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Speech on Teachers

The role of a teacher in a child’s life is crucial. Being a teacher is a great responsibility as the present and future of children are in their hands. What children become is a result of all the lessons a child takes from the very beginning. This article will help you understand the part teachers play in the life of an individual and also give you examples of speeches about teachers.

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Role of a teacher, short speech on teachers, speech on the importance of teachers, faqs on teachers.

Teachers are the ones who open the minds of the young ones to the world. They impart knowledge and show them what matters the most. Teachers have a lot of students to take care of, and they all look the same in the eyes of a teacher; whereas, the same teacher can appeal to each student differently. They make an impact on their lives and change them for the good.

The influence a teacher has on their students is huge. No matter what, a student always looks up to the teacher for help and guidance. Teachers are like second parents. Teachers have a fair share in the moulding of a child from the time the child is around 4 to 5 years old. So it is important that children have good teachers who could make them intellectually, emotionally and morally sound and strong.

‘A good teacher is like a candle – it consumes itself to light the way for others’, says Mustafa Kemal Ataturk. Teaching has always been considered as a noble profession. No good teacher looks for their own success and endeavour; they always have their students’ present and future in mind. When one chooses to be a teacher, it is understood that a number of qualities are embodied in that individual.

A teacher is looked upon as a guide, a mentor, a friend and a selfless abode of love and care. No matter how young or old a teacher is, they consider their students as their own children. The influence of a teacher extends beyond the classroom. The best teachers tell their students where to look but don’t tell them what to see, according to Alexandra K Trenfor. Teachers let their light shine bright even on the darkest roads so that the little ones do not lose track of their destination. You are everything a teacher should be. To the world, you may be just another teacher, but to us, you are our hero. We respect you for what you have been doing for us all through these years. We know we are not the best students, but you are the best teacher we could ever ask for. Thank you for accepting us for who we are and for loving us as much.

Teachers play a pivotal role in the life of each and every student. A teacher need not be perfect, but a teacher ought to be knowledgeable so as to provide the students with the right information and considerate so as to be able to try and understand every little child. Teachers are often a source of inspiration. There are children who follow the footsteps of their teachers. A good teacher is like a treasure that has to be cherished and valued.

Joyce Meyer said, “Teachers can change lives with just the right mix of chalk and challenges”. It is true that as teachers, they always chalk out the right direction and overcome the challenges on the way. Teachers can do more than just guide. They pave the way and let the children choose their own paths to become the best version of themselves in the future.

Why are teachers important in our life?

Teachers impart knowledge and guide us in the right directions. Our life would definitely not be the same without dedicated teachers who selflessly work in order to make our lives better.

How do you end a speech?

There are numerous ways in which you can end your speech. You can simply sum up and conclude, use a quote that sums up the whole idea of the speech, motivate everyone listening to you to join in with you to make a difference and so on.

What is the best speech for a teacher?

If you are thinking about what would be the best thing to say when you are asked to speak about your teacher, here is a tip. You can share your experiences about your teachers and thank them for all that they have done for you.

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Speech on Importance of Teacher in Our Lives for Students

Speech on importance of teacher in our lives.

Teachers play a very important role in shaping the future of their students. Right from kindergarten to university, they are the ones who impart knowledge and teach us about everything important. Moreover, they also teach us about ethical values and imbibe in our moral values. Thus, we can say that teachers shape our personality into something very strong and wonderful. A world without teachers would be definitely chaotic. There are only a few people in our lives who impact our world, and teachers are definitely one of them.

Importance of Teachers in Our Lives

They assume the role of an educator and caregiver for their students. Sometimes, they also become our friends and help us with personal problems. A teacher is the one who will help you become a better person and an informed one.

Moreover, they see the potential of their students when no one else can. Teachers also decide the fate of a nation as the youth is in their hands. When the youth is educated and informed, naturally, the future of the country will be in safe hands.

In fact, the fate of students is in the hands of their teachers. They push the students to achieve greater heights and become successful. Consequently, they turn out to be doctors, lawyers, pilots, scientists and more, only with the help of a teacher. In India, we even celebrate Teacher’s Day to honor them on 5 th September, every year.

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A Teacher’s Role

While some people think it’s easy, the role of a teacher is very challenging and equally important. It is their responsibility to impart the correct knowledge and in the right manner. They have to teach methodically for which they prepare their lessons beforehand. Thus, they are able to motivate their students through the use of accurate techniques.

