Do trends in international education influence what you do in the classroom?

A teaching professional today is dedicated, motivated, energetic, vibrant and enthusiastic about teaching. Many teachers ventured in other area because of the demand and pressure society, parents, church and the ministry of Education placed on them. Society deem teachers as role models however, they are among the least paid professionals.
Teachers are vital to our society because without teachers there would be no health sector, prime ministers, engineers to name a few. A teacher job is never complete; teachers are on the job twenty four hours per day as even in their sleep teachers are dreaming about students and how to assist them academically.

I have a passion to have positive impact on young people’s lives. The best way to impact on their lives is to assist them in developing their literacy skills that will enable them to be better men and women in the future.

I am not satisfied with the impact I am having as a teacher, I need more knowledge to assist my students and those I come in contact with. I need to see all my students excel academically that is why I am pursuing this masters program. I would rate my current level of motivation as eighty percent (80%) and satisfaction forty percent (40%).

The constraints of NO CHILD LEFT BEHIND leave me teaching furiously in a way that produces disappointing results and leaves me with very little spare time for independent innovation.

As a Canadian teaching English and Drama in England I'm amazed at the difference in attitudes between Canadian and English kids in government funded schools. While teenagers anywhere can appear apathetic towards learning at times, many here seem downright angry. Several times I've been challenged with verbal attacks such as "What the xxxx are you looking at Miss?" and when I discuss this in the staffroom, fellow teachers tell of being stoned as they walk away from the classroom and others show me their student-inflicted bruises. Adolescent girls often seem more aggressive than boys. When I talk to a girl separately, I perceive a distinct lack of self confidence that the boys don't appear to have to the same degree. Of course we all know that adolescent girls lose their confidence so easily at this stage and often can't seem to get it back. Outside of school I've begun doing work with adolescent and teenage girls to encourage them to reconnect with their tomboy years when they felt equal to boys, if they thought about boys at all, and when their self-confidence was at its peak. I've taken this idea further, working with women of all ages to recall an experience of self-assurance from that pre-adolescent time. I help them connect this positive memory with the person they are now, assist them to write a scene or two and have it performed for them. I'm trying to help them improve self-esteem, re-write their life script. If this seems fluffy I apologize but I believe it's doing some good, absolutely with women but also with adolescent and teenage girls.

My world of teaching is the whole world, and the comment about the constraints of No Child Left Behind are often the excuse, or the teacher's comment on anything that is innovative, creative, international or interesting. I did a conference presentation on science from NASA and the teachers thought it was very interesting but they said that teaching the test has become the number one priority and that supportive further teaching sucks the time away. Therefore no added resources, no interesting international collaborations. I get a lot of email off of the site about the fact that , oh this would be so wonderful to do, but my school is in lockstep to all kinds of testing and that is about all. The sad thing is that we are also learning about the lack of teaching in science, math, technology and engineering and there is a national mandate that is being pushed. But .. I guess we have our heads in the sance.