Why Tough Teachers Get Good Results Summary

Christensen had an English teacher her freshman year of high school that had caused her embarrassment when she a differing pronunciation of the word “lawyer”.From then on, Christensen would over analyze everything she would say. As minor as her experience may have been, it caused her to developed a complex regarding her verbal communication. This complex remained with her through the years and later impacted her teaching methods.

Mr. Rose presents many descriptive vignettes of teaching professionals in his life who have influenced him both positively and negatively and whom he has retained for emulation or distinction. These characters in his life include teachers from grammar school throughout his college experience. All have in one way or another left a considerable imprint on his recollection of school and learning.

While reading Journal 1 of The Alternative and reflecting on the assignment giving, memories of teachers flooded through my mind. I am unabashed to admit that I believed some teachers to be poor at their job, and have more than once thought that perhaps this wasn’t the correct career path for them. One such teacher was my 7th and 8th grade science teacher, who believed public shaming to be the preferable way of teaching adolescents. When a student would answer a question wrong in class he couldn’t help but laugh as well as bring it up throughout the lesson, refusing to let the student move past their mistake. He chose to

She discusses the importance of respect between the teacher and student. Those who may not be familiar with a respectful relationship between an adult will learn it at school by the teacher providing acceptance and assistance to their needs. A teacher is not to provide passive displays of aggression to show that they are disappointed or frustrated. The best would be to pull a child to the side preferably when other children are not around to discuss how a respectful relationship would work. A teacher should form close relationships with those in his/her classroom. Making sure that children feel loved helps encourage them to learn.

At 11 years old, I sat outside Mr. Tilman Singleton’s porch waiting for my piano lesson. From outside the front door, I could hear the frustrated comments and the occasional bangs of his hands pounding on the piano. Slowly, I stood up off the bench and opened the door. “You never improve! This is trash and you know it. Your lesson is over. Next Victim.” I assumed the victim was me. At first glance, my piano teacher Mr. Singelton was a tall, startling skinny, man with thinning hair and a large pair of glasses. I still remember what he wore my first lesson: turquoise dress pants perfectly creased, and a pink plaid button down shirt. Every outfit looked straight out of an 80s magazine. He was the definition of eccentric. Today, I will be commemorating my former piano teacher Tilman Singleton; the man whose character, perseverance, and friendship will forever inspire my musical dreams.

Another extraordinary person described by Joanne Lipman in “And the Orchestra Played On” is a music teacher, Mr. K. or Jerry Kupchynsky. Lipman never directly says that Mr. K. was a great teacher, but her essay shows it very clearly. At first Mr. K. gives the impression of a tough, rude man, but it changes gradually throughout the story. Strict and demanding, Mr. K. loved discipline and cooperation. He wasn’t mean, but his life was mean to him. He endured fascist camps, the death of his wife from a long suffering disease, immigration, and the murder of his daughter. In my opinion, he was very lonely and had the right to hate life. However, he was the type that believes “what does not kill us makes us stronger”. He did not give up, found his strength and love in music, and taught

Author and speaker of the compelling article Why Tough Teachers Get Good Results, Joanne Lipman informs the public on different teaching styles and which ones have the best results. Dabbling in the careers of journaling, editing, and writing, obviously attending Yale University has given Ms. Lipman many opportunities to succeed in life in different areas. Although, having such a sheltered life as a white and privileged woman will obviously give her a different perspective of this topic. Joanne is automatically given the upperhand and is taught from an early age a different way to think about different subjects. Ms. Lipman was fortunate enough to go to a high-ranking high school in New Jersey which could have molded her thoughts about teachers and their teaching strategies. When reading parts of the article we can find examples of her knowledge on the subject, “We’re in the midst of a national wave of self recrimination over the U.S. education system” (Lipman 4) the reader acquires the sense that she is exceptionally well informed on the topic of the education system. With this comprehension of the issue, I can assume that Ms. Lipman has primarily worked in the education field. The background of an author is an immensely important quality when it comes to their works of literature. Not only does it show their point of view, but also their bias which proves to be influential to the readers. Creative and factual, Joanne spreads her point throughout the article thoroughly,

