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Teachers Without Borders

Researchers Push to Import Top Anti-bullying Program to U.S. Schools - Kansas City, Mis... - 0 views

www.infozine.com/...48669

Anti-bullying schools research Finland US bullying

shared by Teachers Without Borders on 22 Aug 11 - No Cached
  • An interdisciplinary team of researchers at the University of Kansas plan to bring a highly successful anti-bullying effort, the KiVa program, to American schools. Starting as early as the 2012-13 school year, a pilot program could kick off in selected classrooms in Lawrence, Kan. If shown to be successful there, soon afterward the model could expand nationally. KiVa, implemented in Finland in 2007, has impressed researchers with its proven reduction in bullying incidents.
  • The program takes a holistic approach to the bullying problem, including a rigorous classroom curriculum, videos, posters, a computer game and role-play exercises that are designed to make schools inhospitable to bullying.
  • “The KiVa program targets the peer environment, trying to create an ecology where bullying is no longer tolerated,” said Anne Williford, assistant professor of social welfare at KU. “Instead of targeting only a bully and victim for intervention, it targets the whole class, including kids who are uninvolved in bullying behavior.
Teachers Without Borders

What Teachers Have Learned - Room for Debate Blog - NYTimes.com - 0 views

roomfordebate.blogs.nytimes.com/...what-teachers-have-learned

nytimes.com teacher development pre-service teacher education

shared by Teachers Without Borders on 23 Aug 09 - Cached
  • What we need are teachers who are much more competent in their subject areas!
  • I’ve seen many teachers ‘bomb’ over the years because they knew their subject matter, but not how to interact with, or be a role model for, children.
  • I am a 21-year veteran teacher who took a whole boatload of education courses in furtherance of my BA and MS degrees. They were utterly useless. The only thing that actually prepared me for teaching was student teaching. All of the other courses taught theory, but nothing practical.
  • ...13 more annotations...
  • In my opinion, the effectiveness of a teacher is almost impossible to predict until you see them in the classroom for quite a while. Also, a person’s educational background and pre-selection (masters/no masters/Ph.D./Teach for America/Teaching Fellows) cannot predict how they will succeed in the classroom.
  • Empathy is what enables a teacher (or any leader, in truth) to know, in every moment, what a child needs. They know when to call on a student and when not to, when a child has problems at home, when they need to raise the bar and when to lower it.
  • Watching a great teacher interact with students is as inspiring as watching an Olympic athlete. It’s an intuitive and emotional gift and it can’t be taught or instilled with any certification. The degrees mostly just enable educators to speak a common language — a necessary aspect of a profession.
  • As a former teacher I find it interesting that all the focus is on teacher preparation. Nothing was said about class size or collaboration with other teachers. It is assumed that one teacher, in front of a class, is the answer.
  • I believe that the best preparation for teaching is a combination of pedagogy and a strong apprenticeship — a marriage of traditional preparatory and alternative certification programs. All new teachers would benefit from a year of full-time work in the classroom beside an experienced and effective teacher.
  • I left the field because I couldn’t stand this version of corruption, where everyone tries to do the easiest thing instead of the right thing.
  • Pedagogy is fine and good when you’re in academia; however, most of the education school professors haven’t been in a classroom in 20 years and have no idea what works and what doesn’t.
  • That said, I have taken professional development coursework offered through local education schools that were absolutely laughable. Sitting through a 5 hour session that culminated in making a caterpillar from an egg carton is a waste of time. I went to learn how to produce higher rates of literacy in English Language Learners — not how to produce a cute craft of little practical value.
  • I was voted as “Teacher of the Year” at the High School I teach at, and I have never taken an Education course. I have a Master’s degree in Engineering. After 20 years in industry, I became a Math and Physics teacher through the alternate route to certification here in Vermont. I have written a published article comparing the difficulties and joys of teaching with those in industry (For the Love of Kids).
  • I have come to the conclusion that an Education degree for teachers and especially for administrators is a detriment to the education of students, not an asset. How much better to bring real life experience to the classroom than the rote prescriptions taught in the Education classes.
  • teachers should be given comparable credits for spending the summer interning for an NGO or a business.
  • This means that almost all schools would rather have a student right out of college with a teaching major and no real world experience than someone who has 20+ years of working in the real world.
  • I wasn’t the best at classroom management, but then I wasn’t so terrible at it either. I was turning into an automaton, and just as alarmingly, my students were too.
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