Aticle Review
In order to become a self-confident teacher, teachers must "...learn to accept themselves and to leave the classroom each day with a feeling of accomplishment and a belief that a difference was made in the lives of the children" (Kohler et al., 2008, p. 3). I believe that the authors are endeavoring for teachers to see their self-worth and to acknowledge any accomplishment(s) that they make on a daily basis. The authors present nine different strategies that allow teachers to discover ways to accept their abilities as educators. These strategies are implemented so educators can create positive thinking and acknowledge the accomplishments they make, while using mistakes as learning opportunities.
The issue of acceptance is a very relevant matter in today's educational environment. The author's of I. A.C.C.E.P.T. M.E. (2008) set up ways, in their article, that address ways teachers can deal with the problem of self-rejection in their teaching. The goal, I believe, for Kohler et al. (2008) was to establish confidence in teachers who are competent in their field. Kohler et al. (2008) define a competent teacher as one who already creates a positive space for their students.. Classrooms today are focused on inclusion, not just integration, and on equity, not just equality.
The article reveals that, without self-acceptance, teachers hinder their desire to teach because they feel inadequate. The concept of acceptance, as the root to becoming comfortable and confident educators, is significant for it brings to life the need for solutions to feelings of inadequacy. Educators need to have access to resources that can aid their confidence and support their wishes to help all students succeed.
Can teachers have the same level of encouragement, resources, and strategies to succeed in their practice? Most accommodations and modifications focus on the students' needs. The demands of the classrooms are not accompanied by support for its teachers, why? Kohler et al. (2008) developed strategies to manage the demands of the classroom on teachers. Teachers need to feel confident and included in their daily teaching lives too! Kohler et al. (2008) article I. A.C.C.E.P.T. M.E. expands upon the demands of the classroom. It broadens the scope not only to the students’ well-being, but to the teacher's well-being as well. This step is necessary because if teachers are to fulfill their demands, they need to have a support system in place.
The Ontario Curriculum for Grades 9 to 12 in the Social Sciences and Humanities (2013) focuses on the students' needs. The document does provide prompts for teachers to assist them in meeting specific curriculum expectations, provides guidelines to ensure the fundamental material is taught, as well as presents definitions of what accommodations and modifications are. I ask, again, where are the teachers’ needs being met in the curriculum documents? In these documents, there are high expectations for teachers to follow. Reading the document, left no sign of guidelines to support teachers’ feelings of inadequacy.
Some may argue, though, that acceptance is a very personal acquisition for a teacher, and that it should be left up to the individual to find the resources they need. Perhaps some teachers may not feel self-rejection, or some may feel that these strategies are not enough. Some may consider the strategies presented in Kohler et al., (2008) article useful, but feel that teachers need more training in the field of behavioural exceptionalities in order to be effective teachers. I do agree that strategies are not enough for teachers to be able to have self-acceptance in their classrooms. However, I would argue that having strategies can benefit the individual. As teachers face various challenges in the classroom, various strategic tools can provide appropriate ways to handle them. I do know that teacher education, access to further training, and even personal counseling are all effective ways to aid teachers in the careers. However, we must start somewhere. Steps to gaining acceptance can come in various forms, and teachers need to be provided with strategies to aid in their growth and acceptance as effective teachers.
Kohler, P. A., Cooper, M., Crow, R., & Atkins, K. (2008). I. A.C.C.E.P.T. M.E.: Strategies for developing teacher acceptance when working with children who challenge. TEACHING Exceptional Children Plus, 4(6) Article 1.
Ontario Ministry of Education. (2013). The Ontario curriculum grades 9 to 12: Social Sciences and Humanities.