for her to realize that open forums about deep subject material wasn't really possible, since most of her students have learning disabilities.

I think maybe that's all any teen wants, though, whether they're AP or remedial, is to be challenged through fun. Doing the inane reading assessments at the ends of chapters is no way to learn, especially with kids who have a hard time learning.

Lemme change this up a minute. Do any of you remember a really awesome project or day in class that really made you want to learn? Your favorite teacher in HS, what did they do to reaaalllyy hit a subject home for you? Like, a specific thing they did. Don't worry about tailoring it for remedial, I just wanna know.


Here's mine:

I was in AP English, and I had the hardest teacher on campus (but I loved her, she was awesome). Everyone kinda knew I was the best writer. I'd won a statewide contest on essay writing, I'd had a novella read before the class before in a previous grade, and I was always the one getting the highest marks on writing assignments. I had kinda just gotten lazy about being the best. No matter what I wrote, the teachers ate it up, and I became hugely good at bulls#!tting.

First assignment we did for this AP teacher was to write about an interpretation of some short story. She was assessing our abilities.

So I skimmed over the short story and poured out 3 pages of B.S. about the colorful metaphors and whatnot. She took up all the assignments. The next day she read mine aloud to everyone. My peers were all, "wow, no wonder she read it for everyone, that was incredible."

She said, "I read that essay because that's what NOT to do in an essay."

I was blown away. She'd given me a C- on it. She said, on my paper, that I was possibly the best B.S.'er she'd ever read, but in the end all my words were empty. She knew I'd just skimmed it, that I didn't really read it, and that all my big words and excellent structure were nothing if I didn't actually feel anything or put any personal style into my interpretation.

From then on, I developed a style, and a sense of humor in my writing, that makes it uniquely my own. I actually appreciated the C- she gave me, because I knew that it didn't matter how much hot s#!t I thought I was, there was always some way I could improve. She's now my favorite teacher ever


So share yours!

 

[Dopples]

My favorite assignment was from my english class too. Basically, we were teamed up with a middle schooler, and we had to write a 5 pages story on ANYTHING we wanted. So I wrote about the Adventures of Captain Shatner and his Sidekick, R.O.B.O.T.


And since we had to read it out loud, I did the William Shatner impression, which was fun within itself to do, but it was made better by the fact we got an A+.

 

[FzGhouL]

"Don't be like Debra LaFave!"

Let me change that sentance.

"Do be like Debra LaFave!" ~ Also if she does do that she has to go back in time to when I was in high school.

On a serious note, let them cause constructive trouble. Things that kids remember are those things they couldn't always get away with, but one day they were endorsed to do it.

A teacher needs to let the kid open up a new door and take one step in a direction they've never been.

 

[Meticlan]

I actually work at my former high school; part of what I do is working with our Learning Specialist to develop and implement an on-campus tutoring program for students who need extra help. Among other things, our LS is looking into Arts-Integration (differentiated instruction) as a means of reaching students with different learning needs. So, I think that what I have to say, while not exactly what you asked for, is still relevant.

We've had great success with our tutoring program so far - and this upcoming school year is definitely going to be exciting. Also (just a bit of ego-stroking) our program is even being featured in a case-study for innovative use of audio-technology in reading enhancement.

I'll talk a bit on a few different subjects, from new teacher-advice to some approaches to teaching effectively (which is what I think you are most interested in, so I'll focus on that). My job is all about supporting teachers and students. I am rather long-winded, but I hope that your friend (and her students) benefit from what I have to say.

Keep in mind, a lot of what I say is just my opinion (based on my experience, that of teachers, and various books, articles, and research I've read). I don't know if your friend is a first-time teacher, but I will write this from that perspective.

---------------------

I can't say I don't feel sorry for her, getting into teaching (especially high school level) is pretty tough. But, after the first year, it gets progressively easier (hopefully ). You kind of get into a "groove". At least, that's how my colleagues have described it.

