Explaining how and why you see things differently post

Explaining how and why you see things differently post

Explaining how and why you see things differently post: Assuming the Role of a Teacher Teachers are integral to the teaching and learning process and whether or not standards are being adopted or created, the teacher’s role can never be undermined. The scholarly articles provided a numerous perspective on the pressure teachers face because of the accountability levels in each district, which often leads to demoralization. Noddings (2010) suggests that teachers move away from the standard curriculum and teach in a roundabout way so that students can acquire the knowledge and skills need to master a certain standard. This clearly equips students to be able to attack any assessment whether state or national. This is good news for teachers because teaching to the test only allows students to master limited content and later regurgitates this without application skills. Noddings (2010) argues that standardized tests should not be used to decide promotion but should be used as checkpoints to see how both teachers and students are doing with respect to basic curriculum. Being a teacher and of course a critical stakeholder, this information creates an ease that allows free reign for students to invent, communicate, explore and use a variety of talents to fulfill course requirements. “We have sacrificed richness, depth, and creativity to a dull struggle for higher and higher scores on material that is quickly forgotten when the test is over” (Noddings, 2010). Vance (2015) clearly argues that creativity should be a common core standard; one, which should be measurable and will allow students to extemporaneously, be creative with a song or poem. Any teacher can attest to the numerous minutes and days it will take students to organize and present content through fine arts. This type of assessment allows for collaboration, critical thinking skills and the ability to communicate effectively in order to create high quality results. These ideas are not new in the classroom, but many teachers are afraid to take this time because its not even implied in the curriculum and many are afraid that test scores will fall because the standards weren’t followed through and implemented in the way the curriculum intended. The writers of both articles are Educators themselves and are credible sources. They are not just writing from the standpoint of a by stander, but as people who have worked in education and have experienced the high and low points of system that is flawed. Dr. Keith Vance has taught developmental writing courses and intermediate courses in the writing program at UC Riverside since 1996 and he is currently working with Inland Area writing project leadership to develop a series of reading/writing connection workshops for area High school teachers. Nel Noddings is the Lee L. Jacks professor of education, emerita, at Stanford University and the author of When School Reform Goes Wrong. These articles are quite relevant to the matter at hand because they examine standard based teaching and the impact it has on teaching and learning. They also highlight the dilemma teachers face when it comes on to curriculum restrictions and flexibility in the learning environment. Teacher perspective on Case Study Issue Educators deem themselves agents of change and their roles are exactly that. Does a set of standards improve or limit education for all students? Without a doubt they do limit education for all students. This is so because standards are not created based on the needs of the academic demographic of our students, but rather the academic expectations of chronological age and maturity. Standards are not created based on accessibility of key resources that are needed to implement a curriculum rigorous enough to meet these standards and therein lies the problem. Teachers have the mandate to ensure that all students learn and most times they do, but not at the expected levels of standards that are measured on state assessments. If one examines the Common Core Standards that most States have adopted, it will be evident that there are no allowances for students who have struggled all their lives with learning disabilities and learners of English. Where are the alternative assessments for students who are not considered severely disabled? What is the expectation for English Language Learners? These articles project the inner struggles of teachers and highlight a sense of awareness that everyone concerned should advocate for. Vance (2015) through the article, challenges teachers to step outside the curriculum and create opportunities for students to engulf themselves into creative techniques they can easily identify through literary works. Moving Forward Teachers are the movers and shakers of the teaching and learning process and so the most natural steps to take in moving forward would be to reevaluate teaching methods and strategies. Being creative with how students are presented with information will only add to the dynamic of lessons and create autonomy for students as they navigate through content. A teacher, whose sole purpose is to ensure that all students obtain success, will manipulate curriculum and tweak it in ways that will benefit and ultimately produce success. The teacher’s role Moving forward is to be an advocate for standards that foster creative outcomes. “Attention to individual students has implications throughout the framework for teaching. Naturally, the teacher’s knowledge of individuals” (Danielson, 1996, p.35). Reference Noddings, E . Teacher tess in testing land. (2010, January 9) Retrieved from http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=9&sid=f12a4509-6b31-4526-a628- Vance, L. E. Should creativity be a part of common core (2015, March 12). Retrieved from http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=9&sid=f12a4509-6b31-4526-a628- Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.

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