The Classroom of the Future
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Category Archives: #pieedu
Free Pyschological Testing
Whether you are working with students, small groups of coworkers or getting married, It is great to look at Personality or Intelligent Quotient, here is a great website for finding out more about yourself and/or others.
Create Household Rules
When students come from a home of few rules, it is tough for teachers to get them to follow the rules in a classroom. Work as a team to create a great household and prepare students for functioning well in their educational system. ~Sandy
Kids behave best when they’re certain about the rules. However, many parents aren’t even sure exactly what the rules are in the house.
Their rules may vary slightly, depending on what type of mood they’re in or who is in the home at any given moment. Creating a clear list of household rules can reduce behavior problems and increase discipline consistency.
Reasons for Rules
Establishing a set of household rules helps kids understand which behaviors are acceptable, and which ones are off limits. Rules teach kids how to deal with their emotions and how to treat others with respect.
A list of household rules can also help kids understand how rules differ in different environments. For example, it may be acceptable to yell at the playground but that’s not OK in the library.Establishing written rules helps kids know what is okay in your home.
A written set of rules can also help ensure that all the caregivers are on the same page. Whether you hire a babysitter or Grandma comes over for a visit, everyone will know the kids are expected to put their dishes in the sink when it’s written on a list.
Rules can also be a reminder for adults who are trying to model positive behaviors for the kids. If the rule states that everyone must pick up their dishes, it is important for the adults to do so as well and a written set of rules can help reinforce this.
Written rules also give kids an opportunity to remind one another of the rules. A child might say to a friend who comes over for a play date, “At my house we’re not allowed to jump on the couch.” This is a sign of a parent who has been clear about the expectations.
Create a Written List of Rules
It is important that you write out the list of rules and hang them in a prominent location. Keeping the rules on the refrigerator or displayed somewhere where everyone can see them is a good reminder.
When creating the list of rules, don’t list every single rule imaginable. Make it a simple list, not a policy and procedures manual. Try to limit it to the 10 most important rules.
Word the rules positively. For example instead of saying, “Don’t throw your clothes on the floor,” try using, “Place your dirty clothes in the hamper.” Make a list of what “to do” instead of “what not to do” when possible.
Get the kids involved in making the rules. Ask their opinion about what sorts of things they think are important when creating the rules and try to include some of their ideas. It can help get kids more invested in following the rules.
Establish Consequences
It is important to discuss what sort of discipline strategies will be used to address the rules. There should be positive and negative consequences for kids that help them to follow the rules.
When kids follow the rules, there should be positive consequences. Praise kids when you catch them following a rule. Also, consider using rewards as an incentive. For example, if your child followed all the rules today, allow him to have all of his privileges.
When kids don’t follow the rules, there needs to be a negative consequence to discourage them from breaking the rule again. Negative consequences may include things such as loss of privileges or a time-out.
Help For Children of Divorced Parents
Children and Divorce
www.helpingguide.org
Helping Kids Cope with Separation and Divorce
For children, divorce can be stressful, sad, and confusing. At any age, kids may feel uncertain or angry at the prospect of mom and dad splitting up. As a parent, you can make the process and its effects less painful for your children. Helping your kids cope with divorce means providing stability in your home and attending to your children’s needs with a reassuring, positive attitude. It won’t be a seamless process, but these tips can help your children cope.
What I need from my mom and dad: A child’s list of wants
- I need both of you to stay involved in my life. Please write letters, make phone calls, and ask me lots of questions. When you don’t stay involved, I feel like I’m not important and that you don’t really love me.
- Please stop fighting and work hard to get along with each other. Try to agree on matters related to me. When you fight about me, I think that I did something wrong and I feel guilty.
- I want to love you both and enjoy the time that I spend with each of you. Please support me and the time that I spend with each of you. If you act jealous or upset, I feel like I need to take sides and love one parent more than the other.
- Please communicate directly with my other parent so that I don’t have to send messages back and forth.
- When talking about my other parent, please say only nice things, or don’t say anything at all. When you say mean, unkind things about my other parent, I feel like you are expecting me to take your side.
- Please remember that I want both of you to be a part of my life. I count on my mom and dad to raise me, to teach me what is important, and to help me when I have problems.
Source: University of Missouri
Helping children cope with divorce: What to tell your kids
When it comes to telling your kids about your divorce, many parents freeze up. Make the conversation a little easier on both yourself and your children by preparing significantly before you sit down to talk. If you can anticipate tough questions, deal with your own anxieties ahead of time, and plan carefully what you’ll be telling them, you will be better equipped to help your children handle the news.
What to say and how to say it
Difficult as it may be to do, try to strike an empathetic tone and address the most important points right up front. Give your children the benefit of an honest—but kid-friendly—explanation.
- Tell the truth. Your kids are entitled to know why you are getting a divorce, but long-winded reasons may only confuse them. Pick something simple and honest, like “We can’t get along anymore.” You may need to remind your children that while sometimes parents and kids don’t always get along, parents and kids don’t stop loving each other or get divorced from each other.
- Say “I love you.” However simple it may sound, letting your children know that your love for them hasn’t changed is a powerful message. Tell them you’ll still be caring for them in every way, from fixing their breakfast to helping with homework.
- Address changes. Preempt your kids’ questions about changes in their lives by acknowledging that some things will be different now, and other things won’t. Let them know that together you can deal with each detail as you go.
Avoid blaming
It’s vital to be honest with your kids, but without being critical of your spouse. This can be especially difficult when there have been hurtful events, such as infidelity, but with a little diplomacy, you can avoid playing the blame game.
- Present a united front. As much as you can, try to agree in advance on an explanation for your separation or divorce—and stick to it.
- Plan your conversations. Make plans to talk with your children before any changes in the living arrangements occur. And plan to talk when your spouse is present, if possible.
- Show restraint. Be respectful of your spouse when giving the reasons for the separation.
How much information to give
Especially at the beginning of your separation or divorce, you’ll need to pick and choose how much to tell your children. Think carefully about how certain information will affect them.
- Be age-aware. In general, younger children need less detail and will do better with a simple explanation, while older kids may need more information.
- Share logistical information. Do tell kids about changes in their living arrangements, school, or activities, but don’t overwhelm them with the details.
- Keep it real. No matter how much or how little you decide to tell your kids, remember that the information should be truthful above all else.
Helping children cope with divorce: Listen and reassure
Support your children by helping them express emotions, and commit to truly listening to these feelings without getting defensive. Your next job is reassurance—assuaging fears, straightening misunderstandings, and showing your unconditional love. The bottom line: kids need to know that your divorce isn’t their fault.
Help kids express feelings
For kids, divorce can feel like loss: the loss of a parent, the loss of the life they know. You can help your children grieve and adjust to new circumstances by supporting their feelings.
