Teachers as Change Agents

I believe that everyone has at least one teacher in their lives that has inspired them in one way or another. As we grow, we are inspired by many different individuals, but there is always that one teacher whose voice stuck with you. After I read the course material on teachers as agents of change, I began to think about how the role of a teacher in a child's life has changed. Years ago, the primary concern of the public was the moral character of the teacher, but in today's standards what the teacher is capable of in the classroom is at the forefront of what is important. I believe both are of equal importance. The best teachers practice what they preach, and set a good example for their students. The moral character of a teacher is especially important nowadays because teachers are beginning to take on the role similar to that of a parent while the child is in school. Teachers tie shoes, blow noses, teach girls to cross their legs when wearing a dress, correct bad language, teach students right from wrong, promote good hygiene, instill the Golden Rule, instruct students to be tolerant of/accept one another, etc. For these reasons, a teacher should develop authentic relationships with their students. A teacher’s pedagogical character defines how effective they will be at teaching their students. Our readings mentioned that teachers today are expected to aid students in constructing their own knowledge, which I think helps students become better learners. They feel in control of their learning and are able to make stronger connections between old and new materials. The pride from “figuring it out for themselves” also gives them the encouragement and motivation they need to continue learning.

One idea mentioned in our readings that made me think was the predictable stages that teachers go through: concern about survival, concern about their teaching situation, and concern about the social and academic needs of their pupils. This immediately made me think of Maslow’s Hierarchy of Needs, that you cannot go on to the next stage unless your current stage is satisfied. The stages of learning to teach really made sense to me, primarily because I know I am at stage one right now. I am very happy with my decision to become an elementary teacher, but I sometimes worry that my ability to creatively and effectively teach 25 young minds is weak. I am not entirely familiar with every grade level’s curriculum, and I feel that I would heavily rely on my veteran colleagues for help with thinking of lesson plans and course materials. As a TA, I see this interaction among other teachers all the time, so I am no longer deathly afraid of not “making the cut”, but I do still worry some because I am anxious and eager to prove myself as an educator. Some of the teachers I work with have told me that it is because of these concerns that I will be a good teacher. I suppose I do agree with them, although this stance may be partially self-serving. No one wants to be “just okay” at their work, especially something they are passionate about doing. They want to be good at it, and are afraid to fail. But is passion enough to spark the rest of the professional development? Sometimes I say yes, we can do anything we put our mind to, anything we want to do. But then I really think, not in a job like teaching. I think that teaching is so much more than a skill one has. It is a talent. It is a lifelong learning process. It is not something to be taken lightly by any means.

So, what then separates the great teachers from the not-so-great ones? I believe that it is simply why they do it. Why they go to work everyday. I seriously doubt that there are people who become a teacher just “for the money”. Sadly, the public is very far indeed from overpaying its teachers. But what about those “summers off” teachers that are not in it for the money per-se, but the little perks that come along with the job? The ones who start the count down to June 30th on September 1st? First of all, I do not even consider that actually living. Who wants to go to a job that they dislike for ten months just for the ten weeks they have off? I know there are more days off then the summer throughout the year, but these ‘vacation days’ are not easily traded. A teacher must grade papers and plan. This cannot happen while they are teaching; it must happen outside of those responsibilities, and sometimes this follows them home. Probably most of the time. And I think the great teachers are okay with this. Great teachers are willing to accept the job with their arms wide open. They want to make a difference in the life of a child, and get enjoyment from watching young minds learn and grow. I feel a great sense of pride and accomplishment when I realize that I taught a student something. That I actually made a difference to one child. Great teachers are just as interested in educating themselves on how to do their job better as they are interested in educating their students. I also think that great teachers take charge of their own professional development and really strive to improve, no matter how well they appear to be doing.

I believe that it is these truly great teachers who have what it takes to be a change agent. Learning can never be “one size fits all” and therefore, teaching cannot be that way. We need teachers who get their students thinking about why things are the way they are and what else they could be. The teachers of today are indirectly responsible for the future, and we need to develop minds that are capable of doing great things. We need to teach children to experiment, to ask, what if? And in order to so this, teachers must also be capable of reaching out to children. In my job as a TA, I feel I have seen both great teachers and not-so-great teachers. But what I have also seen is that kids learn in spite of us. Children never stop asking questions and imagining things. But, ultimately, it is the truly great teachers that will inspire their students into adulthood and throughout life.