“On the job training”. That is the present day translation for Aristotle’s quote, “What we learn to do, we learn by doing.” This quote can apply to almost anything a person does, but is most easily relatable to a person’s career. My life, as of this moment and for the next year and a half, is best summed up by Aristotle’s quote. I am a special education teacher, currently stuck in the body of a substitute teacher. Because I am not currently licensed to teach my own class, I substitute for other teachers who are at home for the day, or who have other responsibilities. I’m not complaining about the job, honestly I don’t think it’s that hard. However, it is difficult to demand respect when you have a tag hanging around your neck that proclaims for all to see, that you are in fact, a substitute teacher! I have had many successes in my short stint as a substitute and have felt pride on many occasions. This pride comes from helping a student or even sharing a laugh with my class. I have had great experiences when I sub for special education teachers and in special education classrooms at the junior high and high school levels. However, it is the general education classes that seem to give me the most trouble. I know that I haven’t been doing this for very long, and it is pretty tough to tell a student who is four and a half years younger than you to get to work, but I have to try don’t I? I realize now more than ever, how Aristotle’s quote is true. I am learning to do what I will for my career right now. I don’t have my own class to go to everyday for a year but I do have the classroom experience everyday, and that on the job training will only help me when I begin my actual teaching career.
As I watched the presentation that was given on Monday night I often found myself relating to what Mr. Pfrogner was saying. When he gave examples about sensory memory, short term memory, and long term memory, I often found myself saying “yes, that happens to me.” I really enjoyed Mr. Pfrogner’s presentation. Assessment is obviously necessary. Without giving our students a quiz or a test or some other form of assessment, we won’t know whether or not they have a reasonable understanding of the material that we are teaching. In our book the authors stress that teacher’s tie assessment to their stance on education. Teachers should also have their assessment driven by learning goals. Teachers should also have a systematic approach to assessment as well as tie it to their instruction. The authors of our book also want assessment to be inclusive of the learner, and integrated into a manageable system. In education today, assessment doesn’t have to be a test or a quiz, and although some students crave testing and perform well with them, it is true that others excel in forms of alternative assessment.
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5 comments:
This was a great posting! It sounds like you have had some frustrations with being a sub, which I am sure is not uncommon. Don't take these experiences for granted as a sub because unlike you, I am working in the business world while i am learning about teaching which is still a win win situation like yours in that business is going to be my licensure area. You have the chance to not only gain on the job training which is what the quote is saying (to you) is the best way to learn, but you have the chance to truly develop your stance on education which is not an easy thing to do. I feel an aspiring teacher can put much time and effort into the "big picture" of education which is ultimately their stance, but chances are that will change as that teacher gets into the classroom, has on the job learning and experiences happen to him or her and then might feel overwhelmed about their stance and where they stand in regards to education. Take this opporutnitiy as a sub to really take everything in and trial and error the elements of your stance or what you think your stance is or might be. You have the chance to truly take your on the job experiences and learn what to do while you are doing it! You have a leg up, use it to your advantage! Once you have your stance down, everything else will follow and come naturally for you in every aspect of the classroom. GOOD LUCK!
So, is it safe to say then that, "What we learn by substituting is not always a substitute for learning?"
I agree with Andrea; I know you are taking it all in (LBDing in action!) I also agree that--for all of you--your stance will surely evolve as you develop as a teacher. Mine still is...
I also agree with you that Mr. Pfrogner's presentation tied in perfectly with our exploration of assessment--helping us see how, what, and why we are assessing. As Mark said (in his post), it all points to the effectiveness of authentic assessment.
Finally, your comment that "although some students crave testing and perform well with them, it is true that others excel in forms of alternative assessment" struck me. I think it's important for us as teachers to reflect on, not only so that we keep all students' various learning styles and preferences in mind and vary our methods/assessments accordingly, but also to remind ourselves that our job is not always to keep our students "comfortable"--as Thelen reminded us a few weeks ago.
Adam, I agree with your post wholeheartedly. I am also a subsititute teacher and I usually do elementary levels. In elementary levels I am expected to actually teach lessons all day and the first day I went in there I was clueless. I had no idea what to do or how to go about it. As I started subbing more it became more comfortable. Now it is no big deal going into a class a subbing for the day. I learned how to do it, but doing it. Just like your title states, it was on the job training.
I think your post struck home with many people in our class! I loved the fact that I am (we are) really "teachers stuck in a substitute's body." I have to admit that I don't really FEEL like a teacher quite yet. Also, as you mentioned, I NEVER realized what on the job training we would receive as subs!!
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