If you ask some teachers why they chose the teaching profession, they may tell you that they were 'born to teach.' In other words, teaching comes as naturally to them as taking a breath; it's a part of who they are. For others, teaching does not come as easily, but with the right guidance and support, they can become just as good at educating children.
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Teaching teachers how to teach begins long before the teacher enters the schoolhouse. The pathway to being an effective teacher starts during the preparatory stage, when the teacher candidate is given the foundational support for classroom practice. There are at least two ways in which teachers can satisfactorily prepare for their classroom duties based on state guidelines: traditional teacher education preparation programs and alternative routes to certification.
Many of us who enter the teaching profession do so by way of traditional teacher preparation programs. The traditional preparation programs are offered through colleges and universities and offer courses that are designed to give teacher candidates an overview of the classroom. Clinical and student teaching experiences are intended to give pre-service candidates an opportunity to apply knowledge from courses to real-world scenarios.
Alternative certification is designed for those who already have degrees and have decided to embark on a career as an educator. Alternative programs are attractive because an individual can start teaching as a lateral entry teacher while completing course requirements in a much faster period of time.
Learning to teach does not end once the teacher candidate graduates from his or her college program. Learning to teach remains a necessary part of an educator's career. There are still lessons to learn about the most effective methods for teaching and increasing student achievement. Many teachers leave the profession early on because they simply were not able to deliver in the classroom. However, with a few good strategies and effective support, the pathway to becoming a great teacher can be within reach for most of us.
Using student data is an often-overlooked critical component of instructional practice. Teachers cannot do their jobs effectively if they do not use data to drive instruction. Student data should be an integral part of strategic planning, from lesson plans to gathering of materials to use for instruction. Don't be afraid to ask for guidance if you have reservations about data-driven instruction. It's better if you are honest from the beginning and get the support you need rather than miss an opportunity to truly impact what you do in the classroom on a daily basis.
Every chance you get, register for professional development courses, seminars and workshops offered by your district and local universities. Some schools cover the cost of professional development or at least reimburse the cost with proper documentation. The bottom line is that you will need to stay abreast on the current trends in instructional practices if you want to be on top of your game. You can also network with other teachers and find out what they are doing in their classrooms to engage students and increase achievement. The best professional development workshops offer demonstrations of how certain techniques should look when done correctly, as opposed to assuming workshop attendees already know what to do.
It is common practice for new teachers to have a mentor assigned to support them in the first few years of teaching. Some mentors are very hands-on and actively involved while others are not. It may be in your best interest to identify other seasoned teachers who can give you some guidance and are willing to share some of their classroom strategies. You may even ask if you can sit in on some of their classes during your planning time to see first-hand how things are done and take this information back to your own classroom. Certain strategies may have to be tweaked to accommodate the needs of your students, but at least you will have a foundation from which to build your instruction.
It probably wouldn't hurt to have someone you trust observe you in the classroom and offer feedback about your teaching technique. This will really require commitment on your part to not take the feedback personally but to use it to improve your instructional delivery. Once you get feedback, you will probably want to use it to make personal goals based on what was stated and make the necessary changes as indicated. It may be a good idea to have the person who offered the feedback return periodically to give you updates about whether your performance is progressing.
Teaching how to teach begins during the teacher education preparation program but certainly does not end there. Teachers will continue to need support throughout their careers in order to improve their instructional delivery and maximize student achievement. Best practices for teaching teachers how to teach include using student data to drive instruction, professional development workshops, mentoring and offering constructive feedback. With proper support and strategies, you can be well on your way to becoming a master teacher.
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I would definitely recommend Study.com to my colleagues. It’s like a teacher waved a magic wand and did the work for me. I feel like it’s a lifeline.
