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<blockquote data-quote="Martie" data-source="post: 60463" data-attributes="member: 284"><p>This IS interesting. Historically, the way this is supposed to work is if you teach young children in elementary school, you should major in el ed, because ANYONE knows what is being taught, it's the how to teach to developing minds that is important. This has always made sense to me--by the way, how DO you teach a child to......? You all may have a very good idea having helped your difficult children etc, but the general population does not.</p><p></p><p>High school teachers are modeled on the professoriate: namely, the teacher should be an content expert. Of course, we've all met people who know their area, but can't teach at all. by the way, there usually is no instruction in "how to teach" for Ph.D.s who become university instructors. Enter the "methods" courses for high school teachers: the future teacher majors in a subject but is required to take some basic child or adolescent development and "how to teach" the specific subject classes. In many states a course in disabilities is also required due to inclusion. </p><p></p><p>Currently NCLB favors the second approach, i.e., teachers need to be "highly qualified" and one gets that way by majoring in subject matter.</p><p></p><p>I do not know how I feel about this because at least in grades K-5, my kids never had a teacher who would have been improved by being a non-education major, although some of them did, and were initially certified at the master's level. They were excellent teachers who majored in el ed.</p><p></p><p>There has been negative selection for teachers as long as I have been in the field. It will probably get worse as the boomer teachers retire. When the boomer children were in grade school, anyone breathing with a temperature above 98 could teach because there were 40 kids per class and not enough teachers even for that. I was in a Kdg class of 38 kids! I have no idea how the ONE teacher with no aide did it. She was a great teacher and I'm sure majoring in a subject wouldn't have helped but of course, it wouldn't have hurt, either, because it is always better to know more than less. I can't not imagine that was a good experience for any child who was lagging, not able to pay attention, etc. etc. but what was Mrs. Bruce supposed to do with 38 five year olds?</p><p></p><p>An off-shoot of this debate is, "How do you feel about hiring non-certified native speakers of foreign languages as teacher?" Most states will not allow it, except provisionally. Private schools do it all the time and generally, but not always, offer better foreign language instruction than public schools. On the other hand, being a native speaker of any language does not ensure that a person can teach it to others.</p><p></p><p>These are tough policy questions and a lot is at stake.</p><p></p><p>Martie</p></blockquote><p></p>
[QUOTE="Martie, post: 60463, member: 284"] This IS interesting. Historically, the way this is supposed to work is if you teach young children in elementary school, you should major in el ed, because ANYONE knows what is being taught, it's the how to teach to developing minds that is important. This has always made sense to me--by the way, how DO you teach a child to......? You all may have a very good idea having helped your difficult children etc, but the general population does not. High school teachers are modeled on the professoriate: namely, the teacher should be an content expert. Of course, we've all met people who know their area, but can't teach at all. by the way, there usually is no instruction in "how to teach" for Ph.D.s who become university instructors. Enter the "methods" courses for high school teachers: the future teacher majors in a subject but is required to take some basic child or adolescent development and "how to teach" the specific subject classes. In many states a course in disabilities is also required due to inclusion. Currently NCLB favors the second approach, i.e., teachers need to be "highly qualified" and one gets that way by majoring in subject matter. I do not know how I feel about this because at least in grades K-5, my kids never had a teacher who would have been improved by being a non-education major, although some of them did, and were initially certified at the master's level. They were excellent teachers who majored in el ed. There has been negative selection for teachers as long as I have been in the field. It will probably get worse as the boomer teachers retire. When the boomer children were in grade school, anyone breathing with a temperature above 98 could teach because there were 40 kids per class and not enough teachers even for that. I was in a Kdg class of 38 kids! I have no idea how the ONE teacher with no aide did it. She was a great teacher and I'm sure majoring in a subject wouldn't have helped but of course, it wouldn't have hurt, either, because it is always better to know more than less. I can't not imagine that was a good experience for any child who was lagging, not able to pay attention, etc. etc. but what was Mrs. Bruce supposed to do with 38 five year olds? An off-shoot of this debate is, "How do you feel about hiring non-certified native speakers of foreign languages as teacher?" Most states will not allow it, except provisionally. Private schools do it all the time and generally, but not always, offer better foreign language instruction than public schools. On the other hand, being a native speaker of any language does not ensure that a person can teach it to others. These are tough policy questions and a lot is at stake. Martie [/QUOTE]
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