Re: Measurement in Education LO1505

Barry Mallis (barry_mallis@powershare.markem.com)
5 Jun 1995 12:58:58 -0400

Replying to LO1478 --

To Sam, in the reponse to David and me about educators

I'll try to tie your response back to business by way of the school
classroom.

You mention the dilemma teachers face in the classroom because much
transfer of information and generation of knowledge is not "fun".

For almost all Americans (and probably true in virtually every culture,
every country) we can on the fungers of one hand count those teachers who
made an indelible impression upon us with their verve, interest, presence,
etc. These few people struck us as genuine in some way. We as students
responded as best we could with the tools we had.

Why is it so? Why do I remember Mrs. Suss, and Mr. Vlahos, and Dr.
Greenberg from my years of education? Briefly, because they were MASTER
TEACHERS. These were the folks who should be drumming up the INTEREST in
ideas for as many students as can come into contact with them. These
driving personalities and spirits are an underused resource.

There are difficulties in making these masters, which all of us can recall
from our years and years in the classroom, more prominent drivers of
students. Ego is no small part of the reason, because the well-meaning,
properly trained and effective teachers who (hopefully) form the majority,
may not be disposed toward awarding this most explicit recognition to a
truly outstanding colleague. "Well, if I'm not a master teacher, then who
or what am I, after all?"

There are, apparently, a few isolated examples of such mastery recognition
in our schools. But pitifully little. Now, about businesses.

I think the idea of a master teacher is equally at home in the business
organization. Case studies are filled with these individuals. They may
buck the tide, or lead the team's flag raising atop the hill, or quietly
and "wisely" allow the phoenix to rise from catastrophe. But you know,
it's hard even in our own North American culture to be a standout when it
comes to ideas and their application. Why?

One of many reasons may be that in our search for egalitarianism we don't
like those who stick out intellectually or spiritually. Walk down Main
Street and see the raft of cars we ALL can buy; the decent clothes we ALL
have access to. On the most outer surface of things, we all strive for a
degree of sameness. It's comforting not only for the group sense of what
we citizens are able to achieve materially, but also we generally maintain
the competition between degrees of talent in different people at a
demonstrably low level.

If we choose to honor the master teachers so they can continue to lead in
mind and spirit the great rest of us, then we can do so in the work place,
too. Thousands of companies have awards, recognitions, etc. In the
learning organization, how is the master to be recognized? Will the
current spectrum of awards, bonuses, titles be enough? Is business
potentially ahead of schools in this regard? Or are the same braking
influences in the teaching "profession" at work in the business
environment?

--
Barry Mallis                               "We must not wish for the
Total Quality Resource Manager    disappearance of any of our
MARKEM Corporation                troubles, but the grace to
Keene, NH 03431                         transform them."
bmallis@markem.com