ERIC Number: ED036456
Record Type: RIE
Publication Date: 1969-Oct
Reference Count: 0
Listening to Teachers. Report Series No. 34.
Good, Thomas L.; And Others
Principals and university consultants are most effective in working with teachers when they address themselves to the real concerns of teachers. College instructors accomplish little by lecturing on how to maximize affective and cognitive growth when students first want to know, "Should I teach? Will I be able to control children?" Such preinstructional concerns might be met by giving them early experience as teacher aides and counseling with regard to their teaching aptitude. When 28 fifth and eighth grade teachers in six different schools were asked to describe the several children who presented their biggest problems, both elementary and secondary teachers identified more behavior problems than academic, were most concerned about the behavioral ones, and consistently attributed problems to factors other than their own classroom teaching, i.e., to the student's ability, attitude, or home life. The starting point for principals is not to provide such teachers with "strategies" for maximizing student gain, but to talk with them about the topics that most urgently concern them, e.g., for beginning teachers, "Can I send problem children to the office? Where do I get help with students who present severe learning problems?" Teachers who receive such support will become less defensive in examining their own teaching and more willing to change their behavior to facilitate student learning. (JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.