- Listen. Encourage your child to share their feelings and really listen to them. They may be feeling sadness, loss or frustration about things you may not have expected.
- Help them find words for their feelings. It’s normal for children to have difficulty expressing their feelings. You can help them by noticing their moods and encouraging them to talk.
- Let them be honest. Children might be reluctant to share their true feelings for fear of hurting you. Let them know that whatever they say is okay. If they aren’t able to share their honest feelings, they will have a harder time working through them.
- Acknowledge their feelings. You may not be able to fix their problems or change their sadness to happiness, but it is important for you to acknowledge their feelings rather than dismissing them. You can also inspire trust by showing that you understand.
Clearing up misunderstandings
Many kids believe that they had something to do with the divorce, recalling times they argued with their parents, received poor grades, or got in trouble. You can help your kids let go of this misconception.
- Set the record straight. Repeat why you decided to get a divorce. Sometimes hearing the real reason for your decision can help.
- Be patient. Kids may seem to “get it” one day and be unsure the next. Treat your child’s confusion or misunderstandings with patience.
- Reassure. As often as you need to, remind your children that both parents will continue to love them and that they are not responsible for the divorce.
Give reassurance and love
Children have a remarkable ability to heal when given the support and love they need. Your words, actions, and ability to remain consistent are all important tools to reassure your children of your unchanging love.
- Both parents will be there. Let your kids know that even though the physical circumstances of the family unit will change, they can continue to have healthy, loving relationships with both of their parents.
- It’ll be okay. Tell kids that things won’t always be easy, but that they will work out. Knowing it’ll be all right can provide incentive for your kids to give a new situation a chance.
- Closeness. Physical closeness—in the form of hugs, pats on the shoulder, or simple proximity—has a powerful way of reassuring your child of your love.
- Be honest. When kids raise concerns or anxieties, respond truthfully. If you don’t know the answer, say gently that you aren’t sure right now, but you’ll find out and it will be okay.
Helping children cope with divorce: Provide stability and structure
While it’s good for kids to learn to be flexible, adjusting to many new things at once can be very difficult. Help your kids adjust to change by providing as much stability and structure as possible in their daily lives.
Remember that establishing structure and continuity doesn’t mean that you need rigid schedules or that mom and dad’s routines need to be exactly the same. But creating some regular routines at each household and consistently communicating to your children what to expect will provide your kids with a sense of calm and stability.
The comfort of routines
The benefit of schedules and organization for younger children is widely recognized, but many people don’t realize that older children appreciate routine, as well. Kids feel safer and more secure when they know what to expect next. Knowing that, even when they switch homes, dinnertime is followed by a bath and then homework, for example, can set a child’s mind at ease.
Maintaining routine also means continuing to observe rules, rewards, and discipline with your children. Resist the temptation to spoil kids during a divorce by not enforcing limits or allowing them to break rules.
Helping children cope with divorce: Take care of yourself
The first safety instruction for an airplane emergency is to put the oxygen mask on yourself before you put it on your child. The take-home message: take care of yourself so that you can be there for your kids.
Your own recovery
If you are able to be calm and emotionally present, your kids will feel more at ease. The following are steps you can take toward improving your own well-being and outlook:
- Exercise often and eat a healthy diet. Exercise relieves the pent-up stress and frustration that are commonplace with divorce. And although cooking for one can be difficult, eating healthfully will make you feel better, inside and out—so skip the fast food.
- See friends often. It may be tempting to hole up and not see friends and family who will inevitably ask about the divorce—but the reality is that you need the distraction. Ask friends to avoid the topic; they’ll understand.
- Keep a journal. Writing down your feelings, thoughts, and moods can help you release tension, sadness, and anger. As time passes, you can look back on just how far you’ve come.
You’ll need support
At the very least, divorce is complicated and stressful—and can be devastating without support.
- Lean on friends. Talk to friends or a support group about your bitterness, anger, frustration—whatever the feeling may be—so you don’t take it out on your kids.
- Never vent negative feelings to your child. Whatever you do, do not use your child to talk it out like you would with a friend.
- Keep laughing. Try to inject humor and play into your life and the lives of your children as much as you can; it can relieve stress and give you all a break from sadness and anger.
- See a therapist. If you are feeling intense anger, fear, grief, shame, or guilt, find a professional to help you work through those feelings.
Helping children cope with divorce: Work with your ex
Struggling to make joint custody work?
Conflict between parents—separated or not—can be very damaging for kids. It’s crucial to avoid putting your children in the middle of your fights, or making them feel like they have to choose between you.
Rules of thumb
Remember that your goal is to avoid lasting stress and pain for your children. The following tips can save them a lot of heartache.
- Take it somewhere else. Never argue in front of your children, whether it’s in person or over the phone. Ask your ex to talk another time, or drop the conversation altogether.
- Use tact. Refrain from talking with your children about details of their other parent’s behavior. It’s the oldest rule in the book: if you don’t have anything nice to say, don’t say anything at all.
- Be nice. Be polite in your interactions with your ex-spouse. This not only sets a good example for your kids but can also cause your ex to be gracious in response.
- Look on the bright side. Choose to focus on the strengths of all family members. Encourage children to do the same.
- Work on it. Make it a priority to develop an amicable relationship with your ex-spouse as soon as possible. Watching you be friendly can reassure children and teach problem-solving skills as well.
The big picture
If you find yourself, time after time, locked in battle with your ex over the details of parenting, try to step back and remember the bigger purpose at hand.
- Relationship with both parents. What’s best for your kids in the long run? Having a good relationship with both of their parents throughout their lives.
- The long view. If you can keep long-term goals—your children’s physical and mental health, your independence—in mind, you may be able to avoid disagreements about daily details. Think ahead in order to stay calm.
- Everyone’s well-being. The happiness of your children, yourself, and, yes, even your ex, should be the broad brushstrokes in the big picture of your new lives after divorce.
Helping children cope with divorce: Know when to seek help
Some children go through divorce with relatively few problems, while others have a very difficult time. It’s normal for kids to feel a range of difficult emotions, but time, love, and reassurance should help them to heal. If your kids remain overwhelmed, though, you may need to seek professional help.
Normal reactions to separation and divorce
Although strong feelings can be tough on kids, the following reactions can be considered normal for children.
- Anger. Your kids may express their anger, rage, and resentment with you and your spouse for destroying their sense of normalcy.
- Anxiety. It’s natural for children to feel anxious when faced with big changes in their lives.
- Mild depression. Sadness about the family’s new situation is normal, and sadness coupled with a sense of hopelessness and helplessness is likely to become a mild form of depression.
It will take some time for your kids to work through their issues about the separation or divorce, but you should see gradual improvement over time .
