After reading this chapter, it is clear that a teacher’s competency is directly related to student achievement. In classroom discussion at SPU, we have talked a great deal about putting high expectations on students, as well as placing high expectations on ourselves as teachers. The “expertise” of the instructor, which Ericsson and Charness (1994) refer to, goes hand in hand with the level of expectation on the students (p. 215). This is also supported in standards set by the EALRs and GLEs. In light of this discovery, one must focus on becoming an expert learner in order to become an expert teacher. The text says that this capability does not simply come from good genes; instead it is developed by a “well-articulated knowledge base and deliberate practice” (Marzano, 2010, p. 216). As a learner with both a speech impediment and poor short-term memory, this reinforces the adage that hard work pays off when coupled with diligent learning.
Of all of Marzano’s (2010) nine types of lesson segments, the classroom routine events resonated with me because it is an area where I see room for improvement (pp. 218-219). In these reoccurring events, Marzano highlights the importance of both communicating and making learning goals, feedback to students, and consistent routines and classroom procedures (Marzano, 2010, p.221). Looking back on my first year of teaching, I could have been clearer about how I conveyed learning goals by taking more time to map out where we were going as a class. Since I move from classroom to classroom, I easily got swept up by the rush of setting everything up each day and many times forgot to explain the daily goals. With that said, I wonder if there is an efficient way for teachers who move from classroom to classroom to have an organized space that maintains classroom rules and procedures? This difficulty no doubt exacerbates any issues a teacher has with setting the tone of the classroom and communicating the daily goals of class lessons.
At the end of the chapter, Marzano (2010) says that teachers should devote time to deliberate practice, and in this point I believe that “practice” is the key word (p. 238). He stated that this “must continue for about a decade” to reach the level of excellence he refers to (Marzano, 2010 p. 238). In reading this, I can see how a teacher could have the temptation to admit defeat early in their career while reaching for a goal so far away. What would some strategies be for a teacher to keep optimism and confidence in the midst of experiencing the ups and downs of a decade-long refinement? Also, this must certainly not mean that a teacher is done honing their craft after a decade. Marzano (2010) communicates this later in the chapter writing, “One reasonable expectation would be that all teachers in a school district should improve from year to year” (p. 239). In making sure that teacher expertise is improving year to year, Marzano (2010) assumes that the ultimate goals are being met. This only further illustrates the need for educator involvement when designing state testing if this standard supposes to be reaching ultimate teaching goals. As Marzano writes, “Even small increments in teacher expertise over time could translate into substantial gains” (Marzano, 2010, p. 239). I hope to find joy in the process rather than finding failure, and I hope to find opportunities to learn, grow, improve and eventually, ten years down the road, reach expert performance as a practiced teacher and diligent learner.
Marzano, R. (2010). Developing Expert Teachers. In R. Marzano (Ed.), On Excellence in Teaching (pp 213 – 245). Bloomington, IN: Solution Tree Press.