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What Teachers Learn From Teaching

My freshman year in high school was my worst academic year ever. It’s not that the work was hard, or the workload was heavy, I was just having a hard time adjusting to life in a Catholic, all-boys, all-boys-preparatory school, after graduating from 8th grade the previous year. or spent more time dancing.

My mother’s decision to remove me from the public school system (and my cool friends) would ensure that I would spend more time in books than on the dance floor. Due to my apathetic attitude, I failed some courses and barely passed some courses.

One day while grading homework (which I hadn’t completed), my Spanish teacher and final advisor, Mr. Pacheco, looked me straight in the eye in front of my entire class and sternly said, “When are you going to stop pretending?” let alone that they are a very gross person?”

It roughly translates to mean foolish boy. I was offended by the expression.

He told me to stop wasting my mother’s money and take advantage of the opportunity I was given. I was still upset.

After class he talked to me about my “attitude”. It was during this conversation that my academic fortunes changed (I ended up winning Spanish honors), and little did I know, it planted the seeds of my career as an educator.

Fast forward many years later…I am now a university professor.

One who deals with students who have attitude problems. Since studying “higher” is voluntary, you’d assume that the apathy I clearly displayed as a freshman in high school wouldn’t be a problem for college students…guess again.

The sad truth is that most college students are more concerned with completing a course and getting credit for it than they are with learning from it. For many of them, there is no difference between “B” and “A”.

I once asked my students what they felt was the difference between the two grades, and one student replied, “More paper.” What a profound statement.

Marty Nemko, a career counselor based in Oakland, California, writes in his book, How to Get an Ivy League Education at a State University, “Employers often report that many of the new graduates they hire are ready to work, lacking the critical thinking, writing and problem-solving skills needed in today’s workplace.”

It seems that avoiding “more paper” is habit forming.

Mr. Pacheco once told me that the real purpose of school is to learn how come to think what to think

Many of today’s students are not challenged to think; they are graded solely on their ability to retrieve or recall information on a test—and pass—that is more likely to be selective or true/false (which students overwhelmingly prefer).

What teachers learn from teaching is that these types of tests only test students’ short-term memory and critical thinking skills. It is for this reason that I have never been in favor of multiple-choice or true/false tests.

Conducting experiments or projects that demonstrate the type of work calls for the education that is done it is how teachers should measure a student’s correct understanding of the subject.

It also allows us to accurately assess their ability to think in a solution-oriented manner. After all, education is not knowledge until it is experienced; therefore, we need to simulate situations that will be encountered in real life situations.

Unfortunately, this is the exception, not the norm for low-paid, hard-working teachers who often repeat the same exams year after year for convenience.

What I have learned from teaching is that students who are interested in their subject matter and have a plan to apply their education in the near future for some endeavors, they are those who advance academically and professionally.

Their self-interest compels them to dig deeper and wrap their minds around the issues, as a result, they become graded thinker Students who are graduate thinkers are in greater demand and short supply than those who are not college graduates.

This is a point that today’s teachers should be talking about – especially when you consider that the market is no longer saturated with workers who have degrees. Entrepreneurs rise above the ranks of top thinkers, and employers love (and reward) them when they take on the challenge. show the depth and breadth of their thinking ability.

What teachers learn from teaching is that degree thinkers are also happier people.

Statistics show that those with college degrees earn more. According to some estimates it is more than 50% (depending on the job and degree). In dollar terms, that’s more than $23,000 a year. The government uses these statistics as marketing tools for higher education; universities use them to drive higher attendance on their campuses.

The relationship between obtaining a license and a productive life as a result of the opportunities created using training cannot be overstated enough. Teachers need to do a better job of teaching students about that connection.

What teachers learn from teaching is that our education system is designed to maintain our nation’s precarious workforce status quo.

Students liken the nation’s apathetic workforce to only being preoccupied with survival (independence; defined as occupational and financial satisfaction), while only a minority are sufficient for success (success; defined as occupational and economic satisfaction). .

This stupidity is the root of the reason why most people hate their jobs.

What’s worse is that many people accept their hatred and live with it. This aversion comes partly from unemployment or underemployment; as a result your passions are neglected and your true talents are not utilized.

Somehow people have been conditioned to think that if they compartmentalize their hatred of their jobs, it will make it easier to ignore their dissatisfaction. Those who hold demanding and demanding jobs predictably offer the outwardly prosaic justification of money as an excuse while they breathe and suffer in silence.

I offer them these simple facts:

There are 8760 hours in a year. You spend 2,555 hours a year sleeping (a generous estimate based on 7 hours of sleep per night). You have 2,496 weekend hours per year. We spend 2,080 hours (or more) at work each year, based on an 8-hour day.

Is 2,080 hours a lot of time to spend doing something you hate? If you learn what you love to do as a student before you graduate, you will be able to breathe freely every day when you join the workforce.

What teachers learn from teaching is that students take time for themselves.

Time spent in college is preparation time; time to prepare you for life. The classes you take, the activities you participate in, and the people you spend time with represent investments that you should be looking for a return on. Bad investments are hard to win. As a result, money is wasted (licensing estimates are estimated at $50,000), and most importantly, time is lost.

Mr. Pacheco sometimes took out textbooks for us so that we could talk about “real life”. It was during these talks that we got a chance to share our life experiences with him, and he would in turn impart his wisdom to us.

In retrospect, I realize that he knew us better when he was looking for opportunities and ways to educate us, as well as break down barriers of resistance. He made sure we saw how the subject was relevant and useful to the lives and pursuits of each student in the class.

What I have learned from teaching, perhaps most importantly, is that the real difference between getting better and growing is putting in the extra effort; which is also the difference between a “B” student and an “A” student – not paper (although there is more work included).

Mr. Pacheco always said that “the key to excelling in anything is to ask more of yourself than you allow others to.”

It’s a proven formula for success that teachers can use to increase their effectiveness so that struggling or average students who — in Mr. Pacheco’s words — “seem to be pirachos brutos” can actually learn what’s being taught.

May his head be safe.

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