Red flags for more serious problems
If things get worse rather than better after several months , it may be a sign that your child is stuck in depression, anxiety, or anger and could use some additional support. Watch for these warning signs of divorce-related depression or anxiety:
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Discuss these or other divorce-related warning-signs with your child’s doctor, teachers, or consult a child therapist for guidance on coping with specific problems.
Helping children cope with divorce: Supporting your child through a divorce
Does Birth Order Have an Effect?
I have often been asked what order I was in amongst the children in our family. I get strange responses when I say a middle child. Why? Because I don’t fit the profile. So, today I decided to research more about Birth Order to understand what those knowledgeable on the subject were referring to.
After reading many article, I felt that this chart covered most of the inherent qualities.
How does this chart explain your birth order?
- Right on?
- So Wrong?
- A mixture of other orders as well?
I learned there are many variables that affect birth order. According to Parent Magazine and the subject of birth order, blended families, twins, large gaps between children and adopted children will not fall into these natural tendencies.
What other things influence personalities? Many I presume. Nature and Nurture interacting is a constant topic in our household. Is it in our child’s DNA or influenced by his life experiences and his environment?
What about peers vs. sibblings vs. parents? Some studies show that sibblings play the biggest role. Other experts will say that peers have the most influence, which is the case of an only child. Most all agree that parents play a large role in the child’s personality. The primary caregiver in the first years will be the parent the child is most attached to according to other research.
What about the zodiac signs, how the stars aligned at birth and other variables? All this may play a part in whom a person becomes but I found the birth order and interesting subject to pursue.
Different Parenting Styles – which are you?
What I learned from my research, is that parenting styles will overlap. What is important today is that we get the support we need to parent mentally healthy children. We need society and communities to understand the need for longer parental leave, more flexible work hours, caregivers provided at larger businesses, etc… What I’m seeing in our society is that many people have learned to work from home in order to fulfill the need to be both employed and a parent.
Please enjoy the following article on parenting style:
What’s your parenting style?
Experts have identified four basic types: authoritative, permissive, authoritarian, and hands-off. Whatever your approach, here’s how to make the most of your parenting style.
By Carol Lloyd
Different parenting styles
As a parent, your approach to your child is as unique as you are. You can’t just wake up one day and be a different person because you read a book or watched a devilishly effective mother on the playground. Parenting isn’t only a collection of skills, rules, and tricks of the trade. It’s who you are, what your family culture is, and how you transmit the most personal aspects of your values to your child.
But here are the facts: nearly 50 years of research have found that some parenting styles are more effective than others and show far better outcomes for children. Studies have identified four major parenting styles: permissive, authoritarian, authoritative, and hands-off. Of these styles, child development experts have found that the authoritative parent is the most successful in raising children who are both academically strong and emotionally stable. But the truth is, most parents don’t fall conveniently into this or any other single type; instead, we tend to be a combination of several styles. The trick is to be flexible enough so that you make adjustments to your basic type — adapting your style by adopting some best practices from other parenting styles.
Check out the following four parenting types and to see how you can make the most of your style to help your child thrive in school and in life.
Permissive parenting
While shopping, your seven-year-old son begs for a special cookie (even though he’s already had his share of treats that day). You say:
A. “Not a chance. You should know better than to ask me for one right before we have dinner.”
B. “OK, you’ve been such a good boy, you deserve a cookie.” He seems to have his heart set and, after all, it’s only one cookie.
C.“No, you’ve already had plenty of treats – pick something healthy instead.”
D. “Don’t nag me. What I spend my money on is up to me.”
Are you frequently the parent who picks B? You’re not alone. Permissive parenting is common in this day of busy schedules, harried two-worker families, and a feeling that we just don’t get enough quality time with our kids. We love them to death! Why must we say, “No” all the blooming time?
Unfortunately, indulging our children’s every wish can have unfortunate consequences both for the child and the parent. Children can end up feeling entitled to getting what they want, not what they need: the self-restraint, patience, and other character traits that will help them succeed in life. Parents who give in to the short-term battles about the extra toy or the chore that never gets done face bigger battles down the road when the child is used to running the show: fudging on homework, back talking parents, or simply not behaving responsibly.
Here’s the ticket: your love. Permissive parents are deeply in touch with their overwhelming affection for their children, which is no small thing. The problem? Sometimes these parents aren’t thinking about the long-term consequences of their parenting choices. So don’t dismiss your desire to make your child happy. Instead, consider their long-term happiness a little more.
When you find yourself in a permissive parenting conundrum, ask yourself, “What will make my child happy tomorrow, or next week, or in ten years?” The answer may make you seem a little stricter in the moment, but you’ll know that you’re acting from your deepest impulse, your love for your child.
Hands-off parenting
You and your daughter have been doing errands all Sunday and you both come home tired and cranky. Your daughter has homework and she announces she needs lots of help, despite your throbbing headache. You say:
A. “I will help you, but get started on it on your own and do what you can.”
B. “It’s not my homework. You have to do it on your own. And make sure you do a good job or there will be punishments.”
C. “Why don’t I do your homework with you?”
D. “I have such a headache. Please do it on your own or just skip it tonight. After all, it’s been a long day and I know how tired you are.”
Have you ever been the parent who chooses D? Hands-off or uninvolved parenting emphasizes learning through experience: you don’t shelter your children from the lessons that naturally happen from their mistakes. But it’s hard knowing when to let our children make their own mistakes. In times of our own stress or discomfort, it’s definitely tempting to tell your children you’ve had enough and they are on their own.
The problem with this approach is that if it comes because of your mood, not your child’s needs, it can undermine her own motivation to, say, do well in school. You could argue that by not helping, you’re helping your child be more independent. But suggesting she skip her homework when she really needs help is not the time to teach autonomy.
Your strength: you know that you’re raising an adult, not a child. The hands-off parent keeps the greater philosophical facts – every person must learn to take care of herself – in mind. But sometimes it’s easy for the hands-off parent to forget how long it takes to learn these obvious lessons. The next time you’re tempted to slough off a demand from your child on key issues around school or responsibility, recall that your child, while perhaps acting whiney and overly dependent, is asking for guidance. You don’t have to give in or be indulgent – but help them build a bridge to independence by breaking the problem down into smaller steps that they can do on their own.
Authoritarian parenting
Your teenage children have been asking to go to a party at the home of a kid you’d rather they not socialize with. After telling them you don’t want them to go, they launch a full assault with tears and arguments that all their friends are going and that you’re the strictest parent in the whole world. In response you:
A. say, “OK, fine, you can go. But don’t expect me to help you get there. You have to find your own ride.”
B. ground them for talking back to you and questioning your judgment.
C. say, “I want to sit down and talk to hear your concerns, but I’m not going to change my mind as long as I feel the party won’t be a safe place.”
