Question: How can teacher education programs continue to help teachers with problems—after they have graduated?
Answer/Quote: :”The six-year-old in Jennifer Rieck’ first-grade class at Field Park Elementary School in Western Springs, Illinois, was having a hard time dealing with his parents’ divorce. His reading suffered , and he talked frequently about his father leaving, which frightened the other children.
“It was a situation Rieck, a fourth-year teacher, hadn’t learned how to handle in her education courses at Elmhurst College [Illinois]—but she was still able to turn to her alma mater for support, the school’s monthly alumni mentor group, comprising fellow teachers and faculty. Rieck took the group’s suggestion and began having the child write letters to his father as a way both to boost his literacy skills and work through the emotions surrounding the divorce.” P. 6.
Comment: The college support system for teachers who have graduated sounds like a good idea. On the other hand, this particular problem is fraught with problems for teachers who are teachers, not psychologists. I would hope some guidelines accompanied the advice on having the son write to his father. RayS.
“Successes in English Teacher Preparation: Preparing Tomorrow’s Teachers—What are the Best Practices?” Lorna Collier. Council Chronicle: The National Council of Teachers of English (March 2011), pp. 6-9, 19.
History of the Teaching of English: 1994. National Board for Professional Teaching Standards. http://historyengtchng-rays.blogspot.com/
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