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Tuesday, June 27, 2006 | As a relatively new secondary level math teacher, with two years of teaching experience in San Diego County, I would like to add a few points which supplement Carl’s well-stated arguments.
My own observations indicate that schools’ staffs are largely inhibiting improvement of academic standards by their ambivalence towards diversity of personality and approach within the staff. Teachers entering the profession are instructed to concentrate on such elements as affective domain, social interaction with students and staff, etc., while achievements in students’ content area knowledge and academic performance are downplayed. What is the likely long-term effect if this trend continues? Which is truly of greater benefit to American society in the long-term: introverted teachers who are able to manage their classes well and greatly improve academic content standards, or extroverted teachers who joke around with the kids and create a great “affective domain” while
failing in their obligation to provide the kids with the skills they will sadly lack a few years in the future?