D. realize they have a point – they should be able to go to a party all their friends are attending. You even offer to take them to the party, but because you’re concerned about safety, you wait in a nearby café and pick them up at the end of the night.
Are you the parent that might choose B? No doubt, authoritarian parents do not accept the notion that the home is a democracy with the loudest voices winning. Old-fashioned rules help your children understand where they stand, what they are allowed to do, and what is expected of them. Unlike permissive parents who always want to be liked, authoritarian parents expect to be respected.
The hitch is that strict, rule-based parenting can erode the affection and communication that makes children and parents stay connected emotionally. When children are very young, the strictly run household can look quite orderly and admirable, but as children grow into teens, experimenting with independence, they may be so afraid of their parents’ censure that they become secretive. Authoritarian parents can also raise children who never learn to speak up or think for themselves – two indispensable skills in the work world.
How to make the most of authoritarian parenting? By all means, value your clarity, your high expectations, and your tough love. Then recall that your child may not know your strictness comes from love unless you make that abundantly and continually clear. In other words, you can show love without spoiling your children. This duality encapsulates the complexity of parenting: no one ever said it was simple.
Authoritative parenting
On a rainy day, your 11-year-old son begs not to go to his track meet because it’s rainy and he really really really really doesn’t want to go. On the one hand, it’s not schoolwork. On the other hand, you’ve noticed that lately your son is spending more time “hanging out,” not really using his time well, saying he’s too sick for school when you don’t agree, and basically avoiding anything that requires uncomfortable effort. In response, you:
A. say, “It’s up to you what you choose to do. Besides, it’s only track — it’s OK if once in awhile you miss it.”
B. Offer to pick him up early from school and take him out for ice cream since you know he’s been tired out lately and needs a break.
C. say, “I understand you don’t want to go and I know that feeling of not doing something you don’t want to, but that’s precisely why I want you to go. Sometimes we have an urge to avoid tough stuff, but it’s important to do things even when they’re hard.”
D. say, “You have to go. No ifs, ands, or buts – conversation over.”
Are you the type of parent who will take the uncomfortable path to C?
Congratulations! Authoritative parents have been found to have the most effective parenting style in all sorts of ways: academic, social emotional, and behavioral. Like authoritarian parents, the authoritative parents expect a lot from their children, but also they expect even more from their own behavior. They are willing to say, “No,” or lay down the line, but they are careful to remain calm, kind, and patient about empathizing with the child’s perspective.
It’s not easy to toe the authoritative line – it takes energy and time and sometimes herculean self-control. But there are great benefits to raising children who know you have high expectations and who maintain close emotional ties to you because there’s always been a strong bond of trust.
If you aspire towards authoritative parenting, keep up the great work, but on occasion give yourself a break. Remember that no one is perfect and parenting is a process without a roadmap – don’t beat yourself up if you get lost once in a while. As we all know, getting a bit lost, then finding your way, is part of the journey.
Division Made Easy
Will 2 “gozinta” 23876? How would you know? Check out Divisibility Rules? Numbers are magical.
Learn Your Personal Style
Teaching model to meet ALL students’ needs
Here is a great example of how to manage classroom time in order to differentiate instruction to meet all student needs.
How to become a teacher in the USA.
The Beginner’s Guide on How to Become a Teacher
Teacher Certification by State
Alternative Certification Guide
Teacher Career Center
Learn About Teaching Degrees
Teacher Career Interviews
Index:
Deciding if Teaching Is Right for You
Choosing a School with a Teaching Preparation Program
Testing Requirements for Teachers
Scholarships and Financial Aid
Curriculum for a Teaching Degree Program
Student Teaching
Fulfilling Requirements for Teacher Certification in Your State
Adding Endorsements
Alternative Teacher Certification
Getting Hired as a Teacher
Continuing your Education with Graduate School
Deciding if Teaching Is Right for You
Teaching as a career can be tremendously rewarding and meaningful. Good teachers make positive impacts on young people on a daily basis. They teach youngsters academic skills, but also how to behave appropriately, how to socialize with others, and how to work hard. If you are hoping for a career in which you can contribute to society and make a difference in the world, then you may consider teaching.
Many of those who choose to become an educator have long, satisfying, and rewarding careers, but others exit the field early in search of other work. Before you pursue the certification and degrees required to find a teaching position, it is very important to be certain that you are right for the job and that the job is right for you.
Assess Your Interests and Talents
To know if education is really the right career path for you, make sure you have an understanding of what makes a good teacher and what skills and characteristics you have that make you compatible with teaching. To be a teacher, you must enjoy being around other people and interacting with them, especially young people. Teaching is a very social job and involves constant interaction with others.
Teachers are also patient. You need not have the patience of a saint, but if you lose your temper easily, a school may not be the right place for you. Teachers are flexible and good at quick decision making. Teachers must be strict to an extent and able to enforce rules, but they also need to pick their battles. To be an educator you must be prepared to be flexible, to make changes when things don’t go the way you expect, and to take it all in stride.
Most importantly of all, teachers care. They care about their students and student success. Without this characteristic, being a teacher will become a chore after a while. If you feel passionate about learning and you truly care about others, you have the potential to become a great teacher.
Volunteer in a School or Shadow a Teacher
To really understand the job and to decide if it is right for you, find a way to get into the classroom.Experienced teachers can tell you what their career is like and that is an excellent place to start. If you are still interested, contact local schools to find out if you can volunteer or spend a day or more shadowing a teacher. As a volunteer, you may be able to help out in a classroom as an assistant. While shadowing, you may be able to visit different classrooms and grade levels to get an idea of what different teachers do.
Make Practical Considerations
Making sure you have the interest and the characteristics of a teacher and finding out what teachers do every day are very important, but do not neglect the practical considerations. Think about salary, the amount of education you will need, certifications you will have to get, and the availability of jobs in the area in which you hope to live before making a final decision about a teaching career. For expert advice from current teachers about what is is like to be a teacher and more, read our teacher career interviews.
Choosing a School with a Teaching Preparation Program
Once you are certain that teaching is the right career for your future, the next step is to select acertification program. In each state in the US, you must be certified in order to work as a teacher in a public school. It is important that you think carefully about the state in which you hope to live and work so that you can get the correct certification. It is possible to transfer certification to another state in the event you want to move, but it is not always easy.
Understand your Choices
Before you select a school and a certification program, make sure you understand what your options are. You can find a comprehensive list of teaching preparation programs by state at the National Council on Teacher Quality. Depending on your state, you may have many options, or just a handful, but either way, this will give you a starting point to make your choice.
It is also important to know what types of preparation programs are available and which one will meet your needs. If you do not yet have a bachelor’s degree, you may want to get into a program that will allow you to work towards both that degree and your teacher certification. If you already have that degree, be sure that you choose a school that offers a post-baccalaureate program for certification only.