Lipman most likely wrote this article for those students who are always complaining about how tough their teachers are and how they love some teachers because they get no homework in the class. Although she may have agreed too, she probably saw in the future that those easy ongoing teachers were probably the worst teachers to have. Later acknowledging that she had abused all those tough teachers because those were the ones that even though they were tough and strict, they knew what they were doing. Lipman has written actual events that have happened in her life. She has used many facts to prove it, many examples to support this, and many incidents as well. The fact that she too was a student makes this article easy to relate too. All that Lipman

Evaluation of “Why Tough Teachers Get Good Results” by Joanne Lipman is a well-supported article. Mrs. Lipman gives good insight to tough teachers getting good results from their students by using her experience with her music teacher Mr. Kupchynsky. She provides many references to case studies performed on students in classrooms by doctors and graduate students to support her point. Mrs. Lipman explains that her Mr. Kupchynsky was a strict teacher, but because of his strictness when he passed away all of his past students that came to pay their respects were all successful people in life some were doctors and lawyers. Mrs. Lipman then continues to use her personal story to explain some of the conceptions of present day educators and how they are false. She uses eleven ways to prove that today’s educational system as become soft on present day children. “The fear, of course, is that failure will traumatize our kids, sapping their self-esteem. Wrong again. A 2006 study, a Bowling Green State University graduate student followed 31 Ohio band students who were required to audition for placement and found that even students who placed lowest” did not decrease in their motivation and self-esteem in the long term.” The study concluded that educators need “not be as concerned about the negative effects” of picking winners and losers” (Lipman). I really enjoyed reading this article, it really did open my eyes to how the world of education has changed but the old ways of teaching

Mrs. Hogberg had been my band teacher from fifth grade through high school. Starting in fifth, Mrs. Hogberg would stress the importance of practice so one day you could be an excellent musician like one of the high school students she had brought to band class. In essence, she was helping us students learn that through hard work and perseverance, we could one day be great at whatever career or life we would choose one day. Thus Mrs. Hogberg was the first teacher to introduce the concepts of character to all of her students in the form of performance character by having a good work ethic and to persevere (Seider, 2012).

Elizabeth Kolbert’s article describes the reality of spoiled children; they do not learn how to cope with anything or assume any responsibilities, as parents are the ones who let the children rule the household. When children are not in the hands of their parents or caretakers, they are in the hands of teachers. Teachers have to establish the authority in the classroom; if they do not, children will assume their authority as they may do over their parents. In addition, the students outnumber the teacher and can develop their authority accordingly.

Rafe Esquith the author of Teach like your Hair’s on Fire, always seems to put the children he teaches first. He has been referred to by the Washington Post as “the world’s most famous teacher” (Deloza, 2014). He is known for his incredible dedication and commitment to the children he teaches (Deloza, 2014). From the very beginning, his book allows you to experience, both Esquith’s love of teaching and his journey with Room 56, a classroom, in a struggling neighborhood in Los Angeles. The book is insightful and inspiring, as it connects us with an award winning, selfless and talented teacher, Rafe Esquith and his grade 5 students.

Authoritative teachers will often “try to catch their students being good” and will reinforce the good behavior, rather than focusing on the bad. (Iannelli, 2004). It is critical that teachers praise their students for their efforts. A teacher can teach the entire classroom by recognizing one child’s positive action. Children desire praise and they will learn appropriate behavior when their fellow students receive praise. When teachers focus on bad behavior and make an example of a particular student to the entire classroom, it only makes the child that is being reprimanded feel alienated, ashamed, embarrassed, or possibly revengeful.

From Mr. Leonhardt, I learned to not let my weaknesses get in the way of my teaching. Although his singing voice was not exactly prime, he was able to hold a tune and sing confidently enough that the students knew which pitches he was singing. When he made a mistake, he did not get discouraged, but instead acknowledged that he had slipped up and immediately moved on to the next activity. He was a strong authoritative figure, but was definitely also known as the “cool” music teacher throughout the halls. He knew how to strike a balance between textbook learning and imaginative

This article would be aimed to influence teachers, administrators, students, parents, or anyone studying why tough teachers get good results. The message could be conveyed by all the different methods of getting better result. Lipman’s audience is a variety of people who are interested in the subject of why tough instructors get better results than lenient instructors. The author assumes that not only has the audience has had many different instructors, both easy-going and imperious.