For Teachers Who Are New At This

By Maureen Monroe

Teaching does not simply imply teaching; this profession requires wearing the hats of so many necessary hats in this diverse society.

A teacher must often wear the hat of a construction worker to repair the years of damage done and left uncorrected. Like a painter, a teacher strips old paint before restoring a brand-new color. Teachers must arm themselves with the inherent belief that all students want to learn, better themselves and their family and community, and most of all, make the world a better place for all.

A teacher who motivates students and sells the idea of education changes that student no matter how small, and as the metamorphosis takes place, a teacher’s greatest reward is knowing that child emerges from a cocoon into a butterfly to then make a difference in somebody’s life.

• Language: English
• Publisher: Page Publishing, Inc.
• Release date: Dec 13, 2021
• ISBN: 9781662439100

Book preview

Empowerment for Teacher and Student

Motivation

Students who engage in intellectual growth all have common characteristics. Their similarities are not astounding; teachers see these daily in the myriad of students they instruct. Students who engage intellectually are a picture of these attributes, according to Vito Perrone’s study (1994). They define the content of work they embark upon. Since they have a voice in the matter, they take responsibility for the success of the product. Students look into possibilities of where they want to go, and when the direction lies in an area of interest, excitement grows with the wonderment of knowns and unknowns. They choose topics that stir up questions that linger, are thought-provoking, and may give newness to an old, dry, overstated subject. When they choose subjects and topics, they tend to lean toward the different, bizarre, and strange; but it’s important to them, regardless of choice, that their work gains respect and freedom of expression. Essential to them is the entry point since everyone will not begin at the same place. Students all need autonomy in approaching the work that they engage in, for this promotes honor and great pride. The resultant creations portray originality, become public products on display, and illustrate expertise. The activity or product depicts a hands-on subject that stretches far beyond boundaries, perimeters, or predictability. Teachers who pass on the passion for a job well done encourage students. Teachers respect the accomplishment as meaningful and valuable. These teachers directly influence and stimulate the student’s intellectual environment in a positive manner (see appendix A).

Vito Perrone’s study of students from all academic levels and ages supports empowering education for all students. Perrone concludes that educators cannot continue a process of providing a thoughtful, inquiry-oriented education for some and a narrow skills-based, understanding-poor education for most (1994). This study brings to light some basic truths that exist in school systems in the United States. Minority students, for example, lack higher thinking skills because the classes they attend do not provide inquiry-oriented education while for the college-bound student, the teaching of higher thinking skills is part of the curriculum. Perrone