RR1 Edss530 J. Geiger 2/2/10

The inference that America’s high schools are badly out of tune with the times is the point that resonated with me. The quote: “The high schools are failing all of our kids some of the time and some of our kids all of the time”, is a very sad and sorry conclusion. Are the high schools responsible for the “failings” or is it a function of the teachers? The observations that I have made, in both excellent school systems and poor school systems, caused me to conclude that the teacher has the control of the education of the student in the classroom

The teachers who control the classroom are the ones responsible the positive change. It is in the classroom where the teaching and learning seeds are planted, cultivated, and harvested. Certain teachers can teach in any school system and have good results. With others, the converse is true. What is the difference? The successful teachers adjust lessons to the needs of the student, the climate of the class, and the content standards. These teachers become their own critics, are honest in their self-evaluations, and revise and redo the lesson plan if appropriate. They place themselves in the background and follow the assertions, issues, and principles outlined in the first chapter. Creating a climate of the national curriculum standards in the classroom is a key for success for these special educators.

The other standards I see as most relevant to success are student centered, experiential, expressive, social, collaborative, developmental, cognitive, and constructivist. This is “Best Practice” teaching and the best teachers follow these principles and are successful at all levels and school systems. The students working in clusters or cohorts seemed opposite of the Rethinking Chapter 1 since it wants and promotes scaffold learning and inclusive education. Many of the components of “Second to None” correlate with the “Best Practice High School Model”. Problem centered curriculum give students’ hands on experience and collaborative learning. Interdisciplinary connections that allow students to connect are part of collaborative learning fostered in “Second to None”.

Assessments, to me, are such an important part of a teachers’ skill development and keys in with each students’ progress, lesson planning and success. This is the area I would like to investigate further and continue to develop my expertise in.