Essay III Guidelines:
· Essay III is a developed, researched proposal a
Essay III Guidelines:
· Essay III is a developed, researched proposal argument that is organized with a proper, clear structure.
· Essay III will argue a solution to the problem approved by the professor.
· Research will incorporate seven to ten scholarly/credible sources (research should include primary and secondary sources).
· Essay will apply current MLA or APA to the citation of sources.
· Essay will use professional/academic tone.
· Length of essay: 1,500 to 1,800 words, including works cited page
Teachers’ Voices in Education
Thesis: Teachers aren’t being heard or respected, when if allowed they can make a real difference in the world.
I have been interested in this topic for a while. Last semester, I took an elective class about becoming a teacher, and in the process, I had to do some assignments on what it’s like being a teacher. It was very surprising how much students rely on teachers in an actual class setting. However, I found that teachers had very little say in what and how they teach. In many social media platforms, there have been videos of teachers on how they teach their students, how they interact with them, and how they don’t have much say in the educational policies that effect not only them but their students.
Introduction
Hook idea: Imagine a world where teachers are truly heard and respected, and the transformative power they possess is fully realized. Summary of problem/need for solution: Despite their potential to make a real difference, teachers often go unheard and unrespected in society. This lack of recognition not only affects teacher morale but also has significant implications for the quality of education and societal progress. Working thesis statement: Teachers aren’t being heard or respected, when if allowed they can make a real difference in the world.
Body Paragraph 1
Significance of problem:
Teachers have historically been viewed as professionals, but this perception has eroded over time (Bruno). Background of problem:
Historical context of the decline in the perception of teachers as professionals (Bruno). Effects of problem:
Reduced respect for teachers’ professional expertise and autonomy (Bruno).
Decreased job satisfaction and morale among educators (Richmond).
Body Paragraph 2
Description of solutions that have not worked or other proposed solutions:
Lack of teacher input in education policy-making processes (Carlisle).
Limited freedom of speech for teachers in expressing their professional opinions (Jones).
Burnout among teachers due to overwhelming workloads and lack of support (Ellis & Kuhn).
Body Paragraph 3
Supporting argument for proposal (defend thesis):
Teachers can positively impact education policy when their voices are heard and respected (Carlisle).
Including teachers’ voices in policy decisions leads to more effective and sustainable education reforms (Pechota & McDole).
Survey data indicates that teachers feel their voices are not being heard (Richmond).
Body Paragraph 4
Supporting argument for proposal (defend thesis):
The lack of teacher voice in policy decisions contributes to a disconnect between policymakers and the realities of the classroom (Pechota & McDole).
Teachers’ perspectives are essential for crafting policies that address the needs of students and educators (Warren).
Fostering an environment where teachers feel valued and respected can mitigate burnout and improve job satisfaction (Ellis & Kuhn).
Conclusion
Restate thesis/claim:
By recognizing and valuing the voices of teachers, we can empower them to make a significant positive impact on education and society as a whole. Summarize supporting arguments:
Teachers’ perspectives are crucial for effective education policy-making and improving the overall quality of education. End with idea for first step for solution:
Implement mechanisms for incorporating teacher input into policy decisions at both the state and local levels. This can include establishing formal channels for teacher feedback, providing opportunities for educators to participate in policy discussions, and fostering a culture of collaboration between teachers and policymakers.
Works Citied
“12 Reasons Why Teachers Play a Crucial Role in Society 2024.” Www.teachersoftomorrow.org, 7 Jan. 2024, www.teachersoftomorrow.org/blog/insights/reasons-why-teachers-play-a-crucial-role-in-society/.
Bruno, Robert. “When Did the U.S. Stop Seeing Teachers as Professionals?” Harvard Business Review, 20 June 2018, hbr.org/2018/06/when-did-the-u-s-stop-seeing-teachers-as-professionals.
Carlisle, Geoffrey. “Teachers Can Positively Impact Education Policy, We Just Have to Use Our Teacher Voice – EdSurge News.” EdSurge, 24 Mar. 2022, www.edsurge.com/news/2022-03-24-teachers-can-positively-impact-education-policy-we-just-have-to-use-our-teacher-voice.
Ellis, Nicole, and Casey Kuhn. “Teachers Are Burned Out. Here’s Why There’s No Quick Fix.” PBS NewsHour, 12 May 2023, www.pbs.org/newshour/nation/teachers-are-burned-out-heres-why-theres-no-quick-fix.
Hattie, John. Teachers Make a Difference, What Is the Research Evidence? Teachers Make a Difference, What Is the Research Evidence? 2003, https://research.acer.edu.au/cgi/viewcontent.cgi?article=1003&context=research_conference_2003.
Jones, Yoshana. “Do Teachers Have Freedom of Speech?” The Educators Room, 9 Dec. 2012, theeducatorsroom.com/teachers-freedom-of-speech-rights/.
Pechota, Damion, and Tiffany McDole. “Including Teachers’ Voices in State Policy Decisions.” Education Commission of the States, 3 May 2022, www.ecs.org/including-teachers-voices-in-state-policy-decisions/#:~:text=The%20same%20survey%20found%20that
Richmond, Emily. “New Survey: Teachers Say Their Voices Aren’t Being Heard.” Ewa.org, 26 Feb. 2014, ewa.org/educated-reporter/new-survey-teachers-say-their-voices-arent-being-heard.
Warren, Franchesca. “The Deafening Silence of Teachers.” The Educators Room, 15 Mar. 2013, theeducatorsroom.com/silence-of-teachers/.