Look for Accreditation
Not all teacher preparation programs are created equal. Some are of a higher quality than others and an important indicator of a good program is accreditation. Be sure that you select a university whose teacher certification program is accredited by a national or regional accrediting agency, such as theTeacher Education Accreditation Council or the National Council for Accreditation of Teacher Education. To get accreditation, a school must prove that it meets high standards and turns out teachers of excellent quality.
Consider Practical Factors
To narrow your choice down further, consider logistical concerns such as cost and location. Calculate your total cost after you find out the tuition and any other associated expenses, like room and board. If you can choose a school that is close to home, you may be able to save money by living there instead of on campus. Consider whether or not you will be looking for scholarships, financial aid, or loans, and find out what each school has to offer you.
Another important practical consideration is timing. Some schools offer accelerated programs to get you certified and into the workplace quickly. If you need to work at another job while pursuing your certification, look for a program that offers coursework in the evenings and on weekends, or at other convenient times.
Speak with Graduates of the Program
Finally, if you have narrowed your choice down to one or two schools, it is a good idea to speak with individuals who graduated from the program. They can give you valuable insights into the positives and negatives of the institution and the certification program. Each school you are considering should be able to get you in touch with graduates. Be sure to ask about the instructors, the ability to get a position after graduating, and anything else that you may have concerns about.
Testing Requirements for Teachers
To enter a teaching program at a university or college, you must meet certain requirements. Those requirements depend upon the state in which you are seeking certification. The best way to fully understand what you must accomplish in order to become a teacher is to visit your state’s education department website. There, you should be able to find all the information necessary, including what tests you must pass in order to gain entry to a teaching certification program.
Praxis I and Other Entry Exams
Many states require a test for entry into a teaching program. Praxis I, or Pre-Professional Skills Test, is used by many states and is the first set of tests which assess your basic skills in math, reading, and writing. Each state has a minimum required score on each of the sections that you must meet in order to gain admission to a teaching preparation program at a state university. If you are earning abachelor’s degree at the same time as your certification, you will take this test early on in your college career. If you already have a degree and are seeking admission to a post-baccalaureate program, you will need to take the Praxis I before you are accepted into a program.
Praxis I is administered by ETS and can be taken year-round on a computer or in a traditional paper format. For computer-based tests, you must make an appointment, but these are available throughout the year. The paper tests are given at pre-set dates during the school year. You must register in advance to take this test. States that do not use Praxis, still require an entry exam, but they are created and administered by the individual state. To find out what test you need to take in your state, visit the department of education website.
Praxis II and Tests for Certification
Once you have gained entry to a teacher preparation program and completed the requirements, such as coursework and student teaching, you will be ready to apply for your state’s certification. This means you must take another exam. Many states that use the Praxis system from ETS will require that you take the Praxis II. This test is actually several exams by subject. You will take the subject tests for your particular area of certification. For instance, if you are applying for certification as a secondary social studies teacher, you will take the social studies Praxis II. You may take more than one subject area test if you are applying for more than one type of certification. As with Praxis I, the subject area tests may be given by computer or on paper.
There are 13 states that do not require the Praxis system at all for teachers, but may require it for other types of school positions such as administrators, speech pathologists, or school psychologists. In some cases, the Praxis system may be acceptable, but not the only option for assessment, while in others the state’s tests must be taken and passed. These states are Arizona, California, Colorado,Florida, Georgia, Illinois, Massachusetts, Michigan, New Mexico, New York, Texas, Virginia, andWashington.
Scholarships and Financial Aid
Once you have decided to become a teacher and have begun to select a program for certification that best suits your needs, it is time to think about tuition. No college program is cheap these days, but there are ways to ensure that you can afford your education. Begin by choosing a college or university that has reasonable rates, but then think about looking for scholarships and financial aid opportunities. With a little help, you can afford to earn your degree and certification.
Scholarships
If you can qualify, scholarships are a great way to pay for your education. Unlike loans, they need not be paid back. As such they tend to be very competitive, so be prepared to really sell yourself to get one. Check with your particular state for scholarships that may be available as well as those offered at the national level.
The US Department of Education offers TEACH Grants to help students become teachers. These grants have a service obligation attached to them, so make sure you will meet those conditions. Otherwise, your grant will turn into a loan. The requirements include teaching for at least four years in a high-need field. If you already know what subject you want to teach, turn to a national organization for scholarships. For instance, the National Council of Teachers of Mathematics gives out one $10,000 scholarship each year.
Financial Aid and Loans
When you have exhausted your scholarship opportunities, consider financial aid options. Every college and university has a financial aid department. Make an appointment with an advisor at your school’s department. The advisor can guide you through the process of finding, applying for, getting, and paying back loans and aid. You can always go for a private loan, but government-backed student aid is usually a better choice. Your advisor can help you make this decision.
To begin the process of financial aid, you will fill out the Free Application for Federal Student Aid (FAFSA). This will help you determine what type of aid you qualify for and what types of loans you may be able to get. These include Pell Grants, which are given to undergraduate students, Perkins loans, which are low-interest federal loans, or PLUS loans, which you can use for graduate school.
There are teacher loan forgiveness and cancellation programs in place which may assist you with paying off your tuition loans. These are intended to encourage young people to get into teaching, so take advantage of them if you can. There are certain eligibility requirements based on the type of aid you receive and how long you teach, so read up on the Department of Education website to be sure you qualify.
Curriculum for a Teaching Degree Program
The curriculum that you can expect for a teaching certification program will vary depending on the university or college that you attend. However, there are similarities between most education programs. If you do not already have a bachelor’s degree you will need to select a major and possibly a minor area of study. You will take coursework related to those subjects as well as courses that are specific to education. If you already have a bachelor’s degree in a teachable subject, you may only take the education courses. Most teaching programs will also require that you get some practical experience in a classroom. This may be volunteer work or observation of a teacher at work.
Choosing a Major and Minor
When selecting a major and minor area of study, you should have in mind the subjects that you hope to teach. Most education programs will limit the availability of major and minor choices to those that are teachable. For instance, a major in chemistry is a teachable major because you can teach science classes. A major in fashion design, on the other hand, may not be acceptable as that is not a teachable subject in most public schools. You may also be asked to choose a minor, depending on your school, which should also be in a teachable subject.
Much of your coursework will count towards your major and minor. If you are majoring in Spanish, for example, you will take plenty of Spanish language and culture classes. You may also need to take certain electives required by your university. This could include a variety of courses to complete a liberal arts education such as humanities, social sciences, English, and science.
