Contemporary notions of a teacher

As I explored before the concept of Neoliberalism is a system where economic and social policies are the driving force of this country. In times of crisis, the government moves on a pendulum from being public to one that is controlled by private sects. Currently, the ones who feel this pain are the working and middle class. Many people are struggling and are being laid-off, working less hours and have fewer benefits. When considering institutions like schools, they are representative of the society. Ideologies and policies set by the higher-ups tickle down to schools. As stated before policies like the No Child Left Behind act are deeply rooted in federal influence. It was set in place to “not leave a child behind” and place accountability on schools when students are failing. But, policies as such are leaving those children behind mostly from urban areas. As stated by Joanne Larson in Literacy as Snake Oil the No Child Left Behind legislation, “aim is to create a top-down, narrow, highly controlled instruction resting heavily on prepackaged reading programs” (p.28). The “teach proof” curriculum in schools have to be reexamined. Prepackaged reading programs instruct teachers what to say verbatim. This instruction limits teachers as educators. A major problem is that many view teachers an semiprofessionals incapable to educate our children. This is a sad fact because those qualified good teachers have to teach according to what is mandated. There is less time to incorporate skills and activities that are engaging and beneficial to students. Those are the teacher moments we remember most when we get older. Mandated documentation of academic yearly progress are in relation to state mandated test that all children from all grade levels have to pass. Today’s teachers spend more time teaching to the test which minimizes critical thinking skills.