This writing endeavor is the result of many projects, studies, and prior undertakings involving many individuals. Each of these people contributed in meaningful ways to our understanding of what it means to be an effective teacher. Through countless workshops, we have heard teachers, principals, and superintendents ask:

In Practical Advice to Teachers, he spoke to the teachers in the following way: “Concern yourselves with whatever has genuine significance for the child’s development (lecture 4, p.55). Then he proceeded to give invaluable insights into the methodology that no Waldorf teacher can be without. These lectures not only provide insight into how certain subject matter works in the growing child and how it correlates with his orher developmental stages, but also how teachers in their method of working can “bring the Soul-Spirit into harmony with the Life-Body,” (The Foundations of Human Experience, lecture 1) and how they can handle the subjects “for the purpose of developing human capacities” (Practical Advice, lecture 1).

We have known for some time that the single most important thing we can do to help students achieve high standards is to put qualified teachers in every class. Occasionally, outside critics may think that paying attention to teacher retention is a narrow, self-interested approach. But teacher retention is not something that can be easily addressed without addressing many other facets of school life. The story of J.E.B. Stuart High School suggests that the retention of good teachers comes about when a school improves itself for the sake of its students.

It is fashionable to say that teaching can be the most rewarding profession there is – and it can be. We can all give examples of the pleasure of helping a child grow in knowledge and understanding, and achieve their potential. But what about the teacher? They shouldn’t be excluded from the benefits of lifelong learning because of their workload and desire to give, give, give. Growth and change are part of all our personal and professional lives, and teachers need to embrace them; not just to do a better job, but to enjoy doing it. Supporting teachers in their development – trainees, newly or recently qualified, in their first three, ten or twenty years, and whether they’re superb or struggling – is vital in improving the quality of teaching and learning in our schools.




Already publishred on Englishtips by hulegas: http://englishtips.org/index.php?newsid=1150808584. Please, check carefully your publications in search, because it makes a lot of additional work, to check and recheck all :( - stovokor

Of all teachers, professors think least about what they do in classrooms, and in general, teach worst. And yet they are the models for all instructors, the teachers of teachers. For this book I sought out more professors than teachers at other levels because I wanted to demonstrate that their position doesn't necessarily prevent them from being enablers, too.