Education Coursework
In addition to courses that relate to your major and minor, you will take education classes to earn your teacher certification. The specific classes you need to take will depend on whether you are getting certified in elementary, secondary, or special education. Whichever type of certification you are pursuing there are certain types of education classes you can expect to take:
- Child development or psychology: These courses will help you better understand the minds of children and teens and how they develop.
- Curriculum: These courses will teach you how to develop and write curricula and lesson plans for your classes.
- Methods: Teaching methods courses focus on the practice of teaching, including how to explain and demonstrate concepts, how to lecture, and how to hold an effective discussion.
- Assessment: In this type of course you will learn how to assess student learning by creating tests, using oral exams, designing projects, and other techniques.
- Special Education: Whether or not you are receiving special education certification, you will likely be required to take some coursework in this area. Even general education teachers must understand special education to some extent.
Classroom Experience
Many teacher certification programs require students to get classroom experience as they work towards their degree. Student teaching is often completed during the final year of study. You may first need to have a certain number of hours of this classroom experience, which could include volunteering in schools or tutoring programs, observing classroom teachers, or actively participating in classrooms. Most likely your education program will help you set up these experiences, but you may be allowed to find them on your own as well.
Student Teaching
Becoming a teacher involves several steps. The education and certification process culminates in a real-world teaching experience. Most universities and colleges call this step student teaching. This means that you work side-by-side with a classroom teacher to hone your skills, learn from a mentor, and practice being a real teacher before you get your own position at a school.
Requirements
The specific requirements for your student teaching experience will depend on your university or college certification program. This may be just one semester at one school, or it could be a full year at one school or split between two different classrooms. In most cases, your program will have an office just for placement in student teaching positions. Your college does this because it is important that you have a mentor who is experienced and who teaches a subject that matches with your certification.
Be sure that you understand the requirements ahead of time so that you do not miss an entire semester and delay graduation. There will be certain requirements that you must meet in advance, such as completing certain courses before you can start a student teaching position. Also be sure that you return all of your required forms and paperwork in time. Missing out on your student teaching can mean that you fall a semester or a year behind your planned schedule.
Making the Most of the Experience
Student teaching is the best way for you to learn how to be a teacher. Coursework can only teach you so much. The practical experience in the classroom will really help you develop your skills. Work with your mentor teacher and allow him or her to guide you. Accept advice and constructive criticism and use it. Another great way to take advantage of this experience is to record yourself teaching. When you can see and hear what you are doing, you can really begin to understand the areas in which you need improvement.
Alternatives
Your certification program may accept alternative experiences in the place of student teaching. Contact someone in the department to find out what other experiences count towards it. For instance, if you previously worked as an instructor in a charter or private school that did not require you to be certified, that may count towards your student teaching credits. Another possibility may be a teaching position you held with a volunteer organization such as the Peace Corps.
Fulfilling Requirements for Teacher Certification in Your State
Getting admission to a university or college with a teacher preparation program, completing the coursework, and earning your degree are just part of becoming a certified teacher. Once you have completed your education, you need to make sure that you meet the requirements specific to your state. Certification for teachers is left up to individual states and varies from one to the next. Make sure you find out exactly what you need to do for your state or anywhere else you are considering finding a teaching position.
Common Requirements
All states have certification requirements in common, which generally include earning a bachelor’s degree and the completion of either a teaching preparation program or some type of acceptable alternative. You will also need to pass some kind of test. Which test that is will depend on your state, but typically will include both a general test and a section on the particular subject area for which you are seeking certification.
Most states also require a period of student teaching. This may also be called mentored teaching or classroom experience. Typically, this is completed at the end of your teacher preparation program, before you graduate. Finally, in most states you will need to pass a criminal background check at the state level and through the FBI.
Individual States
To find out what the specific requirements for certification are in your state, you can research online. This site provides information on requirements for teacher certification by state. The University of Kentucky’s College of Education hosts a useful page with quick links to requirements for each state and Puerto Rico. You can also contact your state’s Department of Education directly to find out what the requirements are and for helpful resources for meeting them.
Reciprocity
If you become certified as a teacher in one state but want to move to another and still be able to work, you must meet the requirements for teacher certification in that new state. States that are part of the National Association of State Directors of Teacher Education and Certification, or NASDTEC, may have interstate agreements. In these agreements, each state outlines which other states’ certificates are acceptable for transfer. For instance, if you received certification in Alabama and want to move to Georgia, according to the agreement you can begin to seek work there. You will, however, need to meet certain additional requirements within a reasonable amount of time.
Adding Endorsements
When you get your teaching certificate, you will see that it lists your endorsements. These are the subjects and grade levels you are qualified and certified to teach. For instance, a high school teacher might have a secondary language arts endorsement and a secondary biology endorsement if she majored in English and biology while earning her secondary teaching certificate. Your certification is not set in stone. You have the option to add endorsements to it if you meet the right qualifications.
Why Add More Endorsements?
You might consider adding extra endorsements to your certificate to make yourself more marketable to schools and districts. The more subjects you are qualified to teach, the more likely you are to be hired. Districts like to bring on teachers who can fill several needs. You may also think about adding an endorsement if you already have a teaching position and there is a void in the school that you hope to fill. Just be sure when you add endorsements that you are willing to teach those subjects and grade levels. You may not have a choice of which of your endorsements you use as it is at the discretion of your administrators.
How to Add an Endorsement
Adding an endorsement requires that you meet the qualifications for it, as you already did for your current endorsements. The process will vary by state, but there are some basics that should hold true in all states. The first is that you must complete the appropriate coursework or pass a competency exam. This may mean having enough credits to qualify as having a minor in a subject area. Once you have completed the credits, you will need to pass the certification test for the area of endorsement in which you are interested. Finally, you will need to apply to have the endorsement added to your certificate. Depending on your state and university, this may mean contacting the appropriate office at your college or your state’s department of education.
For example, in Florida adding an endorsement requires submission of an application, completion of the required courses, and completion of a Florida school district’s approved in-service add-on program. In Texas, teachers can add “Additional Certification by Examination” by passing a certificate area test. In Washington state, teachers must complete required coursework, complete a supervised practicum, and pass the content area test.
If you are unsure where to start, contact an advisor in the education department at your university. If you are not currently enrolled, contact the school through which you received your certification or the school at which you hope to gain admittance to complete further coursework.
Alternative Teacher Certification
The traditional route to becoming a certified teacher outlined above is not the only route to becoming a teacher. Most states in the US offer alternative routes to earning certification. These alternatives are typically centered on real-world teaching experience for candidates who have at least a bachelor’s degree.
Troops to Teachers
One important alternative route to certification is the Troops to Teachers program. This allows qualified military personnel to begin a new career in education. The program is run by the Department of Defense, but the licensing is completed by each individual state. Eligibility requirements are currently under review, but those who are interested can visit the site and register for the program for more information.
