Most people recognize how hard teaching is and how much educators sacrifice for the children in their care. These professionals are often expected to be surrogate parents, grandparents, friends, and police officers at the same time they are working to give young people the tools they will need to become responsible and successful adults. Most educators are dedicated to their profession and would rather do this job than any other. Professional development for teachers seminars and classes are held periodically to help them improve their skills and give them suggestions for handling specific problems and challenges.
It can be very frustrating for educators sitting in a seminar or training class to listen to an intelligent speaker, with advanced degrees and articles published in education journals, who has never worked in a classroom. One of the fundamental requests of educators attending these types of functions is that they be conducted by individuals who know firsthand the struggles and problems they face each day.
Education theories are of no interest to many in the teaching profession. They would rather deal with practical matters and hands on demonstrations when they attend seminars. Many professionals argue that theory and practice are complimentary, and are equally important. There have been many educational fads based on unsound theories over the years that have undermined the solid evidence about how different environments affect children and how children develop and learn. This is unfortunate because the unsound theories tend to be the ones most remembered.
Nobody ever got rich teaching children basic skills. The vast majority of educators are dedicated professionals who want their children to succeed and get excited about learning. They value constructive ideas about how to be better and more effective school and community leaders. Spending time on unnecessary reports and paperwork are common complaints made at seminars.
Some speakers at training sessions spend a lot of their time advancing ideas that sound great, but cannot be put immediately into practice in the classroom. These plans and ideas sometimes take weeks and months to develop and may only become practical too late in the school year to be of any help to the staff.
Relevance goes along with functionality. No teacher wants to take time away from their families to attend a training class that is designed for educators of children older or younger than the ones they teach. It can be frustrating if the discussions are not relevant to the situation they face in their classroom.
Very often classroom educators find it challenging and frustrating trying to communicate their problems and concerns to an administration that must coordinate budgets, curriculum, and politics. A lot of educators believe principals and board member would learn much by attending training sessions along with the classroom teaching staff.
Individuals who choose teaching in a classroom, with all the challenges and problems they face, should be given the most effective tools possible to do their jobs. Listening to their suggestions about the best way to do that is important.
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Author: Catherine HayesThis author has published 2 articles so far.