Summary of the Article
“Eight lessons for becoming a great teacher you already are” is an article written by Mary Armstrong. Mary outlines explanations of the eight lessons that she learned while teaching. The first lesson is that teaching is about students and not teachers. Therefore, everything that a teacher does, including providing feedback for class papers, correcting test quizzes, and constant revision on coursework, revolve around students’ needs. Secondly, the classroom must display fairness because the equity behavior profoundly impacts the learners (Armstrong, 2009). Therefore, teachers should practice classroom equity in all aspects, including demonstrating honest critical inquiry, justice, respect, and authority. Thirdly, teachers should display courage while teaching because students often recognize the level of boldness they have.
The fourth lesson is that; efficient teaching is not about absolute respecting the plan but also deflecting from it a little bit. Lack of proper planning leads to distraction, but practicing a typical school schedule may limit student exploration. Fifth, teaching involves creating a pre-crisis classroom that entails the provision of equal opportunity to contribute. Teachers should view their classes as a living community by acknowledging the dynamics present and also respecting the opinions, including the marginalized students. Sixth, teachers should realize that civil disagreement is more valuable than polite or dishonest silence. Teachers should not view disagreements on topics such as politics, cultures, and values as inherently harmful. Instead, they should allow learners to articulate their perspectives on different issues when essential respectfully (Armstrong, 2009). Seventh, the teachers’ actions are always reflected in his or her students’ actions. Therefore, teachers should practice good behavior such as being time observant since learners often copy their actions. Eight, teaching entails practicing core elements such as caring and respecting students, owning relevant expertise, displaying commitment, and practicing generosity with time and knowledge.
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Personal Reflection
The lessons presented in the article articulate what teachers must consider while engaging with students. I agree that teachers must prioritize the needs of their students because their learners’ success is a good reward. Also, I concur that it is vital to practice classroom equity because it increases the opportunity of modeling students’ good behaviors. Although teaching students according to the school plan yields good results, I also believe that teachers should slightly deviate from the typical school plan to encourage students to discover some information independently. When learners explore for themselves, they will never forget the excitement of learning.
I agree that it is essential to incorporate pre-classroom teachings that reinforce diversity because it establishes a foundation for good behavior and helps learners feel safe. Furthermore, I concur with the view that disagreements on particular topics such as politics do not necessarily mean disrespect. It is not the educator’s duty to make all students reach a consensus. However, it is their role to establish a platform for the respectful exchange of opinions. Lastly, I also believe that becoming an exemplary teacher depends on the substantial elements of a person. Being a teacher is all about fairness, showing respect, displaying courage, and being student-centered.
Article Critique
Educators cannot teach well without guidance. Mary Armstrong understands the teaching principles because of her educational achievement and exposure in the teaching field. Armstrong believes that teachers should always become student-centered, demonstrate equity, show courage, involve learners, create a community classroom, allow healthy disagreements, and practice primary teaching elements. The author’s explanations directly target teachers, and the eight lessons have in-depth information on factors that educators should consider when engaging with learners in the classroom.
The arguments presented are valid. For instance, when a teacher is punctual, his or her learners will also emulate that proper time management skill. Nonetheless, the article has some weaknesses; for instance, the authors have failed to describe whether the lesson is intended for kindergarten, high school, or college teachers. Also, the use one a single book in the reference does not give adequate and varied points. Lastly, Armstrong has also failed to provide a conclusion to the article.
References
Armstrong, M. A. (2009). Eight lessons: becoming the great teacher you already are. Thought and Action , 7-14 .