A good teacher gives homework to their students also checks it regularly for a better practice. Further, they plan meticulously for a better teaching pattern. At the beginning of the year, they plan the whole syllabus out for a smooth teaching experience.

In addition to teaching, a teacher is also a good organizer. They have to organize various activities that take place in school throughout the year. Further, they have to take care of other little yet important things, like the seating arrangement, classroom activities and more.

Moreover, they also supervise a lot of tasks and activities in school. For instance, attendance, homework, behaviour is also supervised by teachers. They are responsible for maintaining the discipline and decorum of the students.

Most importantly, they guide the students every step of the way. They have to make sure they do not favour a specific student and give equal attention to all. In fact, teachers have to decide how they divide the attention towards students who need it more than others.

Thus, it is fair to say that our teachers are the ones who make this world a better place. They make this world a better place by enhancing student’s lives. Moreover, teachers are the ones who play the role of so many people in a child’s life. They are a mentor, a parent, a friend, and more which makes all the difference in one’s life.

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Speech Script: Teachers’ Day

Teachers’ Day is a special occasion where we express our gratitude and appreciation for the invaluable contributions of educators in shaping our lives. Delivering a heartfelt speech is a wonderful way to honor teachers on this significant day. In this article, we will provide a comprehensive guide on how to write an inspiring speech for Teachers’ Day, highlighting key elements such as understanding the audience, structuring the speech, incorporating personal anecdotes, expressing gratitude, and delivering a memorable conclusion.

Table of Contents

Understanding the Audience

Before you begin writing your Teachers’ Day speech, it is crucial to understand your audience. Consider the diverse group of teachers who will be present, ranging from seasoned educators to newly appointed teachers. Acknowledge their dedication, passion, and the challenges they face in their noble profession. Tailor your speech to resonate with their experiences and aspirations, ensuring that your words create a sense of unity and appreciation among the educators.

Structuring the Speech

An organized structure is essential for an effective speech. Begin with a warm introduction, capturing the attention of your audience. Provide a brief overview of the significance of Teachers’ Day and the purpose of your speech. Transition into the main body, divided into several key points. Each point should focus on a specific aspect, such as the impact of teachers on students’ lives, the transformative power of education, or the importance of continuous learning. Use clear and concise language, and support your points with relevant examples or anecdotes. Finally, conclude your speech by summarizing the key ideas and reinforcing the message of appreciation and gratitude.

Incorporating Personal Anecdotes

Personal anecdotes add a touch of authenticity and emotional connection to your speech. Share your own experiences as a student and highlight the teachers who have made a lasting impact on your life. Recall specific moments or instances that exemplify their dedication, compassion, or innovative teaching methods. By sharing these personal stories, you not only honor the teachers who have influenced you but also inspire others to reflect on their own experiences with educators. Remember to maintain a balance between personal anecdotes and broader messages that resonate with the entire audience.

Expressing Gratitude

Teachers’ Day is an opportune time to express heartfelt gratitude. Take a moment to acknowledge the hard work, sacrifices, and unwavering commitment demonstrated by teachers. Reflect on the challenges they face, including the demanding nature of their profession and their role in shaping future generations. Express appreciation for their guidance, patience, and belief in their students’ potential. Consider incorporating quotes, poems, or excerpts from famous speeches that exemplify the impact of teachers on society. Be sincere and genuine in your expressions of gratitude, as it will resonate deeply with your audience.

Delivering a Memorable Conclusion

A powerful conclusion leaves a lasting impression on your audience. Summarize the key points of your speech, emphasizing the significance of teachers and their role as catalysts for change. Inspire your audience with a call to action, encouraging them to continue making a difference in the lives of students. Conclude with a heartfelt thank you, expressing gratitude once again for the dedication and passion exhibited by teachers. Consider ending with a memorable quote or a thought-provoking statement that encapsulates the essence of your speech.

Teachers’ Day Speech Example #1

Esteemed teachers, respected guests, and dear students,

Today, we gather here to celebrate a group of extraordinary individuals who shape our minds, inspire our hearts, and ignite our passion for learning—our teachers. On this special occasion of Teachers’ Day, we come together to express our deepest gratitude and appreciation for the invaluable contributions they make in our lives. In this speech, we will reflect on the profound impact of teachers, the transformative power of education, and the importance of honoring and celebrating these remarkable individuals.

