In today’s Washington Post Answer Sheet, there is an article
“Are teachers born (not made)?” which question the emphasis being placed on
teacher education. The article suggests that there is something inherent in an
individual, something that person possesses from a very young age that destines
them to be a good teacher. I get that in a way. I think I was born to be a
mathematician. I excelled in math throughout school, majored in math at Tulane
University and won the Glendy Burke award for being the top math student in my college
class. I went on to obtain admission to Columbia University as a National
Science and Woodrow Wilson Fellow for graduate studies in mathematics. There is
no doubt that much of what I understand and could do was a gift, not something
I was taught in school. Of course, I could never have succeeded at Columbia
without having had courses in mathematics, and the fact is, today, over thirty
five years later, I don’t recall a lot of what I learned. I doubt that I could
solve theorems like I did before. I chose to become a psychologist and it is
clear to me that there is an underpinning of the natural mathematician in me in
my work as a psychologist. I see things from a different angle than some of my
colleagues and I can root that in my prior experience as a mathematician. That
said, I could not function as a psychologist without the training I had in
graduate school and I could not have functioned as a mathematician, if that is
what I had chosen to do, without courses in mathematics. And the reality is,
there are lots of people in math or math related fields who may not have been
as natural at it as me, but still work in those fields and contribute with what
they do. After all, we don’t just need great teachers, we need a lot of good
teachers, too. We need trained teachers, and along the way, we’ll get a few
great ones.
But let’s get back to teacher training and the specifics of
what teachers do, and on that score, I am shocked and dismayed by the dearth of
preparation teachers get in the theory, research, and practice of homework.
Perhaps, your child’s great teacher was just born with a gift for relating to
kids in a very special way. God knows it’s not me. I may be bright, but if I
taught school, I think I would need to work at it hard. 20+ kids in a room every
day, I’m booking the other way. That doesn’t mean I could not have learned and
adapted to the setting with time. But it’s not what I chose nor what I think
would have been natural for me.
But let’s take that “great” teacher, the natural-born one.
How does that teacher know what to do about homework? I’m sure there are many
excellent teachers who have learned over the years that homework has less value
than it was touted to have and that it has some truly negative effects on
children. But what does that teacher do
on the first day of class of the first year he or she is teaching? The fact
that she may be destined for an excellent career which will evolve over time
does not mean she is excellent that first day. She needs to know what to do and
she needs to know what to do about our general societal expectation that she
give out homework assignments. And as she proceeds down the path of a sterling
career, she is vested with huge amounts of power to make decisions about what
will go on in her students’ homes.
As those who follow my writing know, I’m a psychologist, not an educator, and I focus on homework since that is the primary issue related to school that comes to my attention. People don’t bring their children to me because they had trouble with a subject in school. People come to me when they are pulling out their hair, sandwiched between their child’s insurgency and unrelenting demands that are coming from the school. So there may be many issues that are critical for the budding, albeit natural-born teacher, to learn in school to get her up to speed. Please, let’s start adding homework to the curriculum and let’s wise up teachers to the fact that no matter how important you think tonight’s assignment may be, you are still operating on someone else’s turf.
*****
Dr. Kenneth Goldberg, is the author of The Homework Trap: How to Save the Sanity of Parents, Teachers, and Students, published by Wyndmoor Press.
I recommend giving copies of the book to the teachers at your child's school. Discount purchases are available through Wyndmoor Press. Single copies can be purchased at Amazon.
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