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The Art and Science of Teaching in the United States

Yeats, a philosopher, once said, “Education is not the filling of the pail, but the kindling of the fire” (www.quotations page.com). Teachers are the key to our children’s future, they are the ones who will ignite their love for learning. Teaching contains two main concepts of learning, the arts and science. The art is defined in the Encyclopedia Encarta like “the product of creative human activity in which material is formed or selected to convey an idea, an emotion, or a visually interesting form”. This describes exactly what a teacher does in a day, they create “human activity”. While science is defined as, “the study of anything that can be examined, tested or verified” (Encarta, 2003). The teacher always studies the situation, examines what they can do and checks that their work is complete. Teaching is an art and science that is learned and then developed through teaching style.

Albert Einstein once said, “Believe it or not, one of my deepest regrets [is that I didn’t teach]. I regret that because I would have liked to have more contact with children. There has always been something about the innocence and freshness of young children that appeals to me and brings me great pleasure to be with them. And they are so open to knowledge. I never really found it difficult to explain basic laws of nature to children. When you reach them at their level, you can read in their eyes their genuine interest and appreciation (Parkway, 2001, p. 5). Albert Einstein was a mastermind and knew that teaching children is the only way to open small minds to great wisdom. It takes a special kind of person who knew that teaching was the life, not a career, they wanted to lead. Teachers are required to do the “dance”, a way of smoothly coaxing the students to achieve greatness. This is the mental, emotional, and physical preparation “dance”, or movement, which develops the whole package of teaching the students how to learn. This is the ability to maneuver through lesson plans, teaching strategies, print-rich classroom environments, classroom management, discipline tactics, parental lack of support or lots of support, and all the other encounters teachers learn to juggle. This is the art and science of teaching, the ability to multitask all of the above items and still succeed in accomplishing the goal of teaching the students.

Daniel Lipton, Educational Theorist, explains, “A love of learning, a love of inquiry, comes in many forms. In its carious manifestations we seem to reach beyond ourselves, discover, create and discover. We invest ourselves in and engage with the world around us ” (Lipton, 2000, 22). Teachers have made a commitment to their students, to ongoing learning, and to the schools they teach. This means they have to find ways to teach their class everything the students will need throughout their lives, not just the school year. Liston writes about the love of learning and teaching stating:

As teachers we share this love of learning with our students. to teach

is to share publicly this love; it is asking others to be drawn from

the same powers that lure and attract us; is to try to get our

students to see the grace and attraction that these “big things” have

for us In teaching we extend ourselves to our students in a trial

to create connections between them and our subjects. We want them to love

which we find so attractive.

As a teacher, you cannot settle for anything less than complete knowledge and dedication to your students. This requires a passion to teach the students to achieve far beyond their expectations of the classroom, a desire to stay educated. An example would be that of a parent not letting their child leave home without the appropriate thresholds and developments to live by themselves. Teachers do not want their “children” to enter life without the proper education (Cain, 2001).

Liston writes, “Good teaching implies a kind of romantic love for the learning enterprise; it is motivated by and infuses another with a love of inquiry… if guided by an enlarged love, teaching can become a continuous struggle that nourishes our students and our own soul”. (Liston, 2000, p. 81). Teaching is based on both a physical and emotional level, or “emotional and intellectual work”. No matter what age or grade level is being taught, teachers are effective with emotions and ideas on how to spark students’ interest in learning. When a teacher succeeds in a lesson plan, it feels as if anything can be conquered. This is a claim that most professions will never achieve in their careers (Liston, 2000). Teachers have learned that their art of teaching is to shape and explore the needy minds of their students.

