Building a Better Teacher: How Teaching Works (and How to Teach It to Everyone)
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- Building a Better Teacher: How Teaching Works (and How to Teach It to Everyone).
Publisher Synopsis "Elizabeth Green reveals, in cinematic detail, what makes great teaching such a dazzling intellectual challenge-and why it has taken us so unforgivably long to care. User-contributed reviews Add a review and share your thoughts with other readers. Be the first. Add a review and share your thoughts with other readers. Similar Items Related Subjects: 2 Lehrerbildung. Linked Data More info about Linked Data. The rollout of the Common Core State Standards appears to be replicating this dispiriting pattern in many places.
She focuses on Doug Lemov, an entrepreneurial-minded educator who started a charter school in Boston in the mids and later became a managing director and teacher trainer with the Uncommon Schools charter network. As part of his job, he began compiling an inventory of effective teaching techniques. Technique No. The taxonomy includes plenty of useful, even commonsense, advice. Green finds that out of some 55 students who started at the school in seventh grade, only 11 made it to their senior year, an astounding rate of attrition.smarceslylo.tk
Building Better Teachers
A later class began with sixth-grade students and was winnowed to 30 by graduation. She is absolutely correct about the importance of self-critical reflection and collaboration. There was just one problem: we teachers—juggling tutoring before and after school, supervising clubs, or coaching sports—had only one period a week to meet as a group. That lack of time is an American anomaly, and it is key. Since , the Organization for Economic Cooperation and Development has been overseeing tests of year-olds every three years among its members.
The tests also record other information about classroom instruction around the world, and American researchers, policy makers, and pundits have pored over the results for clues to improving our schools. For example, the United States falls roughly in the middle of the pack when it comes to class size. Countries with far larger classes than we have, such as South Korea, outperform us.
So do countries, like Finland, with smaller ones. But class size is a crude measure of a more important, encompassing concept that is worth attending to: teacher workload. How much time do teachers spend on classroom instruction, and how much time do they have outside of class to devote to the other considerable, less visible aspects of the job: lesson planning, paper grading, conferring with students, calling parents, meeting with colleagues to discuss methods and goals.
Here, the PISA results are not ambiguous. Every single country that outperforms us has significantly smaller teacher workloads. Indeed, on the scale of time devoted by teachers to in-class instruction annually, the United States is off the charts. We spend far more hours in the classroom on average, twice and nearly three times more in some cases, than teachers in any other OECD country save Chile. Finnish high-school teachers, for example, clock hours in the classroom each year. In Japan, home of jugyokenkyu, that number is In the U.
Figures for elementary and middle school show roughly the same skew.
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In practice, this means that most teachers in this country have zero time to work together on new pedagogical approaches and share feedback in the way Green advocates in her book.