Teachers hold the power to change lives, to ignite curiosity, and to unlock the potential within each of us. They are the guiding lights that illuminate our path to knowledge and understanding. Through their dedication, expertise, and unwavering belief in our abilities, they empower us to dream big, to challenge ourselves, and to reach for the stars. Teachers not only impart academic knowledge but also nurture our character, values, and life skills. They instill in us the confidence to face challenges, the resilience to persevere, and the compassion to make a positive impact in the world.

Education is the key that unlocks the doors of opportunity and empowers us to shape our own destinies. Teachers play a pivotal role in this transformative journey. They create inclusive and engaging learning environments where we can explore new ideas, ask questions, and discover our passions. They encourage critical thinking, creativity, and independent thought, equipping us with the tools to navigate an ever-changing world. Beyond textbooks and exams, teachers impart life lessons, values, and the importance of empathy and respect for others. They foster a love for lifelong learning and inspire us to become lifelong learners ourselves.

Teachers’ Day is a time to honor and celebrate the tireless efforts, dedication, and unwavering commitment of our teachers. It is an opportunity to express our gratitude for the sacrifices they make, the extra hours they invest, and the personal care they provide to ensure our success. Today, let us reflect on the impact teachers have made in our lives and the countless ways they have shaped our futures.

Let us recognize the teachers who have gone above and beyond, who have nurtured our potential, and who have believed in us when we doubted ourselves. Their guidance and mentorship have left an indelible mark on our hearts and minds. Today, we acknowledge their selflessness, their passion for teaching, and their relentless pursuit of our growth and development.

Beyond individual teachers, let us celebrate the entire teaching community. The collective efforts of teachers shape the foundation of education and society as a whole. Let us acknowledge their resilience, adaptability, and dedication, especially in the face of unprecedented challenges. Their unwavering commitment to our education and well-being is deserving of our highest praise and appreciation.

In conclusion, on this special occasion of Teachers’ Day, let us honor and celebrate the guiding lights who have touched our lives and shaped our futures. Let us express our gratitude not only through words but through our actions, by applying the lessons they have taught us and making a positive impact in the world. To all the remarkable teachers present here today and to teachers around the world, we extend our deepest appreciation and wish you a joyous and fulfilling Teachers’ Day.

Teachers’ Day Speech Example #2

Esteemed educators, distinguished guests, and dear students,

Today, we gather here to celebrate the incredible influence of teachers in our lives and to commemorate the significance of their role on this special occasion of Teachers’ Day. Teachers are the architects of our intellectual and personal growth, guiding us along the path of knowledge and empowering us to reach our fullest potential. In this speech, we will reflect on the enduring impact of teachers, the transformative power of education, and the profound gratitude we owe to these remarkable individuals.

Teachers are the guiding light that illuminates the path to discovery and understanding. They possess the extraordinary ability to ignite a flame of curiosity within us, sparking a lifelong love for learning. Through their passion, knowledge, and dedication, they provide us with the tools to navigate the complexities of the world. Teachers foster critical thinking, encourage intellectual curiosity, and instill in us the confidence to voice our opinions and ideas. They create an environment that nurtures creativity, problem-solving skills, and resilience. Their unwavering support and belief in our abilities empower us to explore our potential and pursue our dreams.

Education is a transformative force that has the power to shape lives and create a better future. Teachers are the catalysts of this transformation, molding not only our minds but also our character. They equip us with the knowledge and skills necessary to navigate the challenges of life and contribute meaningfully to society. Teachers go beyond textbooks, imparting life lessons, values, and empathy. They inspire us to become compassionate individuals who are aware of the world around us. Teachers foster a sense of inclusivity, celebrating diversity and nurturing a respectful and harmonious community.

Teachers’ Day is a momentous occasion to express our sincerest gratitude and honor the teachers who have made a profound impact on our lives. Let us take this opportunity to acknowledge their unwavering dedication, sacrifice, and unwavering belief in our potential. Today, we celebrate not just individual teachers, but the entire teaching community. Every teacher, whether in a classroom, a laboratory, or through virtual platforms, plays a crucial role in shaping the minds of future generations.

Let us remember those teachers who have gone above and beyond, who have inspired us to dream big and supported us in achieving our goals. Their mentorship and guidance have left an indelible mark on our lives. Today, we honor their commitment to our growth and their tireless efforts to make a difference.

As students, let us also recognize our responsibility to honor our teachers by embracing education with enthusiasm, integrity, and a thirst for knowledge. Let us strive to be lifelong learners, continuing to grow and develop even beyond the boundaries of the classroom.

