From the interesting submitted article: "Teachers in Finland spend fewer hours at school each day and spend less time in classrooms than American teachers. Teachers use the extra time to build curriculums and assess their students. Children spend far more time playing outside, even in the depths of winter. Homework is minimal. Compulsory schooling does not begin until age 7."
The bit about teachers having time to prepare their lessons is one of the key observations of east Asian schools too.
Schools in east Asia have similar staffing ratios (teachers per enrolled pupil) to schools in the United States, but they have MUCH larger class sizes, with teachers having work periods during the day when they review and prepare lessons with colleagues. That makes the teachers more effective, per teacher, and helps the teachers cope with the larger class sizes, because they teach more engaging lessons. When I lived in Taiwan a decade ago, I had a chance to see in a bookstore some Chinese-language books used by teachers to prepare mathematics lessons. They are unlike ANYTHING available in English, much richer in mathematical content and much more filled with sound, practice-based pedagogical tips than comparable books published in the United States.
Because American schools don't try very hard to engage in best practice in teacher coordination for good lesson preparation, and because many United States school textbooks, especially in mathematics, are just plain lousy, I'm able to make a living as a teacher of supplemental mathematics lessons for children who are already attending their free public schools during other days of the week. In this regard, I'd be happy if the system here changed in a way that put me out of my current job.
Another key fact from farther along in the submitted article: "Applicants began flooding teaching programs, not because the salaries were so high but because autonomy and respect made the job attractive." That explains exactly why I teach in the private sector rather than in the government-operated schools of the United States, which hobble the best teachers and coddle the worst in their employ.
American schools not only "don't try very hard to engage in best practice," that sort of thing is often explicitly forbidden. My cousins are teachers in Americorps and preparing their own lesson plans or using outside materials are not allowed under their employment contracts.
How old are your cousins? Americorps seems to recruit (only recruits?) twenty-something, recent college grads. The people I know who've gone to work for them were certainly in that age group. Other teachers I know (15+ years of teaching) seem to have a fair amount of freedom in their lesson plans and materials so I wonder if this is an issue with Americorps, younger teachers, or perhaps I've just known some fortunate teachers.
Confirming this. The experience of a Americorps recruit is barely comparable to the average experience of a professional teacher. Americorps recruits are sent to the worse schools, partly because those schools cannot afford more professional teachers.
The teachers I know (and remain in regular contact with) are mostly high school teachers and a couple of middle school teachers. I believe the Americorps teachers I know are both HS teachers, both are in Mississippi.
As to the other, more experienced teachers, they teach in various parts of Georgia. Rural districts in both north and middle GA, as well as the Atlanta area (in a variety of school types: a few in financially well off districts; others in financially poorer districts).
Subjects taught:
- Math by most of the Atlanta area teachers
- The rural teachers are a combination of foreign languages and english and a couple math/science teachers
The bit about teachers having time to prepare their lessons is one of the key observations of east Asian schools too.
http://www.amazon.com/Learning-Gap-Schools-Japanese-Educatio...
http://www.tc.columbia.edu/lessonstudy/lessonstudy.html
Schools in east Asia have similar staffing ratios (teachers per enrolled pupil) to schools in the United States, but they have MUCH larger class sizes, with teachers having work periods during the day when they review and prepare lessons with colleagues. That makes the teachers more effective, per teacher, and helps the teachers cope with the larger class sizes, because they teach more engaging lessons. When I lived in Taiwan a decade ago, I had a chance to see in a bookstore some Chinese-language books used by teachers to prepare mathematics lessons. They are unlike ANYTHING available in English, much richer in mathematical content and much more filled with sound, practice-based pedagogical tips than comparable books published in the United States.
Because American schools don't try very hard to engage in best practice in teacher coordination for good lesson preparation, and because many United States school textbooks, especially in mathematics, are just plain lousy, I'm able to make a living as a teacher of supplemental mathematics lessons for children who are already attending their free public schools during other days of the week. In this regard, I'd be happy if the system here changed in a way that put me out of my current job.
Another key fact from farther along in the submitted article: "Applicants began flooding teaching programs, not because the salaries were so high but because autonomy and respect made the job attractive." That explains exactly why I teach in the private sector rather than in the government-operated schools of the United States, which hobble the best teachers and coddle the worst in their employ.