Engaging Students in Your Absence: An Open Letter to English Teachers

Autor/in	Wertz, Jessica A.
Titel	Engaging Students in Your Absence: An Open Letter to English Teachers
Quelle	In: English Journal, 95 (2006) 6, S.20-22 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Stellungnahme; English Teachers; Substitute Teachers; Time on Task; Student Motivation; Teacher Attitudes; Instructional Effectiveness; Expectation; Job Performance; English Instruction; Lesson Plans + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Substitute teacher; Temporary teacher; Temporary teachers; Aushilfslehrer; Zeitaufwand; Schulische Motivation; Lehrerverhalten; Unterrichtserfolg; Expectancy; Erwartung; Work performance; Arbeitsleistung; English langauage lessons; Lesson planning; Unterrichtsplanung
Abstract	This article is an open letter to English teachers by the author, a second-year graduate student in English education doing substitute teaching. She argues that as a substitute teacher, expectations of her teaching abilities and those of most substitute teachers are incredibly low, and that low expectations often result in low performance. Here, she makes a plea to teachers to trust that substitute teachers are competent and capable enough to teach their students by leaving them with an engaging, educationally sound lesson plan instead of videos and worksheets. She outlines what she means by engaging, educationally sound lesson plans, and concludes by saying that there are excellent substitute teachers in school districts throughout the country who would welcome the opportunity to teach, rather than merely babysit students, maintain classroom control, and keep students well disciplined and "on task" with busywork. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10