In conclusion, on this momentous Teachers’ Day, let us celebrate the enduring impact of teachers on our lives. Their dedication, passion, and commitment have shaped our minds, influenced our character, and paved the way for our future success. Today and every day, let us express our deepest gratitude to the remarkable teachers who have illuminated our path and inspired us to reach for the stars. To all the teachers present here today and to teachers around the world, we extend our heartfelt appreciation and wish you a joyous and fulfilling Teachers’ Day.

Teachers’ Day Speech Example #3

Honorable educators, esteemed guests, and dear students,

Today, we gather here to pay tribute to the profound impact of teachers in shaping minds, nurturing souls, and igniting a lifelong love for learning. On this auspicious occasion of Teachers’ Day, we come together to celebrate the unwavering dedication and invaluable contributions of these remarkable individuals. In this speech, we will reflect on the enduring influence of teachers, the transformative power of education, and the deep gratitude we owe to those who have guided us on our educational journey.

Teachers are the guiding lights that illuminate the paths to knowledge, wisdom, and self-discovery. They possess the unique ability to recognize and nurture the potential within each student. In their classrooms, they create an environment that fosters growth, curiosity, and intellectual exploration. With passion and expertise, they impart knowledge, challenge assumptions, and inspire us to think critically. Teachers not only teach us subjects but also guide us in navigating life’s complexities, instilling values, empathy, and resilience. They believe in our capabilities and provide unwavering support, empowering us to overcome obstacles and achieve our goals.

Education is a transformative force that empowers individuals and drives positive change in society. Teachers are the catalysts of this transformation, shaping generations of learners. Through education, they open doors of opportunity, broaden perspectives, and equip us with the tools to thrive in a rapidly evolving world. Teachers foster creativity, encourage innovation, and nurture the skills necessary for success. They inspire us to become lifelong learners, instilling a hunger for knowledge and a passion for personal growth. Beyond academic subjects, teachers cultivate critical thinking, compassion, and social responsibility, molding well-rounded individuals who contribute meaningfully to their communities.

Teachers’ Day is a momentous occasion to honor and appreciate the tireless efforts and unwavering commitment of our teachers. It is an opportunity to express our deepest gratitude for their selflessness, patience, and dedication to our education and well-being. Today, let us remember and celebrate those teachers who have left an indelible mark on our lives, who have gone beyond their call of duty, and who have believed in our potential when we doubted ourselves.

Let us acknowledge the sacrifices teachers make, often going above and beyond their responsibilities to ensure our success. Their encouragement, mentorship, and guidance have shaped our futures and inspired us to become the best versions of ourselves. Today, we express our heartfelt appreciation for their unwavering support and the countless hours they invest in our growth.

Moreover, let us extend our gratitude to the entire teaching community. Teachers work collaboratively, sharing knowledge, best practices, and inspiration. They support and uplift one another, united by a common goal of nurturing young minds. The collective efforts of teachers shape the foundation of education, laying the groundwork for a brighter and more enlightened future.

In conclusion, on this special Teachers’ Day, let us celebrate the everlasting influence of teachers, the guiding lights who have shaped our lives and set us on a path to success. Their dedication, passion, and unwavering belief in our potential have made a lasting impact. May we always remember their invaluable contributions and strive to honor their legacy by embracing education, pursuing knowledge, and making a positive difference in the world. To all the exceptional teachers present here today and to educators worldwide, we extend our deepest gratitude and wish you a joyous and fulfilling Teachers’ Day.

Final Thoughts

Writing an inspiring speech for Teacher’s Day requires careful consideration of the audience, a well-structured outline, personal anecdotes, expressions of gratitude, and a memorable conclusion. By honoring teachers through our words, we celebrate their impact on our lives and recognize their pivotal role in shaping the future generations.

About Mr. Greg

Mr. Greg is an English teacher from Edinburgh, Scotland, currently based in Hong Kong. He has over 5 years teaching experience and recently completed his PGCE at the University of Essex Online. In 2013, he graduated from Edinburgh Napier University with a BEng(Hons) in Computing, with a focus on social media.

Mr. Greg’s English Cloud was created in 2020 during the pandemic, aiming to provide students and parents with resources to help facilitate their learning at home.

