Teachers—Preschool, Kindergarten, Elementary
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Public school teachers must be licensed, which typically requires a bachelor’s degree and completion of an approved teacher education program.
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Many States offer alternative licensing programs to attract people into teaching, especially for hard-to-fill positions.
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Job prospects should be favorable; opportunities will vary by geographic area and subject taught.
Teachers play an important role in fostering (καλλιεργούν) the intellectual (διανοητική) and social development of children during their formative years. The education that teachers impart plays a key role in determining the future prospects of their students. Whether in preschools or high schools or in private or public schools, teachers provide the tools and the environment for their students to develop into responsible adults.
Teachers act as facilitators or coaches, using classroom presentations or individual instruction to help students learn and apply concepts in subjects such as science, mathematics, or English. They plan, evaluate, and assign lessons; prepare, administer, and grade tests; listen to oral presentations; and maintain classroom discipline. Teachers observe and evaluate a student’s performance and potential and increasingly are asked to use new assessment methods. For example, teachers may examine a portfolio of a student’s artwork or writing in order to judge the student’s overall progress. They then can provide additional assistance in areas in which a student needs help. Teachers also grade papers, prepare report cards, and meet with parents and school staff to discuss a student’s academic progress or personal problems.
Many teachers use a “hands-on” approach that uses “props” or “manipulatives” to help children understand abstract concepts, solve problems, and develop critical thought processes. For example, they teach the concepts of numbers or of addition and subtraction by playing board games. As the children get older, teachers use more sophisticated materials, such as science apparatus, cameras, or computers. They also encourage collaboration in solving problems by having students work in groups to discuss and solve problems together. To be prepared for success later in life, students must be able to interact with others, adapt to new technology, and think through problems logically.
Preschool, kindergarten, and elementary school teachers play a vital role in the development of children. What children learn and experience during their early years can shape their views of themselves and the world and can affect their later success or failure in school, work, and their personal lives. Preschool, kindergarten, and elementary school teachers introduce children to mathematics, language, science, and social studies. They use games, music, artwork, films, books, computers, and other tools to teach basic skills.
Preschool children learn mainly through play and interactive activities. Preschool teachers capitalize on children’s play to further language and vocabulary development (using storytelling, rhyming games, and acting games), improve social skills (having the children work together to build a neighborhood in a sandbox), and introduce scientific and mathematical concepts (showing the children how to balance and count blocks when building a bridge or how to mix colors when painting). Thus, a less structured approach, including small-group lessons, one-on-one instruction, and learning through creative activities such as art, dance, and music, is adopted to teach preschool children. Play and hands-on teaching also are used by kindergarten teachers, but academics begin to take priority in kindergarten classrooms. Letter recognition, phonics, numbers, and awareness of nature and science, introduced at the preschool level, are taught primarily in kindergarten.
Most elementary school teachers instruct one class of children in several subjects. In some schools, two or more teachers work as a team and are jointly responsible for a group of students in at least one subject. In other schools, a teacher may teach one special subject—usually music, art, reading, science, arithmetic, or physical education—to a number of classes. A small but growing number of teachers instruct multilevel classrooms, with students at several different learning levels.
Middle school teachers and secondary school teachers help students delve more deeply into subjects introduced in elementary school and expose them to more information about the world. Middle and secondary school teachers specialize in a specific subject, such as English, Spanish, mathematics, history, or biology. They also may teach subjects that are career oriented. Vocational education teachers, also referred to as career and technical or career-technology teachers, instruct and train students to work in a wide variety of fields, such as healthcare, business, auto repair, communications, and, increasingly, technology. They often teach courses that are in high demand by area employers, who may provide input into the curriculum and offer internships to students. Many vocational teachers play an active role in building and overseeing these partnerships. Additional responsibilities of middle and secondary school teachers may include career guidance and job placement, as well as follow-ups with students after graduation. (Special education teachers—who instruct elementary and secondary school students who have a variety of disabilities—are discussed separately in this section of the Handbook.)
In addition to conducting classroom activities, teachers oversee study halls and homerooms, supervise extracurricular activities, and accompany students on field trips. They may identify students with physical or mental problems and refer the students to the proper authorities. Secondary school teachers occasionally assist students in choosing courses, colleges, and careers. Teachers also participate in education conferences and workshops.
Computers play an integral role in the education teachers provide. Resources such as educational software and the Internet expose students to a vast range of experiences and promote interactive learning. Through the Internet, students can communicate with other students anywhere in the world, allowing them to share experiences and differing viewpoints. Students also use the Internet for individual research projects and to gather information. Computers are used in other classroom activities as well, from solving math problems to learning English as a second language. Teachers also may use computers to record grades and perform other administrative and clerical duties. They must continually update their skills so that they can instruct and use the latest technology in the classroom.
Teachers often work with students from varied ethnic, racial, and religious backgrounds. With growing minority populations in most parts of the country, it is important for teachers to work effectively with a diverse student population. Accordingly, some schools offer training to help teachers enhance their awareness and understanding of different cultures. Teachers may also include multicultural programming in their lesson plans, to address the needs of all students, regardless of their cultural background.In recent years, site-based management, which allows teachers and parents to participate actively in management decisions regarding school operations, has gained popularity. In many schools, teachers are increasingly involved in making decisions regarding the budget, personnel, textbooks, curriculum design, and teaching methods.
Work environment. Seeing students develop new skills and gain an appreciation of knowledge and learning can be very rewarding. However, teaching may be frustrating when one is dealing with unmotivated or disrespectful students. Occasionally, teachers must cope with unruly behavior and violence in the schools. Teachers may experience stress in dealing with large classes, heavy workloads, or old schools that are run down and lack many modern amenities. Accountability standards also may increase stress levels, with teachers expected to produce students who are able to exhibit satisfactory performance on standardized tests in core subjects. Many teachers, particularly in public schools, are also frustrated by the lack of control they have over what they are required to teach.
eachers in private schools generally enjoy smaller class sizes and more control over establishing the curriculum and setting standards for performance and discipline. Their students also tend to be more motivated, since private schools can be selective in their admissions processes.