Teach for America
Teach for America is an organization that recruits people to teach in areas of the country where schools are struggling. These are often urban and poverty-stricken areas. Recruits need not have prior teaching experience and can work towards certification while teaching. In most cases, the experience gained while working for Teach for America fulfills student teaching requirements.
Other Alternative Programs
There are additional programs that recruit and train new teachers through alternative means, such as Michelle Rhee’s The New Teacher Project. It recruits new teachers and then trains them to be effective and to work in districts with high levels of poverty and minority students.
Other alternative programs are location-specific or are not accepted in all states. The Academy for Urban School Leadership trains new teachers specifically to work in underperforming schools in Chicago and helps those teachers become certified. Trainees work for a full year with a mentor teacher. The American Board for the Certification of Teacher Excellence is a non-profit that was created by the US Department of Education and provides an affordable alternative route to certification. Certification through this route is accepted by Florida, Idaho, Missouri, Mississippi, New Hampshire, Pennsylvania, South Carolina, Utah, and Oklahoma.
Getting Hired as a Teacher
With certification in hand, it is now time to find a position working as a teacher. As a new teacher, you have some things working for you and against you in your job search. You lack experience in the classroom, but on the other hand districts like to hire new teachers because your position will be low on the pay scale. The key to getting hired as a new teacher is to play up the classroom experience you do have. If you can do this while giving a professional interview and providing excellent references, you can increase your chances of getting hired.
Begin the Search
Your search should start with looking for districts that are hiring. If you are open to any location, your search can reach far and wide. For guidance, review our Best States to Be a Teacher Index, where you can search states by teacher salary, job openings, and more. If you are restricted to one area, you may need to target districts that have not advertised an open position. Contact the districts you are interested in directly, either through email or by phone, and find out if they are hiring. Even if they are not hiring at the moment, you may be able to send in a resume to keep on file. For the latest teacher job openings in a targeted area and across the country, check out our jobs board.
Join a Professional Organization and Network
Networking is important for finding a job in any field and that includes teaching. You can network through social media and through friends and family, but do not ignore the power of professional organizations. As a student or recent graduate you can join the student or associate programs of the large teacher unions like the National Education Association and the American Federation of Teachers. Joining as a student will get you access to job search resources and other benefits. There are also non-union groups that you can join for the networking opportunities like the Association of American Educators and Pi Lambda Theta.
Be Prepared
Networking, searching, and contacting districts are just the preliminary steps towards getting a teaching position. Once you have found the open positions and scheduled an interview, the real work begins. Be ready for your interview by preparing ahead of time. Practice interviewing with a friend and fellow job seeker. You can interview each other and ask the questions you think you might be expected to answer.
Also be ready to share all the experiences you have in the classroom. This could include student teaching, volunteer work, or working as a substitute teacher. Have your materials ready to go in a professional portfolio. Include lesson plans that you have created, letters of recommendation from your mentor teacher and university instructors, and, if possible, video of you teaching a lesson. Many districts are now asking prospective teachers to teach a lesson for real students while administrators observe. Be prepared for this by readying a lesson that you are comfortable doing.
Finally, be prepared to be patient. This is a tough job market for everyone, including teachers. If you do not find a position for your first year after graduation, use that time wisely. Work as a substitute teacher in one or two districts so that the teachers and administrators can get to know you. When a position opens up, you may be first in line for it.
Continuing Your Education with Graduate School
Once you become certified as a teacher and find a position in a school, you may think your work is done, but it is not. As a teacher, you must continue to improve your skills and expand your knowledge. This can be accomplished through professional development opportunities, usually provided by your district, and by taking graduate-level courses. Each state sets different requirements for how much education you must complete after certification and how often. Consult your state’s department of education or your university for information.
Graduate Courses
If your state requires that you earn a certain number of graduate credit hours after being certified, you have many options. You can continue taking courses at the university where you earned your certification. Most teacher education programs offer graduate level courses. Another increasingly popular choice is to take online courses. More and more schools are offering graduate education classes online to help teachers meet their requirements. Examples include Central Michigan University, Eastern Kentucky University, and the University of Phoenix.
Earning a Master’s Degree
Some states require that you earn a master’s degree to keep your certification or to be fully and professionally certified, while others encourage you to earn a degree by offering extra compensation. States that require you to complete a master’s degree are New York, Connecticut, Kentucky, Oregon,Michigan, Maryland, Mississippi, and Montana. These states increase pay for earning the graduate degree. States that do not require a master’s degree, but do compensate for it include Washington,Ohio, Delaware, Georgia, West Virginia, South Carolina, Alabama, Tennessee, Illinois, Hawaii,Arkansas, North Carolina, Oklahoma, and Louisiana.
If you choose to earn a master’s degree, you have several options. Many teachers earn a degree in education and teaching, which can include specializations such as instruction, curriculum, or special education. You can also earn a master’s degree in counseling or administration if you hope to move into an administrative position. Less common, but still a possibility, is to earn a doctoral degree in education or administration. If you choose to take this route, you open the door to other opportunities, such as becoming a superintendent of a district or a professor at a university.
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The Classroom of the Future
The Physical Space
The days of classrooms where a teacher desk sits at the front of the classroom and students’ desks are neatly aligned in rows are over. Learning technologies, and changing pedagogical methods, are not only changing the way we teach but also the physical environments we teach in. The role physical environments play in our learning is just beginning to be studied and understood. Akinsanmi (2011) asserts that “there is little research on the role the physical environment plays in the learning process” but more and more educations theorist and psychologists are beginning to offer perspectives “from which designers can conceptualize the creation of an optimal learning environment” (The Optimal Learning). One thing that is clear from the research of the physical spaces which make up learning environments is that current classrooms seldom facilitate 21st century learning.
Image taken from: http://rliberni.wordpress.com/2010/05/26/ideal-classroom-design-for-21st-century-learning
A study done by the Herman Miller Company (2011) on adaptable spaces and their impact on learning identified four key constructs that affect student learning; Basic Human Need, Teaching, Learning, and Engagement. Herman Miller assert that there is a “pedagogical value of a comfortable chair” and that by “recognizing the impact that physical comfort has is support of pedagogy, and designing flexible, comfortable learning spaces enhances the experience of both faculty and students.” When classroom furniture is easily moved to allow for comfort and practicality students’ learning experience was heightened with increased seating comfort (32%), being able to clearly understand the professor (14%), and view materials (17%). Besides students being better serviced by redesigned and malleable classrooms educators also reported the benefits of increased lighting, better access to internet connections, improved ability to hear students and having more whiteboard space (p. 3,5).
