Sarah asks: Are today’s teachers flexible enough for the ever-changing needs of students?

           As I reflect upon teachers I have had throughout my primary and secondary years in school I remember a few teachers who taught according to the needs of my peers. There are always those teachers who  did manage to  lessons when the content or lesson planned was not reaching the students, for  whatever reason.   

The article “The Flexible Teacher,” I believe, highlights the reality of creating a course (with lessons, activities and expectations associated with a certain content and ability) only to realize that those expectations needed to be adjusted in order for the lesson(s) to be effective.  This instructor found out that things change and that instruction needed to change with particular groups, even at the college level. This instructor also came to realize that the students he was now teaching required a different type of instruction, a more hands-on approach, specific short-term goals and more individualized instruction rather than the typical college level approach that expects students to set their  own pace and monitor themselves in order to meet deadlines.

The way in which  the instructor addressed the problem is typical of a flexible teacher who understands the importance of monitoring and adjusting to suit the needs of the student body.   Every student at the k-12 level is different and require some type of adjustment academically. I have been impressed to see this type of sensitivity on the part of teachers in my experience as both student teacher and my prior experience substitute teaching in various schools around the New York City area.

My question to you is this:   when you think of your classroom now, as a student teacher, what situations have arisen that have made you realize that you need to be flexible in your approach to academic and social issues?

A concerned student teacher observes a lack of discipline within the building

            One of my greatest concerns about the school at which I am student teaching  is the lack of discipline that permeates the entire building.  Although my cooperating teacher and a number of other teachers working in the building provide a firm set of disciplinary rules while also displaying a strong sense of professionalism, there are many members of the faculty who lack essential communication skills and make very little effort to set up disciplinary rules or follow through with any consequences for poor behavior on the part of the students.  

            I believe the most notable problem at this school is the administration. The principal does not require any submission of lesson plans from any teachers and is rarely inside any of the classrooms in order to observe his teachers.  This has given many teachers the idea that they need to do “zero lesson planning.” Thus, I find that these teachers use class time for whatever they deem necessary.   What is even more of a problem is that there are very few disciplinary actions coming from the administration.   Students are not fazed by being sent to the office. This has fostered a sense of disrespect on the part of the students for rules, teachers and classmates.   .

            As a result of this extraordinary lack of guidance and concern on the part of  the  administration, the students and teachers at this school seem to follow their own rules. For teachers, coming in late from lunch or dismissing a class early is an everyday, acceptable  occurrence.   The consistent lack of concern and respect for teacher by other teachers is overwhelming. This lackluster approach to professionalism by some teachers has quickly transmitted to students and has created a community of people who are stubborn, unenthusiastic, and disrespectful. How can I, as a student teacher,  or even as a first year teacher, help to  improve the quality of professionalism and bring about a sense of respect in a school such as this?  

Cory is concerned about the school's role in reporting problem students

               There is no doubt that teen suicide rates are at its highest.  However, one might ask, how could this be?  Nowadays, schools place an enormous emphasis on anti-bullying programs, suicide prevention, HIB laws, etc.  Yet, the number of teen suicides is continuing to increase.  In fact, according to http://www.teensuicidestatistics.com/ suicide has become the third leading cause of death amongst teenagers in the United States.  Also, the article stated that 60 percent of high school students claim they have thought about committing suicide and nine percent have actually attempted suicide.  With all the extra precautions schools claim to be taking, something definitely is not adding up here!!!

            Recently, my cooperating teacher informed me that several students in our middle school have been sent to receive help after failed suicide attempts.  In fact, one student attempted suicide three times before he was finally sent to receive help outside of the school.  How could this assistance have taken so long?  I strongly believe that teachers, guidance counselors, and even school therapists/specialists wait too long to report the names of specific students who have serious problems. It would appear to me that there  has to be a clear and definite distinction between receiving help in school or receiving help outside of school so that the student can fully concentrate on getting healthy without any distractions.  In this regard, there should be no in-between.  If the student needs help outside of school, then he/she should be separated from the school environment completely.  Who has the right to make this “disaster” call?  The school?  The teacher?  The guidance counselor?  The school therapist?  The parents?  Clearly no one is stepping up in today’s society because the same exact problem is happening over and over again.  What do you think can be done?

            Finally,  do you believe that schools are making enough of an effort to prevent suicides, bullying, and HIB?  Many schools will take the first opportunity to brag about their workshops and training sessions.  However, the truth is…how many workshops have they had?  Most likely the answer is only one.  Furthermore, how severe are the consequences for students who violate the HIB laws and rules?  Most likely the answer is not very.  In the end, someone, somewhere has to realize that suicide rates are still continually increasing for a reason.  What do you think that reason is?