Teachers are sometimes isolated from their colleagues because they work alone in a classroom of students. However, some schools allow teachers to work in teams and with mentors to enhance their professional development.
Including school duties performed outside the classroom, many teachers work more than 40 hours a week. Part-time schedules are more common among preschool and kindergarten teachers. Although most school districts have gone to all-day kindergartens, some kindergarten teachers still teach two kindergarten classes a day. Most teachers work the traditional 10-month school year with a 2-month vacation during the summer. During the vacation break, those on the 10-month schedule may teach in summer sessions, take other jobs, travel, or pursue personal interests. Many enroll in college courses or workshops to continue their education. Teachers in districts with a year-round schedule typically work 8 weeks, are on vacation for 1 week, and have a 5-week midwinter break. Preschool teachers working in day care settings often work year round.
Most States have tenure laws that prevent public school teachers from being fired without just cause and due process. Teachers may obtain tenure after they have satisfactorily completed a probationary period of teaching, normally 3 years. Tenure does not absolutely guarantee a job, but it does provide some security.
Teaching English to Preschool Children
I teach a three-year-old Head Start class with 15 out of 17 children having a primary language other than English. In addition 8 of the 17 have Developmental Delays of one kind or another. I am struggling to find ways to increase vocabulary and verbal communication skills and hold the attention of those who understand English fairly well at the same time. Any ideas?“
For the most part, teaching English to 3-year olds should not be difficult because of their lack of proficiency in their native language. At my ESL program, all of the children learned verbal English without formal instruction (even though they all spoke Spanish natively), but needed help with written work. The reason is that children learn very easily. Merely show them an object and pronounce the word. For example, pick up a pencil and slowly pronounce the word. Also, word games are very fun for young children. The only problem arises when the children are trying to communicate something complicated to the adults such as wanting a snack or something else.
Children love games and stories so you can capture their attention while building their vocabulary and language.
For kids of this age, you can use use board-type games or interactive games, games with miming, movement, dressing up, make believe and guessing games etc.
Do bear in mind though that the games should be non-competitive. Preschoolers are too young to be faced with the stress of winning and losing. It is nicer for everyone to win.
Vary the pace, mix up quiet games with games involving movement so that you keep the children on their toes without them becoming over excited.
Stories and songs are the best vehicles to allow language absorption on a subconscious level as well as reviewing known vocabulary. Before telling the story pre-teach all the main vocabulary with games so that the children will be able to follow the events with the aid of pictures and the words of the story itself.
As for having children who do speak English, have them help those who need more instruction. Make the older children group leaders and let them lead the games.
Putting on a show for parents and for the other children in school at the end of each term is a great incentive to children. You can give the older children bigger parts at such an event.
I’d advise you to work more actively with those who understand English fairy well. Those who have little knowledge will follow them and take an active part. Don’t forget that three-year-old children have a brilliant memory and can immitate others easily. Once I had to teach them. It was 25 years ago. After my attempt English became popular in nursary schools (kindergartens).
Preschool Teaching
by Sandee McHugh-McBride, Judie Haynes
ne of the most frequent inquiries on the Ask Judie Bulletin Board is from preschool teachers all over the world. They have asked for themes, lessons, and materials to implement in their preschool classes. Here are some ideas that will help answer their questions.
“Help! I am teaching four and five year olds. What do I do?” you ask. Have you searched the internet? There is a wealth of information on early childhood or preschool teaching. Search also under “home schooling” and “daycare.” These sites are designed to teach basic concepts to native English speakers but lessons can be adapted for ELLs.
What do you need to do to effectively teach the ELLs in your preschool class?
1. Three and four year olds seem to be constantly in motion and have boundless energy. Action-based activities will grab their attention and keep their interest. Children of this age group enjoy movement play. Emphasize acting out stories, repeating predictable text, puppetry, chants, rhymes, finger plays, songs, and role-playing. Have students make believe by playing house or pretending to be firefighters. Teach them to play games.
Let them run jump, skip, dance and hop. These activities can be utilized to encourage verbal expression and language development. Use what these children love to do in order to help them learn.
2. Develop oral language skills. Teach young ELLs to speak and understand English first. They need to learn vocabulary dealing with greetings, families, body parts, school and classroom items, days of the week, zoo and farm animals, numbers, shapes, seasons, colors, clothing, and fruit. Teach them commands such as “line up, raise your hand, and go to the circle.” Use songs and chants to make learning fun.
3. Use visuals, including graphs, posters, videos, picture books, educational computer games and realia to help students acquire language. Bring in a bag of old clothing when teaching the names of clothes; share banana slices or use Cheerios for counting and M&Ms for color.
4. It’s great to use seasonal themes because they are meaningful to the children. One example would be teaching about autumn by collecting fallen leaves, decorating pumpkins, creating your own costumes or masks, making butter from whipped cream, dressing up as Pilgrims and Indians, and having a simple Thanksgiving Feast. These activities make the vocabulary more relevant to the children and, therefore, more memorable.
6. You will also want to build on the prior knowledge of your students. Make sure the theme is appropriate for the culture of the country you are teaching in. A Halloween theme will not mean very much to students in China.
7. Activate prior knowledge. Choose themes that can be linked to what your students already know. Pre-teach vocabulary and concepts that your ELLs will probably not know such as nursery rhymes.
FT.com / Technology / Digital Business – The dangers businesses run by ignoring languages
Emmanuel Chrysis
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