As Malcolm Gladwell expresses, America must be critical and selective when hiring teachers. By hiring a seemingly good candidate, it is inconclusive if he or she will fit the standards of an adequate teacher. In Gladwell’s article, “Most Likely To Succeed,” he reiterates which traits and actions an advanced teacher should employ, compared to a below average teacher. A candidate may fit the job requirements, but may lack an important skill once they are hired, such as using effective communication skills to teach students in a positive manner. Even if a student is bright enough to do well in a class, they may not reach their full potential due to being taught by a poor teacher. Evidently, this is an inconvenience to students and creates an …show more content…
When employers do not take the critical time to hire the most unparalleled teachers, it seems as if teachers do not set high in importance. There are still many mediocre teachers hired around the world, which almost wastes the time of students. As Gladwell invoked, teachers may have the basic skills to be proficient teachers; however, only some fit the smallest, most essential skills. It seems employers do not hire teachers wisely, and it’s just luck that a perceived excellent teacher proves to be just that. For example, Gladwell interpreted a high school math teacher as being a superstar in the classroom. This teacher would engage the students in a positive way by individually helping them. When a student, Ben, asked if his work was right, the teacher looked through Ben’s work critically, and gave him constructive criticism to help him understand how to solve the problem. Clearly, this teacher enjoys both math and …show more content…
With the low expectations of teachers, students are limited in their ability to learn. As discussed before, it is difficult to predict how well a teacher will do at their job before they begin working. This creates doubt when hiring anyone, and employers may not know if who they are hiring is the right choice. If teachers are judged by not only the basic requirements met, but also their interpersonal skills and how well they are able to teach in a positive manner, there will hopefully be less mediocre teachers hired. In the same way, both an advanced teacher and an average teacher are paid the same wages, which creates a flaw in education. Even more, there should not be average teachers in the workforce if all teachers are paid the same. Though this harms the advanced teachers, who deserve more than they earn, it also harms the students, as they are taught at a lower level by the inadequate teachers. Gladwell mentions these flaws in his article, but he also explains the traits good teachers should have, which brings a strive forward in this issue. Because of this, it is clear America must be more selective and strict when hiring
The author states in “A New Deal for Teachers” that in America, especially in poorer school districts, teacher quality is lacking. In urban districts, out of the new teachers hired in the next three years, about half of them will quit (usually the quality ones). The recruitment of better teachers is, as the author says, the biggest problem in our education system. He states that he’s been told by urban teachers that many of their colleagues are incompetent. Contributing to this is that state requirements are very low, which allows poor quality teachers into schools. Miller explains that smart and competent people who want to be teachers, are getting more and more difficult to find. This is true mainly because there are fields of work that those
Malcom Gladwell, is an author of numerous New York Times Best Sellers, who uses several techniques in his writing to clarify and support his argument. Gladwell’s techniques are using stories to appeal to the reader’s emotions. Using scientific facts and research to logically strengthen his argument. Also, writing about controversial issues to establish credibility with the readers. These techniques are found in “Offensive Play”, “Small Change”, and “Harlan, Kentucky”, works by Gladwell.
In chapter nine “Marita’s Bargain” Malcolm Gladwell recapitulates his theories from the other chapters of how one grows into becoming successful. Gladwell is convinced that just like Bill Joy spent many hours possible working with computers, the KIPP operates the school all year round to get many learning hours possible. KIPP students have the strict rules of “SSLANT”which stands for helping with social skills. In relative to chapter four “The Trouble With Geniuses” part two Gladwell tells a story about two intelligent men Robert Oppenheimer and Chris Langan, and how improved communication skills helped their success. Knowledge Is Power connotation of KIPP has five pillars in which one is “High Expectations” meaning no matter what other problems one has outside of the school they have to forget about them when in school, and just worry about their education. Comparable to chapter eight with the pilots, they had to learn to speak English while flying planes and not worry about their own language.
What is the definition of true success? Everyone has his or her own definition of success. For me success is to have earned the appreciation of honest critics and tolerate the betrayal of deceptive friends and most importantly being self-reliant. Some great writers have their own special wise thoughts on prosperity, for example, in Self- Reliance and Other Essays “Self-Reliance”, by Waldo Ralph Emerson suggest we all need to be individuals and put ourselves before anyone else. However, in Outliers by Malcolm Gladwell, he gives a different meaning of prosperity. He claims success is never the result of talent alone. Both of the writers Emerson and Gladwell have similar and different thoughts on what makes a content opulence and self-reliant
Wallis, Claudia. “How to Make Great Teachers.” Time Online. 13 Feb. 2008. Web. 16 March 2011.
It is a well-known fact that students entering higher education increasingly lack the academic skills necessary to succeed in their collegiate endeavors. It goes without saying that this is largely due to the widespread substandard education provided by legions of mediocre teachers—teachers who deliver shoddy instruction due to their own innately inferior academic abilities. At least, these facts are what Notre Dame Professor of Philosophy Gary Gutting would have readers of The Chronicle of Higher Education believe in his article “Why College Is Not a Commodity.” Although he makes many points that, if true, would be damning of the elementary and secondary teaching professions, Gutting stops short of proving his arguments logically or empirically. He claims today’s budding K-12 teachers often come from the bottom of the heap academically, directly leading to poor teaching—yet he provides no research to back up this connection. Furthermore, Gutting attempts to provide a solution to this so-called travesty by recommending that teaching be “professionalized,” ignoring the already-present professional practices and standards present. Gutting’s critiques, though thought-provoking, ultimately are logically and statistically unsatisfying in both their explanations of the state of teacher qualifications and in their calls to action.
