I agree with both the article (Main news, Nov. 23) and the related editorial (Dec. 1) regarding teacher training. They identify possible flaws in the training methods and raise questions about how well prepared the new teachers are.
The article focused on the lack of classroom management skills of new teachers, and, in fact, the university where I’m completing the teacher certification program does not require a course in this skill. It is offered, but only as an elective.
This problem, however, is not limited to Chicago. Though, fortunately, the state certification program requires student teaching–our only opportunity to witness and experience teaching prior to employment–college courses may not otherwise give students sufficient practical knowledge to make the leap to effective work in the classroom. That’s left to the school’s cooperating teacher, who becomes responsible for providing the student teacher with the necessary guidance and practical experience.
As the article pointed out, these teachers then assume the responsibility for training the college students while still being held responsible for educating the children in their classrooms. This practical training could actually outweigh the importance of the education professors at the teachers college, without additional benefit to the cooperating teacher.
It may benefit the deans of Chicago-area education colleges to look to either North or South Carolina. In those states education majors are enrolled in a five-year program, with nearly half of that time being spent in school classrooms. In addition to completing their education courses, these students are required to serve as aides, assistants and student teachers prior to receiving their certification. This program provides more practical experience for new teachers. It presents school principals and districts with more qualified job applicants. The result is a new teacher better prepared to meet the needs of the children in his or her classroom.
