Can you pin-point a specific class as your all-time favorite?

For me, the answer to this question is a no-brainer—Mrs. Strickland’s sixth grade language arts class. It was my favorite part of the school day.

The classroom itself was inviting. Yellow curtains spotted with daisies and bumble bees draped from the window, colorful posters with inspirational slogans lined the walls, and when I was in that class I knew my contributions would be appreciated.

Students often enjoy attending classes they recognize as their best subjects and I do consider English to be one of my best classes. Initially, it was different that year. I wasn’t getting the grade I expected from myself, even though I wasn’t performing poorly in the class.

I have always been a right-brain dominant learner, favoring English, social studies and choir over maths and sciences. But this was the first time I had ever been challenged in a subject that I usually excelled in. It intrigued me to have to work more diligently at something I enjoyed doing.

In return for my hard work, I received a wealth of knowledge on the subject, as well as different outlooks on how to approach school and life in general. This was the first time I had worked intensely for my grades. And, interestingly enough, I enjoyed working for them.

Looking back, I believe having a great teacher like Mrs. Strickland played a key role in my growth as a student.

So, this brings up the question: What is the definition of a great teacher?

When I think back to that sixth grade class, I don’t remember which college Mrs. Strickland attended or the different degrees she held. Instead, I remember the creative and interesting assignments she gave us. I remember how my skill level evolved each and every day that I was enrolled in the class. For heaven’s sake, I remember the color of the curtains she displayed on her windows. These are the qualities (well, maybe not the curtains) in which we should measure the accomplishments of a teacher.

Instead, we measure the success of a teacher by using tangible things, such as test and exam scores. We do this for one reason—it’s easy.

I agree that there has to be a way to determine if a teacher has done their job correctly, but why use the students’ test results if the overall purpose is to evaluate teachers? There has to be another way to go about this. There should be another way to go about this. Why not start by asking teachers?

Too often the people who make the most important decisions about teaching are people who have been out of the classroom for so long that what they once knew about education in schools is no longer relevant.

So, while I might not have an answer to this problem, I’m sure there are plenty of teachers who do. Ask them. I know they have the answers.

Send comments to thompsonma1001@daretolearn.org