Should the best teachers be sent to weak schools

for the purpose of raising their standard of

Education?
Sunil Sarkar, August, 2013

Introduction

A good teacher is a compassionate, social, ideological and spiritual servant who

serves the community through schooling to help the weak, needy and unlearned.

A good teacher is somebody to be desired to educate any new generation in all

times, born teachers, have charisma to lead, not boring and student does not feel

restricted or afraid (Lnemets, Kalamees-Ruubel & Sepp, 2012, p.27). Good

teachers have characteristics such as kindness, passionate, calm, respectful, firm,

understanding and encouraging in making personal connection with the students

(Lewis, 2008, p. 1). Teachers are key personals to assure learning standards and

quality for a learner, school and the society. A weak school has a weak system in

which the students have low cognitive ability, low learning desire and less

interaction with the teachers and peer partners. The weak schools also have weak

teachers, limited facilities, poor curriculum, and poor learning environment. The

teachers get low wages, teach ineffectively and hold on to irrelevant traditional

knowledge instead of the contemporary inquiries, innovations and discoveries. The

good teachers must be sent to weak schools to improve its knowledge quality,

school culture and environment to benefit the society.

Basic arguments about a good teacher in a weak school

A school with low quality education has a complex system which is hard to

be changed with just a best teacher. To improve the standard of the school needs

infrastructural, economic, human and material development which a mere teacher

cannot improve, instead he/she may destroy themselves. However, the

determination of a best or ideal teacher is to be a caring professional for his/her

learners to raise the school to its strongest standard. She/he must be able to

effectively train the cognitive, affective and psychomotor domains of the students

to improve the society through building a professional community in the school.

Every best teacher has an attitude to help the students, schools, societies and the

world. We need to train our teachers to learn the true purpose of education is to

redeem the students through education in the weak and needy schools. Usalis

(2013) state that:

Raising the standard is so important, especially in the society that we live in

today. We must remember that the main standard is the cross of Christ, and
that we place that cross before every child as his or her motivation for
everything else that they do". (p. 2)
 Reasons for not sending the good teacher in weak schools?

Sending the best teacher to a weak school may not effectively help to

improve the quality standard of a school as the development of the whole school

does not depend on just a teacher. To raise the standard a school needs good

philosophy; mission, vision, objectives, environment, methods, activities, facilities,

training and resources which even a group of teachers cannot achieve. If a best

teacher goes to a weak school, she/he may find hard time to help own self rather

than helping the students or the school. He/ She will surely lack motivation to

enrich a school standard all alone. The quality itself along with the curriculum,

environment, nourishment, payment and contextualization are some important

reasons why it may not be effective to send the best teachers to weak schools to

improve the standards.

Quality

It takes time, resources and effective activities for a school to develop its

quality. Quality is a multifaceted concept which encompasses how learning is

organized and managed, what level of learning to be achieved, what leads in terms

of outcomes and what goes on in the learning environment ( Madeuewesi, 2005,

p.2). To raise the quality it needs a systematic planning and strategic improvement

(Boraham & Ziarati, 2002). A school cannot be improved day and night with the

arrival of a good teacher. The school needs to gradually raise its cognitive ability,
resources, finance and environment collaborating holistically. We also need a good

principal to bring up a good school. It involves policy panning, implementation,

monitoring and evaluation of various program ( Okobia, 2012, pp. 1-4).

Curriculum

The quality of a curriculum determines a quality of a school. If we want to

improve a school standard we need to first improve the curriculum quality. A

curriculum specialist has an important task to organize in curriculum to ensure the

raising of the school standard. What are the content, methods, strategies and

activities the school is going to use to educate the students helps to raise the

standard. What the curriculum predicts is what the teachers teach to maintain the

standard of a school. So, it is important that a school should have a progressive

curriculum to develop a school. A good teacher will not be able to raise a standard

if there ineffective content. The curriculum determines the content, objectives,

goals, aims and philosophies of learning quality and standards.

Environment

The learning environment in which a student learns is much more important

than a best teacher or a group of good teachers. The classroom textbooks, tools,

materials, furniture, laboratory and facilities the school has determine their

effective learning. More aids and resources can help a learner to acquire more

learning experiences as they directly get acquainted with the tools, materials and
utensils they are going to use after accomplishing the studies. Schools offering

professional courses must provide equipments and material resources for the

teachers and students to ensure quality learning. Over all in present days the

teachers are facing multiple challenges, diversities, responsibilities and moral

issues along with many natural, social and cultural environments (Lnemets,

Kalamees-Ruubel & Sepp, 2012, p.27) to cope to maintain a standard. The

principal, staffs and faculties together ensures an environment which helps

effective learning and rising of the standard. Environment is designed to

contribute to childrens physical, educational, cultural and socio-emotional well-

being, offers opportunities for fantasy and innovation, and employs creative and

sports-based learning methods, among others, in both formal and informal

settings ( Kangas, 2010, p.1). A good environment determines good standards and

holistic development of education.

