Greg Stefanich, Professor
University of Northern Iowa, Cedar Falls USA

A common misconception held by adults and even many educators is that teaching and learning is a linear process, teachers teach and students learn. The fact is that, for most learners, the process is slow, convoluted, and further complicated by forgetfulness. In life we constantly encounter situations where the application of concepts we think we learned don’t yield the results we expect. We find that our perception was a misconception, or the application only works in a certain context. What the learner knows is really a construct within his/her mind which is mediated by circumstances unique to the individual. Effective teachers have knowledge of their students and their needs. If education is devoted to offering opportunities for all students, then all teachers must have the knowledge and skills to make appropriate adaptations so that each student, regardless of ability or disability, can become an active participant in the learning process.

Three essential C’s earmark the qualities and attributes of highly effective teachers. The first being Credibility, teachers need knowledge of their subject and the ability to communicate it to the learner in ways that the learner can equilibrate. A second essential quality is that of Caring. Effective teachers have a way of making each and every student feel important and appreciated. Students need a school situation that treats them with dignity and respect and demonstrates caring about them. A third attribute of effective teachers is their ability to mobilize other parties to support the learning process for the student. I call this Connectedness. Under ideal situations there are parents/caregivers who value learning and who know how to provide practical support. In other cases the teacher must learn resiliency and adaptability in learning how to work with at-risk adults.

Teachers must know how to assess the effectiveness of their teaching and how to make changes as needed. Every teacher must understand that the context and maybe even the essence of his/her life experiences are different. For example many persons with disabilities have limited opportunities to experience and fully adjust to the mores of the majority culture. Most individuals with disabilities know the challenges and inconveniences they must face, and with appropriate accommodations, quickly adjust. Social experiences are frequently much more traumatic. Whether it is overt discomfort, being ignored or avoided, being the target of lower expectations and/or having their contributions marginalized, each event has a way of saying “you don’t belong.” Perhaps one of the highest levels of courage are persons with disabilities who, in spite of constant bombardment with rejection signals and being undervalued, wake up in the morning and say inside “I will try again today.”

Group synergism can become more powerful than the collective output of each person acting independently. In a democracy, this is what society is searching for and what businesses seek in their employees. Why shouldn't it be the essence of what we wish to accomplish in schooling? To accomplish these outcomes, the talents and abilities of everyone must be considered.