Reader's View: Teachers measured by what they know, how they teach
Having been on one side of the desk or the other in math classrooms for much of my life, permit me to say that good and capable teachers are measured less by their degrees and coursework than by what they know and how well they can teach.In my ow...
Having been on one side of the desk or the other in math classrooms for much of my life, permit me to say that good and capable teachers are measured less by their degrees and coursework than by what they know and how well they can teach.
In my own collegiate days, many math courses were taught by instructors with bachelor’s degrees. Often, they were better teachers than those with doctorate degrees whose approach to obtuse mathematics was, “It clearly follows that … .” Often it did not clearly follow to anyone but the Ph.D.-holding professor.
I earned a doctorate in mathematics-education; and I never met a teacher, regardless of a degree or coursework, who would teach a course he or she was not capable of teaching. In short, it’s impossible to do so.
These new regulations threatening the future of Minnesota’s College in the Schools program would deny students access to courses that will save them both time and money once they get to college. Worse, the regulations discriminate against those schools which, until now, have well-served outstate Minnesota and its many rural students (Our view: “Don’t jeopardize jump-start on college,” Nov. 30).
High school mathematics teachers took and passed required collegiate courses or they wouldn’t be licensed to teach it. They renew their licenses by taking additional college-level courses. They already meet the test of being competent teachers.
Drop the new requirements. They do not correlate with student learning. They are an unneeded burden. They make no good sense.
West St. Paul, Minn.