Frank Smith, a leading educational theorist, notes, “The brutally simple motivation behind the development and imposition of all systematic teaching programs is a lack of confidence that the teacher can teach and that the student can learn. To be effective, teachers must have the flexibility to adapt his methods to the needs of individual students” (Perlich, 2000, pg. 1). This is the art and science of teaching. The ability to put faith back into the teacher and the students and to do it in a creative way. Lesson planning is one of the ways teachers can develop flexibility and adapt to the needs of individual students. This is because the lesson plan is the core of classroom stability and what will really make the student want to learn. It is a special art/style that a teacher must possess to accommodate these classes. Lesson plans should hold the interest of the child as well as the learning style of each student. The lesson should be well thought out and very well planned, namely from the teacher. Lessons must follow these simple rules:

1. Identify the special needs of each student through assessment and evaluation.

2. Choose a lesson based on the needs of the group and the experiences or lessons desired to be learned.

3. Make good decisions about how the book will be used in the classroom (Batzle, 1996).

Other questions that a teacher might think about when developing lesson plans are whether it is interesting for the students and how long it will keep their attention. Learning should be fun and not something that gets moans and groans when talking. Sesame Street is a great program for children to watch and this program is made in such a way that children, even 12 months old, do not realize that they are learning. Melanie Roberts, a Special Education Teacher, noticed that her 20-month-old son could count to 20 without her help. Upon further investigation, she found that he learned this from Sesame Street. He didn’t even know he was learning because he was enjoying what he was doing (Roberts, 2003). That’s how teachers’ lessons should be, unknown learning. A way to do this is to always educate yourself and learn new strategies for teaching subjects.

For reading, a fun and educational lesson plan would be for the students to read or for the teacher to read a favorite book. When the book is finished, assess the students through shared writing or a writing workshop. An example would be reading the book, “Stone Soup”. After reading the book, the students will then have the student make the story into a poster, create a new ending in groups, use a setting to create a postcard, or create a paper doll for each character and present the book. The teacher can even have a special stone and make soup with the class after the lesson and assessment are done. There are so many ways for the students to learn without realizing it. Another great resource would be to use online reading rooms. Links for Learning, [http://www.links-for-learning.com] has a great resource book site for teachers. These books provide grade reading books.

Diane Perlich, leader for the California Literature Project, states, “Any way you look at it, children in our classroom will live in the future and it is our responsibility as educators to provide the learning environment in which they can be successfully prepared” (Perlich, 2000, p. 1). A print-rich environment is so important to develop a positive atmosphere that will promote learning in the classroom. With this aura developed by the teacher, the students will be able to openly express their thoughts and personality, breaking the door between a higher thought process and that child. This room will provide a place for the students to escape from any difficulties they might encounter outside the classroom and allow this place to be their “safe haven”. A good example of how to make a classroom print-rich friendly is to have a mobile word wall. This is a giant piece of paper with the alphabet attached to it. When the students learn a new word, their spelling words, etc., the teacher adds that word to the “Word Wall” under the appropriate letter. This will help with phonics, sight reading and memorizing words. A literacy-rich environment would include, learning centers, colorful rugs, or grouped seating arrangements, Anything can make a classroom printable, as long as the classroom allows the students to feel important and comfortable while learning.

Lelia Christie Mullis, a teacher of 20 years, writes, she encourages “students to reach back into their own memories and remember the fears, the embarrassment, and the joy of learning that they felt… I hope they will give their students a positive literary environment, full of spoken and written languages, which gives birth to joy more than any other emotion, That magical process we call learning can change lives forever (Perlich, 2000, p. 105). This is what a teacher strives for, a place where learning is at the center of every student’s thinking. A teacher must be able to bring the information to the students in the way she creatively deems effective. She must be able to establish positive relationships with her students and their parents. She must create the lesson plans , which she feels will be important. The teacher must be the master of her room, allowing the atmosphere to reflect her teaching style. She must have complete control over her classroom and what happens inside it. This is called education and, education is the art and science of teaching.

References

Cain, MS (2001). Teaching, the Social Aspect. Phi Delta Kappan, 82(9), 702.

Batzle, J. (1996). Recommended Reading and Writing Strategies. New Haven: Yale University Press.

Encarta Online. (2003). http://www.encarta.com

Liston, DP (Winter, 2000). Creative Teachers: Risk, Responsibility and Love. Educational Theory, 50(1), 22-81.

Parkway, FW (2001). Become a Teacher. In Art and Science of Teaching. Boston, Pearson Education Company.

Perlich, Diane (2000). Let’s put phonics in perspective. K-3 Core Literacy

Training: Los Angeles, University of California-Los Angeles Press.

Roberts, MRB (2003). Conversation with Melanie Roberts (interview with Deborah Cluff).

Quote. (2003). Retrieved July 20 from [http://www.quotaionspage.com]

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