Teachers of impact are not just there to speak about their content. They are there to teach and impact students. In order to accomplish this, teachers must know their students. Teachers must teach the whole student, not just the piece of the student they see for 7 hours 5 days a week. Students have lives outside of school, and teachers must teach to the whole student. In order to do this, a teacher should first be aware of proven research in cognitive psychology, such as, students learn through active intellectual engagement with content. There are some patterns in development and learning, however, it is important to remember that each student is individual and learns individually. Teachers must be aware of the special needs of each and every student. Elements of this include:
Knowledge of Child and Adolescent Development
There are particular patterns of development that most students will follow. Teachers should be aware of this and how each stage affects a child's learning. For example, students will go through each of the Erikson Crises at some point. Teachers of impact must "wear their Erikson glasses" and reflect on how past crises affect the current student, and must do no damage to the current crisis.
Knowledge of the Learning Process
Good teachers must use best practice in teaching. This involves making use of research-based teaching strategies, such as active intellectual engagement.
Knowledge of Students' Skills, Knowledge, and Language Proficiency
Just as teachers have lives outside of school that are not always discussed in school, students have lives beyond the classroom walls that they will not necessarily tell the teacher about, but that will affect their learning. Therefore, teachers of impact must make the effort to learn about the whole student and about what is important to them, in order to best teach them.
Knowledge of Students' Special Needs
Not all students develop in the same way. Therefore, teachers must be aware of the individual needs of each and every student in order to be a teacher of impact to each student.
Implementing in the Classroom/Artifacts Demonstrating Competency
Knowledge of Child and Adolescent Development
There are particular patterns of development that most students will follow. Teachers should be aware of this and how each stage affects a child's learning. For example, students will go through each of the Erikson Crises at some point. Teachers of impact must "wear their Erikson glasses" and reflect on how past crises affect the current student, and must do no damage to the current crisis.
Knowledge of the Learning Process
Good teachers must use best practice in teaching. This involves making use of research-based teaching strategies, such as active intellectual engagement.
Knowledge of Students' Skills, Knowledge, and Language Proficiency
Just as teachers have lives outside of school that are not always discussed in school, students have lives beyond the classroom walls that they will not necessarily tell the teacher about, but that will affect their learning. Therefore, teachers of impact must make the effort to learn about the whole student and about what is important to them, in order to best teach them.
Knowledge of Students' Special Needs
Not all students develop in the same way. Therefore, teachers must be aware of the individual needs of each and every student in order to be a teacher of impact to each student.
Implementing in the Classroom/Artifacts Demonstrating Competency
- At the beginning of the year, have students write about their background/things that are important to them
- Go to athletic events that your students are participating in, and make a point to discuss it with them
- Show interest in the interests of your students
- Go to events in the community
- Establish positive relationships with parents
- Keep a log of the special needs of each student
- Take time to listen to your students
- Create lesson plans using universal design
- Allow students choice in what they are learning about
- Help students to choose books that are interesting and challenging for them, but that are not too challenging.
- Photo used with permission from student and parent
- (2018). Static.pdesas.org. Retrieved 10 March 2018, from http://static.pdesas.org/content/documents/danielson_rubric_2.pdf