279) to penetrate in the teacher everyday discourse so deeply that no one even questions their meanings, but everyone tries to use them in their teaching as if they are the guarantee of a good practice. However, as Cochran-Smith (2008) insists, good teaching cannot be fully regulated by the “high stakes contexts” (p. 279) and testings, as “good teacher education focuses on an expansive rather than narrow notion of practice” (p. 279), including the ability of teacher to build a good emotional rapport with the students and parents, responding to the learners’ needs, ability to demonstrate good problem-solving skills and so on, rather than being constrained only to the test scores, once again concluding that teacher education is a rather elaborated and complex
And while each of the six elements are important perhaps none is as important as the first, “Teacher leaders convey conviction about a better world.” (Crowther, 2008) Perhaps the single greatest ill to plague educators today is the deficit thinking that strips them of hope for their students’ and their schools’ success. “My pupils live in ‘this’ district, and go to ‘this’ school so their ceiling for academic growth lies here.” “Well of course they are academically unacceptable, have you seen our socio-economic status?” While these quotes may not be attributed to anyone individual the sentiment that drives them are pervasive in our education system today, and in particularly the district to which we find ourselves employed. Deficit thinking that places external caps on student production, and teacher ingenuity, is the greatest barrier to achieving success. Crowther ends his discussion of element one by saying, “we have been struck by the clarity of the values aspects of these teacher’s lives, and also by their sense of confidence regarding the power of schools and the teaching profession to shape lives.” (Crowther, 2008, p. 13) For Crowther, the first step in creating a successful school is recruiting or nurturing teacher leaders to unfalteringly share the same vision. That vision must be that all students can succeed,
Everyone has their own vision of success. For some,it is being rich and famous and for others it is to have a great impact on the world. In the first chapter of outliers Gladwell claims that success is something you need to work for in some ways, he fails to come up with a solution for people that became successful without working for it.
As I read these articles, I agreed with almost everything that was said. The Great Teacher Question: Beyond Competencies, by Edward R. Ducharme begins with a sentence that basically sums up my reason for teaching, “I begin this essay by defining a great teacher as one who influences others in positive ways so that their lives are forever altered” (Ducharme, 1991 p. 2). Over the course of a student’s education they will have many teachers, but there are maybe only one or two who are THE teacher. The teacher who impacts this child’s life in a positive way forever. The rest of the articles follow this same theme, suggesting ways that teachers can become THE teacher. One of the most important qualities I found in these articles (and one I
William Johnson begins discussing how teaching special ed. students are a huge task already without adding all the new requirements from the school. The school system is constantly changing and dealing with new problems which than affects the teachers job. You become labeled a bad teacher all because you cannot handle the added problems in your classroom. On top of that there is constant miscommunication between the principal and vice principal as to how you should teach your students. As a teacher you get so caught up in trying to do what they recommend that the students come second which than creates a passive learning environment. When that happens your students will let you know which they are very judgmental especially with your overall appearance as a professional. Even being labeled a good teacher you face obstacles like any other teacher but if you the teacher were to teach in a new and exciting environment you will have different results
According to Gladwell success emerges through a matter of circumstances. In his novel Outliers, Gladwell argues that the 10,000 Hour Rule is an important asset to becoming successful because it allows for the individual to master the skill he or she is trying to succeed in. He states that in order for one to master a certain skill, they must have practiced it for a minimum of 10,000 hours. I agree with Gladwell’s theory in which one becomes successful due to the external variables, like circumstances, opportunities and other factors that contribute to success, and that to be successful you must dedicate at least 10,000 hours to master one’s craft. Outside studies agree with the importance and indispensability of the 10,000 Hour Rule.
We have to admit that humans often need incentives. For most people, money is a driving force which can inspire them to make progress (Barbieri, 52). If by performing better, you could earn more money, I think most people would gladly perform well and strive to achieve better results. Teachers are also human beings, and the vast majority of them would feel the same. Higher wages can increase the enthusiasm and motivation of teachers. At the same time, merit pay can improve teachers’ motivation, not only because of the money, but also because of a sense of accomplishment (Honawar and Olson, 26-27). When a teacher, through his or her own careful research of teaching strategies, passion, and devotion to teaching, help his or her students get better grades and is also rewarded by the schools, he or she will be filled with a sense of purpose. This will make that teacher know his or her effort is worth it, and in following lessons he or she would strive to expend even more energy and time to improving his or her teaching level and quality. Meanwhile, outstanding teachers will also become role models for other teachers who do not get bonuses. In this case, in a school, it will form a healthy competition among teachers. Everyone will be more diligent and strive to improve the level and quality of their
...sionate professors who helped shape the type of teacher I would like to be. They found ways to talk to me in a manner that motivated me to want to improve, all while honoring the work that I have already done. I would like to bring this same moral into my classroom, when a child is motivated, passionate,and self-aware of their needs, strengths, and weaknesses, they can and will push themselves to improve. Students do not solely care about how much knowledge an educator has, but they care about how much these educators truly care. We shouldn't judge a person on how educated they are based only on test scores. The most educated person may not be the most suitable person to teach children. I may lack the test scores, however, I do not lack the passion and motivation needed to be a great teacher. If we cannot celebrate small successes, the final outcome is less weighted.
Our nation’s education system strives through the hard work and dedication of its educators. Often great teachers, principles and supporting staff are drawn to the profession because they possess the desire to empower, inspire, nurture and watch young people grow - not only academically, but also emotionally. These people are there because they want to make an impact upon our society and the lives of whom the reach. Highly effective teachers are those who have taken learning to new heights by accelerating student learning, closing achievement gaps that persisted for decades, and promoting a mindset of change. Moreover, the presence of highly effective teachers in classrooms today continues to manifest as a result of the support from strong school leaders (U.S. Department of Education, 2013).