I don't know how things are in Florida, but in California, contending with all the state standards and correlated testing is one of the biggest challenges for new teachers. The requisite testing preparation takes a lot of time and (in my experience as a student and employee) often interrupts actual teaching. It is very difficult to judge lesson plans and figure out how long they actually take to go through, even after some years of experience - it is especially difficult when testing schedules get moved around, without notice.

There are so many challenges in being a new teacher; it's really easy to get stressed out. Of course, many of the things which cause stress don't go away, even with years of experience. The best thing to do is find some way of dealing with it so you don't burn yourself out.

At the end of the day, with papers to grade, reports to hand in, lessons to plan, meetings to prepare for, and so on - it's easy for a new teacher to spend hours after school working. Really, you could spend five hours a night, every night, and not get everything done. At a certain point, you just have to realize the work day is over, and it's time to go home. It isn't beneficial to anyone if you spend all your time working - that, I think, is a difficult thing for some teachers to accept, especially the dedicated ones. But, it's true.

Now, onto the bit about instruction and lesson plans -

We have remedial English classes, too. The most difficult thing is getting the students to actually WANT to read. Things like group projects and discussion, games, or other interactive lesson elements can be effective (although, there are many conflicting opinions).

I don't know if your friend is an avid reader, but I read many articles and books about teaching and catering to different minds (I tend to focus on the implications and use of technology in education, though). Taking a look at some of that can be eye opening. There are concepts and ideas about teaching that have so much potential, but are not used because they are unconventional (at least in this country).

The big thing, now, seems to be "differentiated instruction" - where the teacher teaches to the individual rather than the group, so to speak. Using a variety teaching techniques, the teacher is able to reach more students - and teach them more effectively. There are mountains of literature on this kind of teaching (just do a Google search) - as well as a lot of positive support. The main problem with this is not its effectiveness, but the fact that the standards-based learning model of current public-education isn't entirely compatible. Nevertheless, using some of these strategies could be a really good idea for your friend.

Technology integration is another option (also part of DI), and quite a popular one, I might add. However, I want to warn you (and your friend) that the majority of the technology marketed to schools is complete garbage (part of what I do is evaluate different products and services, by the way).

Things like audio-books can really help some students, though. For students who are more auditory learners or those that have difficulty with reading the English language, listening to a passage of text may be an excellent way of improving that student's reading ability and satisfaction from reading.

Computer use is another option - but, I am unconvinced that it really has that much of a positive effect.

However, (for example) there are cases in which students who don't like to write, and wouldn't write essays or reports for that reason, find writing on a computer more pleasurable and easier. From what I've read in a couple books about computer use and its implications, the amount of text written by a student using a computer goes up - but the quality diminishes (on average). It's basically a double-edged sword. Sure, the student may be writing, but he or she probably isn't producing quality content. But, hey, they're writing! So, it's up to the teacher to decide whether or not this trade-off is a good one )).

Further on the subject of computers in school, most teachers receive very little training with computers. Not to mention, that even fewer teachers receive training on how to teach with computers. Most computer-integration in the classroom is simple copy/paste PowerPoint presentations. If the computers are connected to the Internet, then computer use may be even less effective as students browse off-topic websites. Of course, the Internet has big potential, too.

So, while computer use has tremendous potential, and I personally believe in technology integration, there is too little support to indicate computers are worth their large costs, right now. Lack of training, quality products, understanding, and prohibitive costs prevent me from being able to just say "Computer use is great! I fully recommend it!". Even though I owe my education (and my job and my future career) to computers, for the overall majority of students, computer use will not have such positive effects.

Now - that said, there is some support that computer use by remedial English students has a greater effect than computer use by average-level students, for a number of reasons I won't go into. Your friend should make her own judgments, though. There is certainly enough reading on that subject :p.

Different computer programs and online activities can be beneficial to remedial English students - so, if computers are available to her, and the school administration is supportive, your friend may want to look into that. Keep in mind what I said about the quality of many of these programs, though.

