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Essay / Research Paper Abstract
A 5 page paper that focuses on middle school teachers. Data are included regarding the proportion of teachers who leave the field within the first five years. The reasons have to do with high dissatisfaction with working conditions. The writer discusses the kinds of activities middle school teachers are involved in, which leaves them with inadequate planning time. Bibliography lists 6 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PGmdsctm.rtf
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Unformatted sample text from the term paper:
myriad of activities and duties that have little or nothing to do with instructing students. Teachers at all grade levels drown in paperwork. Beginning at the middle school level, teachers
must become involved with chaperoning, coaching, committees and an array of other diverse activities that leave them little time for planning what they will be doing in the classroom. Furthermore,
regular classroom teachers must interact and coordinate their instruction for special needs students with the special education resource staff as well as with other special services, such as counseling. The
paperwork for special education students if voluminous, which dramatically increases their already overwhelming amount of paperwork that must be completed. In one middle school focus group, teachers summed up their
frustrations as: "Too much to do. It is overwhelming for teachers" (Erskine, 2001). And, when discussing middle school reform and methods to improve the schools, a sixth-grade science teacher commented:
"A lot more hands-on work would have been done with the students if we werent so focused on getting the paperwork done" (Erskine, 2001). When outlining the elements and conditions
needed for effective middle schools, the National Forum to Accelerate Middle School Reform said that planning time was essential as was collaboration between and among teachers (The National Forum to
Accelerate Middle School Reform, nd). It is a given that teachers will offer a stronger and better educational program in their classrooms only if they have enough time to plan
curriculum, student activities, and instructional processes. Middle school teachers do not have this kind of time, however. They are coaching after-school sports, leading after-school programs, chaperoning after-school student activities,
such as dances or pep rallies, and participating in school-level and district-level committees. They are also instructing as many as 100 or more students in a day and they must
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