Nourishments

Proper nourishments make a student healthy, active and effective during

learning. To improve a school standard we need to improve the school meals. A

weak school usually has students with poor socio-economic status (especially in

developing countries), who need food first much more than instruction or a best

teacher. Ruth Kelly(2005) said that parents must have a greater role in improving

the standard of their child's school meal, empowered to work with schools,
examine what is on the menu, and what can be improved (p.10). Many students

often suffer malnutrition and which affects their academic performances. In many

schools in London today the schools are co-operating with parents to serve healthy

meal in their school as government has passed legislation for the students to have

healthy and standard meals for effective and standard education (Kelly, 2005, pp.

1-4). It means in weak schools the physical need comes ahead of mental need.

Payment

For a best teacher to be in a weak school is a hard task as often there is no

proper environment for him/her to flourish. It is usually hard for the weak school to

pay to a best teacher. A small pay for the best teacher will surely affect his

lifestyle, teaching styles and motivation. At the same time if the school pays

different teacher different payment it will not be fair for those who receives less

payment. All the teachers will be expecting the same wages which will oppress the

school and it may bring hindrance for the quality improvement. Wagner & Porter

(2000) finds a strong evidences that the average starting wages of the teachers in

given school district depend positively on the average starting wages of teachers in

neighboring districts ( p.2).

Contextualization

Contextualization of learning occurs when curriculum content and the methods

and materials associated with it are directly related to the experiences and
environment of the learner ( Taylor, Peter; Mulhall, Abigail,1997, para. 1). The
teacher from the local area knows better how to deal with the students than a
teacher from another school. They know their behavior, aptitude, learning spirit
and how to motivate the students. It is not a best teacher who changes the schools
but a group of local teachers who have love and understanding for their students,
schools and the community.

True meaning and true work of a teacher

The work of education and the work redemption are one (White, 1952, P.

20). A teacher needs to redeem his/her students through various truthful teachings

and experiences of life which will save them from the bondage of sin. A best

teacher is always happy to see his/her students learn, prosper and accomplish the

task. He/she always positively look forward to reward his students rather than

punishment. It is always a pleasure for a best teacher to touch the life of a weak

student and grow potentials in them to be fitted with the core knowledge and

standards required by the school. He/she is always there to serve the students

voluntarily, help the school and help the community for sake of his compassion,

spirit teaching and wellbeing for God and human.

Teacher as culture builder

Best teachers have a deep sense of humor for the culture of the school. Once

a school culture is build, it leads the whole school toward a learning success. A best

teacher can be a motivational leader for the school to promote a learning culture
and spirit in the school. At the same time multi- cultural educational patter has a

great effect on the quality of the schools today. Different culture comes with

different knowledge pattern. Jianchun (2013) describes about different culture

need different cognition receptivity, comprehensive ability and sense of identity

(p. 136). Different educational cultural environments prioritize teachers' skills and

knowledge differently. The reflective practice of recognizing and accepting

knowledge is a work of a professional in the environment of a school culture

(Lnemets, Kalamees-Ruubel & Sepp, 2012, p.28). The teachers of the schools

with the students and administrators build a culture in the school which will help

the society they live.

Teacher as community leader

The teacher builds the students cognitive, meta-cognitive, motivational and

behavioral pattern to build a community. Teachers among themselves suppose to

build a professional learning community (PLC) to learn from one another and to

effectively teach one another (Dufor, 2004, pp.1-5). A best teacher can contribute

much to help other teachers, administrators and students to motivate to learn

effectively. The knowledge, skills, ideology, moral value, character education the

students acquire from the school builds their community. A best teacher is a mentor

for the school and his community.

 Teacher as social leader

The dynamic of relationship between teachers and students has been of

particular significance since cooperative learning became recognized as a most

supportive environment for studies. Cooperative and collaborative learning is a

personal philosophy of a teacher striving for educational excellence, not just a

classroom technique. People come as groups actions to enhance excellence of

individuals which are in contrast to competition. (Lnemets, Kalamees-Ruubel &

Sepp, 2012, p.26-28).