Unfortunately, deciding what technology to use and how is like navigating a mine-field. Even with someone like me and a Learning Specialist on-campus to help with these kinds of decisions, results can be something of a crap-shoot. California has something called CTAP (California Technology Assistance Project) that focuses on educational technology and training. I can't really comment on what I think of CTAP (I am a district employee, after all, and I will likely have to work with them in the future ), but I'm sure there must be avenues your friend can explore in Florida, if she is interested in technology integration, that is.

If she wants to go that route - there are many, many, grants and offerings from companies available to teachers who want to incorporate technology use in the classroom. She can write grant applications, find corporate company product donation programs, and look toward community support to fund her technological endeavors.

I could go on for pages about various teaching methods, theories, and my comments on them - but I covered what I believe to be the main points, as best I can in this format.

There is a lot of literature out there about enhancing education - your friend would best be served if she took an interest in reading it (if she has time :D). There are so many options available to teachers, it is simply overwhelming.

Anyhow - I hope that this is of benefit, even just a little. I wish your friend the greatest of luck as a teacher (and I really hope that she doesn't need it).

 

[Venetia]

This all is hugely useful stuff, especially from you, Meticlan. In fact it's so useful I'll just copy all this stuff into an email to her so she can read over it.

She's such a work-fiend, I don't doubt she'll collapse from trying to help everyone, hopefully this'll avoid a little of that, though ;')

 

[Meticlan]

Great; I hope it helps.

 

[Mega Flare]

Group discussions are always fun when it comes to english classes - analyzing character motives and certain literary devices the author uses to establish character and mood.

NO! I hate that! Thats why I allways hated english class.

 

[Dopples]

NO! I hate that! Thats why I allways hated english class.

That explains a lot.

 

[holloway]

NO! I hate that! Thats why I allways hated english class.

Bet you were popular.

 

[Andy6000]

Bet you were popular.

No no, the popular kids are the ones that make the jokes about the book they're discussing. Either that or just sat back and talked to their friends obnoxiously loud, stop for about a minute when the teacher tells them to shut-up and get kicked out of the class. But this is just my memories from sophomore English as I stopped going to the highschool after that year. I much prefer a college, even a community college.

A good high school teacher... Funny I guess? Everyone's favorite teacher at my old school was a teacher that made jokes, made people laugh, and could make jokes ABOUT the subject (which is more important than making jokes about... anything). Oh also most people loved this substitute teacher that didn't teach so much as just tell really long stories about when he was in Germany in World War 2. Seriously he subbed for my Spanish class one time and the whole time he was just telling us about being on a train while it was being attacked by planes or something.

 

[Ratty524]

I prefer someone who has a sense of humor, yet knows how teach and be serious at about the same time. A lighthearted man/woman who doesn't appear to be super strict helps me to be a little more interested in what he/she is talking about, but they must not be complete saps, otherwise you get a classroom that is out of control. @_@

 

[Ellie]

The main thing I want from a teacher is for them to actually know how to, and to want to, teach the subject they are assigned to. My science teacher knew nothing about science, (we learnt more when there was a supply teacher). A good sense of humour helps because that helps kids remember stuff. (Like the whole H. HeLiBeBNiCOF (says) NiNa M'gAl SiPs KClArCa [or something like that] way of learning the first 20 elements, that got me through my SATS.)

(Mr. Helibebnicof was from Russia, and was married to a woman called Nina. Unfortunately he found out she sipped the Russian vodka Kclarca regularly (she was an alcoholic)).

They have to know how to control a class, but not be strict at the same time. My History teacher got on well with his pupils because he basically said you're allowed to talk to one another, and allowed to doodle in your books, if that helps you to learn. But when I want to speak, I am speaking. Whereas, my Citizenship teacher was a living joke, as she kicked people out for even just raising their hand (and for not doing so). In the end everyone misbehaved and she ended up having a mid-life crisis.

