Education

Teachers create lessons and activities that teach students concepts appropriate for their developmental stage and that comply with any curriculum guidelines imposed by the school or school district. They keep anecdotal records of student behavior, which may be used as evidence if a school decides to place a student in a special needs classroom or needs to take disciplinary action. Teachers also keep attendance records. Those who work with special needs students are required to keep detailed records of their daily interactions with students, and the steps that were taken to meet the needs of each student, as specified by their individual education plans.

In addition to establishing a positive rapport with students, teachers are expected to be in contact with parents and other caregivers, such as grandparents or foster parents. Most schools have several parent/teacher conference days scattered throughout the school year, but teacher contact with parents is expected to extend beyond this. Teachers usually call, e-mail, or write notes to parents on a regular basis. Some teachers also maintain Web sites to share information about assignments and projects, current and upcoming events, and grades. Communication with parents includes information about students’ achievements as well as any areas for concern. If there are serious problems concerning a student’s behavior or academic development, a meeting may be scheduled with the parent or caregiver, and possibly a school administrator or counselor. It’s crucial that caregivers be up to date on their child’s progress, particularly if the student’s behavior or academic performance is unsatisfactory. A successful K–12 teacher creates productive relationships with students’ caregivers, treating them as members of a team that is working together to ensure the student’s success.

At the elementary level, one teacher typically teaches all of the major subject areas: math, science, language arts, and social studies (although in schools with low standardized test scores, students may travel to a specialized math class). Elementary students do typically travel to another classroom and have other teachers for instruction in music, art, and physical education.

When students reach middle school they begin to travel between teachers and classrooms, attending classes with teachers who have specialized training in different content areas, such as math, language arts, and science. At the high school level, the subject areas become more specific. For example, a certified science teacher may teach biology, chemistry, or earth science; a math teacher might teach algebra, calculus, or geometry; and an English teacher might teach composition, British literature, or American literature.

Teachers at the secondary level are required to specialize in one subject area. Many teachers choose to specialize in the subject area (or areas) where they have the greatest personal interest. Others specialize in high-needs subject areas such as math and science to increase their odds of being hired by a competitive school district.

Most schools have pull-out teachers who provide instruction to small groups of students who need specialized assistance. Literacy specialists work with students whose reading and writing skills are below grade level. Resource room teachers work with students who have learning disabilities and need specialized academic support. English language learning (ELL) teachers work with students whose first language is something other than English. (In the past, ELL instruction was commonly referred to as ESL—or English as a second language—but this terminology is currently out of vogue in American education.) Speech therapists work with students who have speech difficulties, including students whose difficulties with speech are due to hearing difficulties.

At the university level, teachers are rarely required to have formal lesson plans, although many of them do prepare detailed lecture notes for each class they teach. Professors are also typically required to present a syllabus or course outline to their supervisors before the beginning of each academic term. This syllabus is typically given to students during the first week of class so they have an understanding of the scope of the course and the assignments they will be expected to complete.

The work environment varies depending on the type of school, grade level, and education specialty. It is difficult to characterize the working conditions for teachers who work in the public education sector because these conditions vary enormously, with schools in wealthy communities typically having far greater resources than schools in poor communities. Conditions in public schools also depend on the school administration and the regulations imposed by city and state authorities. Public schools may receive funding from federal, state and city governments, although much of the federal education funding is earmarked for programs that serve children in high-needs areas where school resources are limited and academic performance is below average.

The school's budget dictates the resources available to teachers. Most schools have permanent buildings and some also have portable (temporary) buildings. Some classrooms still have chalkboards but many now feature interactive whiteboards. Textbooks are used as well as computers and mobile devices such as tablets and digital cameras. Many teachers have one or more instructional computers located in the classroom every day, while others bring computers into the classroom, and Internet access was also available. A survey by Project Tomorrow found that more than half of students use their own mobile devices to do schoolwork, while about 32 percent use school laptops, 16 percent use school Chromebooks, and 14 percent use school tablets. Teachers may also have access to LCD (liquid crystal display) or DLP (digital light processing) projectors.

Teachers usually arrange classrooms according to their teaching style. Traditional style is the teacher's desk at the front of the classroom nearest the door and students' desks arranged in single rows. Some teachers arrange the desks in clusters or in various shapes for group projects or to encourage interaction. Classrooms usually have bulletin boards and storage spaces for materials. Teachers may add their own personal touches with plants and motivational posters and pictures and other artwork. They may bring in additional chairs and bookcases, and even throw pillows and extra lights, to make the classroom homier and more comfortable for their students.