Teacher as servant

A best teacher is a humble man who is always there to help the students to

improve their ideas, behaviors and experiences. He is not authoritative but has

humble intention to help the learning need of students even in challenging

situations. His intention is not to punish the students but to reward the students

teaching in love even holding their hands if necessary. Seventh-day Adventist

upholds that:

The teacher will have love, kindness, and tenderness for the scholars under
his charge, he will feel that as a faithful servant he must discipline and
preserve order in his class. If truth is cherished, the love of the Saviour is
revealed in his words and deportment. The word of God with him is not a
dead letter; he will give not only lip service, but heart service (Ellen G.
White, 2012, pp.25-26).
 A best teacher is a savant of God to serve for human kind. He/she finds joy

in teaching, handling and sacrificing their life for the students.

Conclusion

A best teacher must face challenges to raise the standard of a weak school

which I would consider as a noble task to be a teacher for the cause of humanity

and kingdom of God. Before sending a good teacher to a weak school the

administrators must first consider that the schools curriculum provides proper

provisions, contents, strategies and methods for a good teacher to explore in the

school. Even though a best teacher has the potentials to gradually change the

instructions, strategies, quality and environment of the school, it requires patients,

innovations and time to raise the standard. He can motivate the school inhabitants

to have an appropriate learning culture to build a professional learning community

in the school to effectively teach the students and build the community in the

society in general. Even if the teacher does not receive enough wages and the

school directs against his knowledge, skills and professional experiences, he needs

to have compactions, endurance and motivation to help the school raise its

standard. By building a good relationship with the administrators, teachers,

students and community members he/she will be able to serves the school to

improve its standard which is the cross of Jesus. The best teacher will be successful

to redeem many students through true education and wisdom from heaven.
 Bibliography

Adventist Education (2013). Enabling learners to develop a life of faith in God.

http://adventisteducation.org/about/adventist_education/overview

Boruk. A.J.(2013). Efforts to move outstanding educators to struggling schools

have failed so far. Retrieved
fromhttp://www.jsonline.com/news/education/110919399.html

DuFor, R. (2004). What is professional learning community?. Educational

Lleadership. Retrieved from http://staffdev.mpls.k12.mn.us/sites/6db2e00f-
8a2d-4f0b-9e70-
e35b529cde55/uploads/What_is_a_PLC._DuFour_Article_2.pdf

Ferguson, R.F. (2012). Can student surveys measure teaching quality?. Phi Delta
Kappan, 94(3), 24-28

Hare, W., & MacInnis, M. (1997). What makes a good teacher?]. Canadian
Journal of Education, 22(1), 111. Retrieved from
http://search.proquest.com/docview/215378267?accountid=42729

Jennings, J. L., & DiPrete, A. (2010). Teacher effects on social and behavioral
skills in early elementary school. Sociology of Education, 83(2), 135-159.
Retrieved from http://search.proquest.com/docview/725255827?
accountid=42729

Kangas, M. (2010). Finnish children's views on the ideal school and learning
environment. Learning Environments Research,13(3), 205-223.
doi:http://dx.doi.org/10.1007/s10984-010-9075-6

Lnemets, U., Kalamees-Ruubel, K., & Sepp, A. (2012). What Makes a Good
Teacher? Voices of Estonian Students. Delta Kappa Gamma Bulletin, 79(1),
27-31.

Langseth, S. (1995). What is a good teacher? Fiscal Notes, , 14. Retrieved from
http://search.proquest.com/docview/232410958?accountid=42729
Lewis, P. J. (2008). A good teacher. Forum : Qualitative Social Research, 9(2)
Retrieved from http://search.proquest.com/docview/869601754?
accountid=42729

Okobia, E. O. (2012). The teacher factor in enhancing quality assurance in the

Teaching/Learning of social studies. Review of European Studies, 4(4), 148-
156. Retrieved from http://search.proquest.com/docview/1039274084?
accountid=42729

Taylor, Peter; Mulhall, Abigail (1997).Contextualizing Teaching and Learning in

Rural Primary Schools: Using Agricultural Experience (Vol.1 &2).
Education Research..Retrieved from http://eric.ed.gov/?id=ED461443

UK government: School meals - raising the standard. (2005, Feb 10). M2

Presswire. Retrieved from http://search.proquest.com/docview/444081432?
accountid=42729

Usalis, J. E. (2013, Jan 27). Catholic schools week celebrates raising the
standard. McClatchy - Tribune Business News. Retrieved from
http://search.proquest.com/docview/1281897434?accountid=42729

Wagner, G. A., & Porter, T. S. (2000). Location Effects and the Determination of
Beginning Teacher Salaries: Evidence from Education Economics, 8(2), 109.

White, E. G. (2012). Testimonies on Sabbath-school work. Retrieved from

http://egwtext.whiteestate.org/publication.php?
pubtype=Book&bookCode=TSS&lang=en&pagenumber=25