Being there is also a big issue. My Science teacher (whom as you've probably guessed by now I hate very much) was there about once every week, if that. She was gone all the way through one half-term, during which we started revising for - and then took - an exam. But what made this worse was the fact she just said casually "sorry, I wont be here tomorrow." When people asked why she said "nothing to do with you". I understand she may have had problems or whatever, but if that is the case you have to let your pupils know, otherwise it's impossible to plan for, what with coursework and all. She could have said something like "I wont be here - I'm pregnant" if that was the case. Or, contacted the school if she had a terminal illness that meant she couldn't work, so that the school could organise a supply teacher. (The school were as uninformed as we were why she wasn't there).

If they are an I.T teacher, they have to know at least something about computers. Not like my Yr. 8 teacher who didn't know how to turn the damn thing on.

 

[Fafnir]

Well, since I can't really reccomend a good teacher(since every good teacher is different, IMO), I can ramble about my most hated teacher of last year. My 10AP English Teacher(and, in fear of having her this year, dropped out of AP, and into normal 20 English.).

Class discussions are nice, they allow you to get views and points accross. But when you spend an entire (two hour) class discussing 2 stanzas(of a six stanza poem, which you will continue the next day) of a poem, you're really just testing my patience(people actually fell asleep, of course, sleep doesn't come to me easily, so I couldn't). We were never able to finish everything, because we had to stop at every single break to discuss something. Because of course, nothing in a poem is allowed to have its literal meaning, and even suggesting that will get the teacher to bitch off at you. It's better then worksheets, but dammit, even I have to draw a line for doing nothing.

And please, don't have that snobby air to you. Please. We really can't stand it.

A sense of humour is also nice. So long as it's a good one.

Don't dress like every day is halloween. Seriously though, over the top is not needed. Save it for the subject.

That said, I can imagine I made my teacher quite mad with the story I wrote for the written part of the final exam. It's awsome when something can adhere to the question at hand, and be totally different from everything else...

 

[Prexus]

It's important for a teacher to talk to students in private for things other than punishments.

If a student happens to write an opinion essay that has a particularly differed opinion from the rest of the class, I'd suggest to the teacher that talking to the student about it, perhaps asking him to explain it, and being genuinely interested in what the student has to say will go a -very long way- in establishing a good relationship with the student.

Also, try to single out the people who are actually willing to take the work seriously. I know it's important for a teacher to give all students equal amount of instruction time, but students who are actually willing to learn really appreciate the 1 on 1 with a teacher. Even if it has nothing to do with the class. If a student comes into class 5-10 minutes early, and the teacher is already in the class, I greatly encourage the teacher to start a conversation with the student, assuming they want to talk. Ask about the weekend/break, or whatever. Just try to avoid talking about class. This brings you as a teacher down to the student's level, and it encourages them to step back, look at you, and learn to respect you.

As children, we are brainwashed (for lack of a better word) into believing that Teachers are not only our superior, but our master. We do what they say, they always know best, and we're at their mercy. In High School, more specifically the senior years, it's important for students to shake off that notion. A Teacher must be able to garner respect, and the friendship of their students. Then, tossing away the image of being a dominator really opens up a lot of the boundaries and takes a lot of stress and fear out of the students.

My favorite Teachers have always been the ones that are willing to sit down and play a game of cards with you during a lunch hour, or will hang around after class to talk if you show willing.

So in summary, as this is likely long-winded and full of commas, a Teacher should be able to bring themselves down to the Students level, while being able to maintain their position as the head of the class (not to let themselves be walked all over,) and be able to show willingness to interact with Students in a non-Teacher/Student relationship.

 

[Ellie]

That's another thing I missed - class detentions are a big no.

My French teacher used to always give a class detention. But then she'd say "now I know it's not all of you..."... then why give everyone a detention?

Stuff like that makes the harder working kids just think "why should I do work if I'll get punished either way?"