EDible News: Molly MacFarlane, Contributor
As an ED III student who is currently completing my final education course, I can honestly say that I spent too much time writing essays for teacher’s college courses, and too little time learning practical things that would help me in the classroom. I keep wondering: why? Should the assumption not be that if we managed to make it into teacher’s college that we know how to write an essay? Even if we are concurrent students that got accepted to the program immediately after high school – shouldn’t essay writing be something that we do in undergrad and not in our teacher’s college courses?
This is not to say that I don’t believe in the writing process as an essential component of education classes. However, it is important to realize what is a priority in an education class, and what isn’t as necessary. I think that reflecting on and analyzing things that we have done or are working on is a valuable educational tool. Do I think that this needs to develop into write-ups extending far beyond 3 pages? In most cases—no. Do I think that we need to be writing lengthy research and/or analytic essays in teacher’s college? Definitely not. There are more valuable, practical things we need to be learning that can still involve building and enhancing essential skills such as writing.
What I argue is that we need to be building essential skills that will benefit us in the classroom. We need to learn about lesson planning, unit planning, group work, presentation skills, communicating skills, utilizing technology in the classroom, and everything else that will truly benefit us in the daily trials of teaching. The great thing is that most of these activities, in one way or another, will involve thinking, writing, analyzing and reflecting. Of course we need to do some writing activities while obtaining our education degrees. That being said, should there not be the assumption on the part of the course director that we know how to write a formal essay, that we practice those skills in undergrad, and that we do not need to exercise them as intensely in teacher’s college? Please know, this is coming from someone that loves essays—they are my strong suit. However, not only do I do enough of them in undergrad, but I don’t honestly think they have helped me learned much of anything in teacher’s college—at least nothing that couldn’t have been taught and learned another way.
I understand that some people in certain degrees get more exposure to essays than others, so they find the teacher’s college essays helpful; however, I firmly believe that learning and teaching in teacher’s college can and should look differently than writing essay after essay. To conclude, I would not be a good teacher if I didn’t ask you to reflect on this in reference to your own experience with teacher’s college here at York.
Some food for thought:
- How many formal essays have you done?
- Have you found teacher’s college essays helpful?
- If so, why? If not, what do you think would have helped you learn the material more efficiently?
- Are your assignments in teacher’s college practical?
- What are some strengths and weaknesses of the teacher’s college assignments you are assigned?
I hope this gives you some ideas to think about. I know as a topic this is something I have raised with some of my course directors in education and it is my hope that, if you, too feel passionate about this that you will share your thoughts and suggestions with your colleagues and course directors as well.