The research summary also highlighted the fact that with regard to teaching “emerging discoveries about how people learn, rapid advancements in technology, and heightened awareness of student expectations” were what caused the most pedagogical changes and in order for teachers to take advantage of these changes teaching spaces must be able to utilize new technologies and have classroom “flexible enough to accommodate different teaching styles”. Adaptable learning spaces also better facilitate learning especially since the “meaning of knowing has shifted from being able to remember and repeat information to being able to find it use it and contextualize it.” Marc Presnsky describes how students no longer prefer large lecture halls and instead desire learning spaces that “allow them to get to know one another, engage in dialogue, work independently or in groups on projects…get or provide private feedback [and] seek a collaborative environment that fosters understanding and learning” (Herman Miller Company, 2011, p. 5-6). Prensky’s quote perfectly illustrates why classroom spaces should no longer be static but should be easily adaptable to fit whatever activity or pedagogical method the teacher chooses to deliver that day’s lesson in.
Lastly adaptable learning spaces make it easier to engage students by allowing for the quick and easy configuration of classrooms to facilitate different kinds of activities. Students who participated in classes held in classrooms designed around adoptable spaces ideas reported being 24% more engaged in class and 23% more likely to feel that communication was better facilitated while teachers describded how it was easier to integrate teaching methods (22%), easier to use technology while instructing.The figures below are also taken from the study and show just how effective adaptable spaces are.
“Additional insights came from evaluating faculty and student perceptions about
collaboration and fostering a sense of community or belonging within the Learning
Studio. Students reported they are:
• 16% more likely to feel comfortable asking questions
• 28% more likely to be able to conduct group work
• 20% more likely to feel the classroom presents the appropriate image for the college
• 22% more likely to feel valued
The results from faculty were even more supportive. Faculty members are:
• 32% more likely to agree that collaboration between students is better
• 24% more likely to agree that collaboration between faculty and student is better
• 44% more likely to believe the Learning Studio conveys the appropriate image
• 47% more likely to feel valued (Herman Miller, 2011, p.8-9)”
Classrooms designed using adaptable learning spaces adhere exactly to what Askinsanmi described as removing “the focus from the teaching wall and creating the ambiance of a favorite grandma’s living room, thereby providing an emotionally safe, comfortable and visually stimulating environment” (p. 6). When students are comfortable, sitting in a room that they feel caters to their needs they are more willing and able to learn. Hopefully as our ideas about how to instruct students continue to change and evolve so will the way we setup and decorate our classrooms.
Below is a diagram taken from Herman Miller Company Research Summitry which illustrates student and facility experience in physical learning spaces.
Below are two pictures showing some of the learning spaces described by Herman Miller.
Both images taken from: http://www.hermanmiller.com/discover/tag/cetld/
The Pedagogical Place
Besides the physical layout of the classroom changing so will the tools we use to instruct students. As Heather Edick asserts “there is increasingly sophisticated technology to come” which will benefit teachers “in terms of resource management and the opportunity to tap sources of knowledge that would not have been available because of geographical barriers” (Edick, Visions of the). Besides technology’s increased use in the classroom of the future another major change “is an emphasis placed on learning models that support the active construction of knowledge and skills.” Instead of educational environments and instruction being passive “there has been a shift…to environments in which the learner actively explores the world and constructs their own internal models of understanding (Classroom of the, 2006).” Classrooms of the future will no longer be little factories where we “can find teachers encouraged (and often compelled) to mass produce learning and marginalize the differences in aptitudes, interests, and abilities” which no longer “prepare students for the fast changing global society they will inherit” (Fielding, Lackney, Nair, 2011).
The Human Computer Interaction Lab (2006) completed a study which anticipated the development of “new embedded technologies that can be a seamless part of any physical object in schools” which can then be used to support learning” (Classroom of the). One example of technology being used to facilitate learning when it is viewed as a “constructive and social activity” is the internet. As the internet “increasingly gained in popularity as a communication channel” and Web 2.0 applications become more common “attention switched to social interaction and its relevance for learning” (Mäkitalo-Siegl, 2010, p. 3). An example of this might be students using a curation tool such as Paper.li to sort and evaluate information before sharing it with others or collaborating on a Wikispace page with another student, both of which focus instructions on the active construction of knowledge and building communities and social interaction. In the classroom of the future technology will no longer limit collaboration and community thinking solely to the inside of the classroom but will allow for these activities to occur outside the classroom in the real world. Students could learn Chinese “using a large HDMI monitor and High Definition sound system, along with a web connection…[and instructors] could take them on virtual field trips once a month, wearing a wen camera that shows students sites, such as the Wall of China” while also allowing them to practice their Chinese with native speakers (Edick, Visions of the).
In addition the classroom of the future will facilitate learning by using technology-enhanced objects while also “building communities in virtual and physical learning spaces.” By embedding technology into “familiar every-day devices” it makes the technologies easy to use while also turning them “into tools for effective and motivating learning.” An example of this might be having students complete concept maps on a whiteboard or laptop or by having students use StoryTable to collaborate while making a story. An example of a “knowledge-building community” existing both inside and outside of the classroom is a project called CIPHER (Communities of Interest to Promote the Heritage of European Regions) which “constitutes a multidisciplinary community in the field of digital cultural heritage.” The project uses “advanced technology and the digital tools applied in the creation, recording, and preservation of cultural heritage…[with] collaboration taking place between different groups and communities, such as universities, local schools, and museums” to produce the artifacts used in the project (Mäkitalo-Siegl, 2011, p. 5-7). A classroom designed to allow this kind of learning would need space for collaboration to occur, access to the technologies that allow for the creation of artifacts and would look remarkably different from the look of most classrooms today.
The classroom of the future might also be paper free as laptops and other educational technology allow for the elimination of paper. As laptop and tablet computers become cheaper in the near future instead of teachers copying handouts and exams to give to students they will be ‘pushed’ online to students. All students will carry laptop computers which will include textbooks, eliminating textbooks, heavy backpacks and lockers, while also making for a cleaner classroom environment. The use of laptops and tablets could also allow for students to keep electronic portfolios enabling them to “add comments and reflections based on an artifact at any time.” The portfolios could also be used during parent teacher conferences by allowing the teacher to share students portfolios “via SMART board or a tablet and explain the student’s progress to the parents using the portfolio” (Edick, Visions of the).
The classroom of the future is a space, both physically and pedagogically, in flux. The physical spaces which make up the classroom, the educational technologies we use, and the teaching pedagogy we subscribe to are not static and as educators it is critical for use to continue learning about what the classroom of the future will look like. No matter what state or country we teach in these changes will affect us all. As Makitalo-Siegal et al (2010) assert “teachers themselves should be more open to new pedagogical models and the development of technology as well as be willing to regularly update their knowledge by participating in in-service education and reading current research literature” (2010, p.7).