10 Teaching Myths Busted [Infographic] General by Joel Wagner - July 5, 2016July 10, 20160 Share on Facebook Share 0 Share on TwitterTweet 0 Share on Pinterest Share 0 Share on LinkedIn Share 0 Total Shares I came into my first teaching job with some beliefsÂ that I have since learned were not true.Â This article explores tenÂ of those teaching myths. Teaching Myth #1: TeachingÂ preparation programs produce prepared teachers Teaching Fact: Teaching preparation programsÂ provide opportunities for would-be teachers to prepare themselves I used to think that going to college and getting an education degree was enough to make me competent as a teacher. What I have found was thatÂ programs vary from school to school, but in general these programs provide you with aÂ very simplistic framework for teaching. They have you write lesson plans, observe classes, and teach a few lessons.Â In fact,Â no one-size-fits-all program can adequately prepare anyone to teach. Young teachers mustÂ be proactive about their continued learning and find a mentor who will walk alongside them in the process. Teaching Myth #2: WhenÂ I get my own classroom the students will respect me Teaching Fact: Students don’t care what your position is, they care whether or not they feel they can trust you Being the official teacher rarely has an impact on how the students treat you. Sure,Â there was that one sub back when we were in school that everyone walked all over. But also remember that one first year teacher you heard about in middle school that nobody liked and who never all your friends complained never taught themÂ anything? That’s us if we’re not careful. That’s the one who is struggling to get the wholeÂ classroom management thing figured out. Teaching Myth #3: Students come to school primarily to learn Teaching Fact:Â Students come to school for a wide variety of reasons I findÂ thatÂ the reasonsÂ students attend school are quite varied, but they generally come down into one of fourÂ categories. Some students go to school to learn This is the group I was in. ManyÂ of us who gravitate toward teaching tended to be in this group. We areÂ an exceedingly small minority. ManyÂ students enjoy the learning aspect, but most have ulterior motives for school attendance. Some students go to school to socialize Talking is not always disruptive behavior.Â When done at the right time, it is what many students love most about their classes. Of course, it can easily get out of hand if left unchecked. Some students go to school to have fun EveryÂ class has the potential to be the highlight of the day for many of ourÂ students. The odds are very likely that a handful of your students could very easilyÂ graduate high school and remember how much they enjoyed your class. Keep this in mind as you plan your lessons.Â Learning accompanied by joy tends to stick the best. Some students go to school to escape reality This is the saddest group of them all. For many students, time spent at school is the only peaceful time they ever get.Â Whatever food they can find at school, either through free and reduced lunch programs or getting it from friends,Â is often the only food these students eat over the course of a normal weekday. By the time these students make it to their teenage years,Â they are usually very good about hiding this situation from others for fear of embarrassment. See also Networking To Save Your (Teaching) LifeThis last realization alone completely changed the dynamic of how I relate with all of my students. Teaching Myth #4: I teach an elective class, surely all of my students want to be there Teaching Fact: Many electiveÂ students are in the electiveÂ because their parents were, or because parents have bought an instrument or uniform or paid for somethingÂ and now the student has to stick with it I’m sure this is the caseÂ for many electives, but this seemsÂ to be quite common in bands in Texas. Sometimes students take electives simply because theyÂ need itÂ to fulfill a graduation requirement and your class seems to them to be the easiest. Of they signed up for ______ because a friend would be in it, but a series of schedule conflicts have not turned out so well for them.Â Often, these students want out but can’t get out. They often think that causing problems may be their only way to get out of the class. Lucky you! In Â reality, elective teachersÂ often get the least respect from other faculty members, school administrators, students, even parents. It’sÂ as though they think all we do is play games and have fun all day. One way we can remedy that respect issue is byÂ constantly making an effort to treat ourselves, our students, and our subject matter professionally. Use academic language when referring to learning goals. If you need help, I foundÂ a guideÂ called A Primer for Academic Language for Art Teachers. Teaching Myth #5: If I have problems with a student, [SOME ACTION]Â will solve everything Teaching Fact: Phone calls home, detention, one-on-one conversations, office referrals, whatever else don’tÂ always work in all situations Every situation is unique.