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The real issue is that the days of the "Common Branch" or "K-6" license are over. Especially with the introduction of Common Core, all levels of teachers should be specialists in their subject. Expecting a teacher to prepare students for a high stakes test in more than one subject is ludicrous.
Add to this the increasing "neediness" of students and it is clear that even elementary schools should be departmentalized.
While I see your point about departmentalization from a content aspect, developmentally young students need the consistency of one primary teacher, with limited specials. Yes, schools should be about academics but you can not ignore their emotional needs. I think departmentalization is the wave of the future for 4th and 5th grade, maybe 3rd, but below that is not in the students' best interest, although it would be a lot easier for teachers because of less planning.
While I see your point about departmentalization from a content aspect, developmentally young students need the consistency of one primary teacher, with limited specials. Yes, schools should be about academics but you can not ignore their emotional needs. I think departmentalization is the wave of the future for 4th and 5th grade, maybe 3rd, but below that is not in the students' best interest, although it would be a lot easier for teachers because of less planning.
I agree with you completely because I also believe that using high stakes testing before grade 4 or 5 is also ludicrous. Ideally, if these tests must be used, the first one should be some type of exit test from the elementary level.
However, since there is so much riding on testing in middle school, then at least for math and english departmentalization should begin at the grade 3 or 4 level. I may be wrong, but I think elementary level teachers would be more comfortable assuming responsibility for art or computers to extend contact time during the day. Then math and english could be specials or clusters.
Of course, if our supreme leaders would recognize that the need for developing social, emotional, and work skills should precede immersion in deep academic pursuits, then maybe pre-k through grade 2 could be allowed to address these needs. Then, maybe when students are confronted with the Common Core they are actually prepared to handle the demands.
Of course, all this requires a deviation from the corporate profit driven model of education we currently function under and an acceptance that students are not widgets being manufactured in a factory.
I agree with the notion that through roughly third grade, students need the stability of one primary teacher. That said, we have teacher preparation programs that usually place a lot more emphasis for K-3 teachers on the ability to teach reading/literacy and not as much on the teaching of math/numeracy. I think that more emphasis needs to be placed on the latter.
I would love to see that chart. One thing we don't do enough of is comparing what we do to what successful teachers do. I swear every teacher reinvents the wheel in the U.S. That was one thing I wasn't prepared for when I went into teaching. This is my 6th year and I finally feel ready to teach my content. Classroom management is going better too. I don't feel like I'm spinning my wheels anymore. It's shouldn't take this long. If Industry can train engineers in 3 years, we should be able to have teachers at top efficiency in the same time.
One of the issues I see is teaching is done in isolation. The only real feedback most of us get is on our PR. When students and parents are angry they're more than happy to give feedback but few do if they're happy with what you're doing. Sometimes it's hard to know what to keep and what to throw away when all you hear is the negative. I'd love to see how my lesson plans compare to those taught elsewhere.
Sorry I'm just now getting to this. The chart is attached below. It's interesting how much the NCTM standards align with what happens in the typical Japanese classroom. Unfortunately misconceptions leading to opposition and the current regime of accountability makes this style of teaching very difficult to implement.
I taught for years in Houston's inner city and then a suburban school. I always taught math in small group based on ability. I taught K-2...ESL,Spec Ed, and Gifted. (all at the same time). My lessons wer based on the kids needs and I taught them in their zone of proximal development. It was not hard, and all of my students showed at least 1 years growth. (if not more)
Pretest before starting a unit, teach in small group, retest in the middle, regroup and teach some more, then test again.
This doesn't deserve a response. They take math in college, and because teachers at this grade level are generalists, they don't NEED calculus and all of that other stuff to teach basic math skills. They DO need to know HOW to present the material.
Your post is an insult to elementary teachers.
NCTQ is a propaganda outfit and has NO credibility. It believes anybody off the street can teach and wants to do away with licensure laws.
Right.
The teacher Colleges need to start showing the tricks which can help slower students learn things like their Multiplication Tables. I taught school a long tome before I discovered that ALL the Multiplication Tables can be calculated on the fingers of the hands, not just the 9 Tables, which every teacher finds out is useful.
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