In recent blog post "Redefining Teachers with a 21st Century 'Story,'" Thom Markham makes four main points:
I do think that it is possible to encourage creative thinking while still teaching your students the skills they need to pass standardized tests. After all, with No Child Left Behind, teachers' jobs are at risk when their students do not perform well on tests. However, it is not easy. It takes a lot of effort and thought. It will probably, as Markham suggests, take living in the collaborative reality and asking advice from other teachers.
Something that Markham might have mentioned more is supporting students for English learners and students with special education needs. It is true as he mentioned that helping students become "better" learners and better people is the "most acute" challenge teachers face. But if we are to develop a truly global vision as he suggests, it means including some of the people who are not always included. English learners need support to live in the collaborative reality of schooling, as do special education students. While we are redefining smart, let us look at what special education and English learning students have to bring to the table, and make sure that they can participate.
Markham is right: teachers face many challenges. It is almost overwhelming to think about the task at hand. It is exciting, too; I would not have gone into this calling, otherwise! But I would recommend that teachers include in their collaborative networks not only other teachers, but parents, school and district administrators, and community members also when possible.
Sources:
Markham, Thom. (2015, February 11). Redefining Teachers with a 21st Century Education ‘Story’. Retrieved September 17, 2015 from http://ww2.kqed.org/mindshift/2015/02/11/redefining-teachers-with-a-21st-century-education-story
- appreciate the beauty and challenge of the present moment
- contribute to global vision
- redefine "smart"
- live in the collaborative reality.
I do think that it is possible to encourage creative thinking while still teaching your students the skills they need to pass standardized tests. After all, with No Child Left Behind, teachers' jobs are at risk when their students do not perform well on tests. However, it is not easy. It takes a lot of effort and thought. It will probably, as Markham suggests, take living in the collaborative reality and asking advice from other teachers.
Something that Markham might have mentioned more is supporting students for English learners and students with special education needs. It is true as he mentioned that helping students become "better" learners and better people is the "most acute" challenge teachers face. But if we are to develop a truly global vision as he suggests, it means including some of the people who are not always included. English learners need support to live in the collaborative reality of schooling, as do special education students. While we are redefining smart, let us look at what special education and English learning students have to bring to the table, and make sure that they can participate.
Markham is right: teachers face many challenges. It is almost overwhelming to think about the task at hand. It is exciting, too; I would not have gone into this calling, otherwise! But I would recommend that teachers include in their collaborative networks not only other teachers, but parents, school and district administrators, and community members also when possible.
Sources:
Markham, Thom. (2015, February 11). Redefining Teachers with a 21st Century Education ‘Story’. Retrieved September 17, 2015 from http://ww2.kqed.org/mindshift/2015/02/11/redefining-teachers-with-a-21st-century-education-story