Â Experience teaches us which techniquesÂ to use. Experience is gained through trial and error. We we learn more, we collect more techniques to deal with problems. But again, there is no such thing as a one-size-fits-all fix to classroom management. One student may wet their pants out of fear that you might call their mom (I’ve actually had that happen), andÂ the next parent will cuss you out for calling them at work (yes, I’ve had this one happen too). The solution is to seek out and eventually findÂ a solution. If it doesn’t work, make a mental note of it and then try another technique. One bit of advice: I haveÂ learned that I won’tÂ assign detention unless it is highly convenient for me. No use punishing myselfÂ for the student’s misbehavior. Teaching Myth #6: If I have problems with a student, I can request a schedule change Teaching Fact: A student’sÂ class schedule quicklyÂ becomesÂ their lifeÂ for this periodÂ of time This is similar to the last myth.Â I suppose it’s worth asking for a change in direÂ situations, but in general, this will not happen. Find another solution to handling student misbehavior. See also Jeopardy Champ Has Shocking Plan To Overhaul Education, And It Just Might Work!Teaching Myth #7:Â The best teachers treat all students equally Teaching Fact:Â The best teachers treat all studentsÂ equitably Equality and equityÂ are not the same thing. This image helps explain this myth quite well. Teaching Myth #8:Â Teachers get three months off in the summer Teaching Fact: Hahaha InÂ more than a decade of teaching, I usually averageÂ aroundÂ three weeks of nonconsecutive unhinderedÂ down time during the summers. Teachers getting summers off is a myth. I have recently been using it for travel. The rest of the time? I’m closing out the previous school year, organizing my office and files, taking classes, studying, attending conferences,Â working with marching band students, curriculum planning,Â and the list goes on. Most teachers spend their summers teaching summer school, working a second job, doing home maintenance, organizing their classroom, and spending some quality time with their family. On a greatÂ year, you can plan on getting up to two months to reassemble your life before it all starts back up again. Teaching Myth #9:Â Teachers don’t get paid well Teaching Fact:Â Teachers generally get paid well, but some would argue teachers don’t get paid enough Are teachers paid comparably to someone in the private sector who does the same duties? Probably not. Are teachers paid a standard babysitting rate compared to the time they spend teaching? Of course not. There’s no shortage of cute comparisons. SomeÂ people say teachers should be paid more, and othersÂ say that teachers should be paid less. Perhaps there is room for improvement, but in general, we get paid well. Teaching Myth #10:Â StandardizedÂ tests are horrible for education Teaching Fact: Standardized testsÂ are just fine, the problem is when standardized test results are given far more weight and value than they really deserve I began teaching in 2002,Â the first year that the No Child Left BehindÂ law was in full effect. I have neverÂ been employed as a teacher in a pre-NCLB world. IÂ took the old ITBS when I was in elementary and the TAAS in high school. I’ve administered TAKS, and STAAR. I get it, standardized testing can be annoying. The test itself is not the problem (actually in the case of STAAR, the test itself doesÂ appear toÂ be the problem), but in general the problem lies with how the results are handled. Imagine ifÂ the tests were merely used as formative assessments to measure progress along the way. Imagine teachers taking those data and using them to guide their instruction! But in general they are not used that way. That’s not the test’s fault, though! The truth is, in 2016 with technology where it is, this sort ofÂ standardization of education is unrealistic for our students. Whether you agree with standardized tests or not (and odds are unless you were elected, you don’t), I highly encourage you to address your concerns, and move on. Now get out there and individualize your instruction as well as you possibly can. See also TAKS DayTeach yourÂ students as though they were unique people, not merely as receptors of your limitless wisdom. Find more classroom management and teaching resources at http://www.soyouwanttoteach.com If you want to share this infographic on your blog, please use the following code: <a href="http://www.soyouwanttoteach.com/10-teaching-myths-busted/" title="Ten Teaching Myths Busted"><img width="800" height="2000" src="http://www.soyouwanttoteach.com/wp-content/uploads/2016/07/teaching-myths.png" class="attachment-progression-single-uncropped size-progression-single-uncropped wp-post-image" alt="Ten Teaching Myths" /></a><br/><small>Find more classroom management and teaching resources at <a href="http://www.soyouwanttoteach.com/" alt="So You Want To Teach?">http://www.soyouwanttoteach.com</a></small> Joel WagnerJoel Wagner (@sywtt) began teaching band in 2002. Though he had a lot of information, his classes were out of control. He found himself tired, frustrated, disrespected by students, lonely, and on the brink of quitting. He had had enough. He resigned from his school district right before spring break of his second year and made it his personal mission to learn to be a great teacher. So You Want To Teach? is the ongoing story of that quest for educational excellence.