My other journal responses will go here.

-- Anonymous, December 30, 1998

Answers

Article 1: "The Generation Gap" from NEA Today newspaper, Nov., 1998

Although schools have always had veteran and new teachers, two factors make the current generation gap different: VOLUME (2 million new teachers will join the profession in the next decade) and DEMOGRAPHY (Generation Xers, born between 1965 and 1978, and Baby Boomers, born between 1946 and 1964). These two groups are discovering that teaching approaches, knowledge bases, values, attitudes, plus life experiences are all very different.

Rookies want veterans to understand: 1. That they DO possess many important skills and ARE competent. 2. They know the students and their culture better than veteran teachers. 3. They value balance in their lives and insist on a life outside of teaching. 4. They DO appreciate help from others and know that college didn't prepare them for everything. Tips for managing time, paperwork, student behavior, etc. are most valuable. 5. They prefer the tips in manageable pieces. Too much advice, ideas, lesson plans all at once is overwhelming.

Veterans want rookies to understand: 1. We're still good teachers and generate enthusiasm within our classrooms even though we may appear calm in the halls and faculty lounge. 2. Trust us when we try to prevent you from repeating some of the same mistakes we once made. Sticking with proven successes doesn't mean we're stuck in the past. 3. We've changed our teaching styles and tried many theories and educational practices through the years. Many so called "new discoveries" in teaching are just already tried ideas with new names. 4. Good teachers are always learning and welcome ideas from rookies. Share your new ideas and trust our wisdom and experience. 5. We're willing to help. Tips, materials, and advice is available if you choose. Many veterans find rookies determined to do it on their own and rely on each other instead of trusting veterans for help.

Being a veteran teacher of twenty-eight years, I realize the big turn over that is just beginning in our nation as baby boomers begin to retire. Colleges have students majoring in education out in the field much earlier than when I went through; therefore, they have a much better idea of what teaching is all about. Much of how rookies and veterans appreciate each other depends on the personalities of the individuals. Rookies have the choice of seeking experienced help or doing it on their own; we should give advice only if it is asked for. I continue to seek advice from colleagues and then either use it, reject it, combine various ideas, or adapt it to suit my style. This approach has been a tremendous help to me.

-- Anonymous, January 13, 1999

Sondra,

Very Interesting Article. Being a rookie teacher of only 3 years, I can relate to how the rookies responded in this article. But, on the other hand, having veteran teachers as friends, I also hear what they're saying and can understand the meaning of their responses as well. I think both groups of teachers have great qualities, and we should all take the time to listen to each other when and if we need to. After that, like you said in your comments, the choice is yours whether or not to use it, or discard of it. I really enjoyed reading your response to this article, and agree with your comments entirely.

-- Anonymous, February 18, 1999

Second Journal article: "What Reading Does for the Soul" by Annie Dillard, "American Educator", Spring/Summer, 1998, pages 88-93.

Annie Dillard, the author, describes her life with books as she grew up in Pittsburgh in the 1950s. Her mother took her to the neighborhood library every two weeks for many years and she took advantage of the opportunity to read a variety of books. She names the titles of books she liked and didn't like and wondered why some books fall apart in the middle of the story. Books swept her away to worlds beyond. A book about ponds and streams made her long for a microscope and upon getting it, plus a kit for Christmas, she set up a "lab" in the basement corner and proceeded to use the test tubes and slides to her heart's content. Turning to books about wars, she used her imagination and courage to escape the death camps she read about, captained a submarine and parachuted behind enemy lines as she became engulfed in the stories. Her parents merely made the books available to her; she dove into their content and became enriched with a secret knowledge, joy, and hope of life.

In this age of T-V, videos, and computers, it is sad to know that many children will never discover the world that books have to offer. Will reading books for pleasure and adventure escape this generation as they surf the web and communicate through chat rooms on their computers? How do we as educators bring the classics back into student's lives and get them hungry for more? I guess the best we can do is introduce them to good literature in the classroom and hope it will whet their appetite.

-- Anonymous, February 22, 1999