No. Just no. Keep the ed school dunderheads away from the other college instructors. It's bad enough that I get dinged on my observations for stupid stuff like failing to use the right buzzwords in my lectures and not phrasing section objectives in ways that can be "measurable" - never mind I get the objectives verbatim from the textbook itself, and if it's good enough for the textbook author and publisher, I don't see how my dean can have any grounds for objection.
Why don't the ed school people just go back to playing school with their stuffed animals like they no doubt did as kids, and leave the rest of us alone?
Because using the same books you have in storage doesn't keep the money flowing. If you can show that you can get the job done using the same old thing, then your budget will stagnate or shrink. Because every conference teachers and administrators go to is filled with vendors with shiny booths and flashy demonstrations selling snake-oil to the same people who bought last year's snake oil.
What Auntie Ann said. Prime example: Much ado is being made over "formative assessments" with seminars on how to do it, books on the subject, etc. Good teachers have been doing this for years: checking for students understanding and adjusting accordingly. It's called "teaching".
Many years ago, I remember reading an old Columbia adage that the widest street in the world is the one separating Teachers' College from the rest of the campus. Everyone I know says that the ed school at their colleges was an academic wasteland and had the worst teachers.
"Many years ago, I remember reading an old Columbia adage that the widest street in the world is the one separating Teachers' College from the rest of the campus."
As someone who picked up some extra money in college by tutoring, I can say that "education" majors were the dumbest and least-teachable tutoring subjects. And many of these were not just wannabe-teachers, but actual teachers back for additional courses.
Katharine Beals, PhD, is the author of "Raising a Left-Brain Child in a Right-Brain World: Strategies for Helping Bright, Quirky, Socially Awkward Children to Thrive at Home and at School" (Shambhala/Trumpeter)
Katharine is an educator and the mother of three left-brain children. She has taught math, computer science, social studies, expository writing, linguistics, and English as a second language to students of all ages, both in the U.S. and overseas. She is also the architect of the GrammarTrainer, a linguistic software program for language impaired children.
She is currently a lecturer at the University of Pennsylvania Graduate School of Education and an adjunct professor at the Drexel University School of Education.
This site uses left-brain and right-brainnot as physiological terms for the actual left and right hemispheres of the brain, but as they are employed in the everyday vernacular. They appear here in the same spirit in which people use type A and type B (themselves the relics of a debunked theory about blood type and character type): an informal shorthand for certain bundles of personality traits.