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• Farewell Speech for Teacher

Farewell Speech for Teachers by Students in English

Farewell Speech For Teacher By Students is given while bidding farewell to a loved and respected teacher. Along with gifts and surprises, few heartfelt words can have a great and meaningful impact on the teacher. The teacher leaving your school might be the one who inspired you to become the person you are today and in such moments articulating what you feel is so important. Here, we will guide you on how to give Farewell Speech For Teacher in different formats, Long Farewell Speech For Teacher and Short Farewell Speech For Teacher.

Long Farewell Speech for Teacher

The Farewell Speech Given by Students to Teacher is very special because students who usually speak less also pour their heart out for their lovely teachers. The long Farewell Speech For Teacher is useful for students in grades 7-12.

Hello everyone, respected principal, teachers, and my dear friends, we are gathered here today to bid farewell to a highly valuable teacher Mr./Ms. (Name) who has given 20 years (mention the number of years of the respective teacher) of service to this school and is retiring today. Teaching is the profession that creates all other professions we are grateful that you chose to be a teacher and we learned under your umbrella of expertise. Sir joined this school many years ago and contributed so much time and effort to the students and the school. He has worked tirelessly in shaping our minds and leads us on a good path, and many years have gone by it’s so amazing we don’t realize how quickly time flies.

Time goes by quickly when you are having a good time and sir under your guidance we had the best time, and for time well spent sometimes, departures are celebrated more than arrivals. Goodbyes are so hard but also special as you have the opportunity to say how special the person is to them. So on behalf of all fellow students, I would like to say a huge thank you to the teacher who taught us to learn even outside our classrooms and encouraged us to think outside the box. The teacher is the most influential person in a student’s life after their parents and what a great influence he is for us to follow. 

Even a rough idea about a new invention was applauded in his class. He was a constant source of motivation for everyone in the class. He taught us the importance of valuing and respecting other’s knowledge and time by him being punctual, he taught us what actually counts. He always taught us by involving in each discussion and letting us learn and grow by ourselves and not concluding on his own. He always believed in teaching us in a practical world so that we don’t forget our way in the real world. 

We all look up to sir in more ways than one. As he has been our teacher and guided us academically and by being our friend and mentor he has also shown us the right path to chose personally. He has also inculcated in us the importance of teamwork and sportsmanship. He has always celebrated our successes and failures equally by saying,” Well now you know what not to do.” There is no one like you sir. 

Certainly, you are the source of inspiration to many teachers here as well, who are enriched with your wealth of knowledge. He is a well-esteemed and very respected teacher, no one will take his place in our lives and no one is worthy of filling his large shoes. Now it’s time to part, and with good wishes and warm regards we bid you goodbye and we are happy because now you can spend your time exploring your own interests in life and spend time with your family and friends. 

Thank you for being the best teacher, mentor, friend, and playing so many roles at the same time.

Short Farewell Speech for Teacher

The Farewell Speech Given by Students to Teacher is very special because students get to share their feeling for their teachers. The Short Farewell Speech For Teacher is useful for students in grades 4-6.

Hello and a warm welcome to everyone present here, respected principal, teachers, and fellow students. Thank you for giving me this opportunity to start this event. I am honored to be here. The guest of honor today is also the best teacher in our school, we will all miss him and I feel lucky to be standing here sharing what we have learned and what we feel on behalf of all of us. Sir thank you for contributing 20 years (mention the number of years of the respective teacher) of your life to this school and for students like us and many more. You are the most inspiring teacher who has taught us to balance both studies and extracurricular activities. 

You have always believed in practical learning and encouraged us to experiment and question everything. During our exams, you also have worked unrelentingly with us till the basic concepts were well understood and had a clear idea about the topics. Whenever we did badly at exams you taught us with more patience and kindness which is quite remarkable. You have also motivated us to do in other areas of student life and supported our non-academic interests be it poetry, singing, or sports. You have taught us the joy of living life in curiosity and to always keep learning. Today we are well versed and eager to learn because we enjoy learning is because of your efforts. Thank you for inculcating such invaluable lessons and habits. We will miss you, sir. 

Thank you for being the best teacher.

10 Lines  Farewell Speech for Teacher

The 10 lines Farewell Speech On Teacher is helpful for students in grades 1-3 as they can keep it short and simple and also say what they feel.

After our parents, teachers are the biggest source of inspiration.

We are thankful for a teacher like you who has helped us in learning as well as making it so much fun.

He is always so encouraging to try new things and new ways of solving problems.

He has always shown us the right way to be and not get diverted in the wrong direction, however difficult the situation gets.

He has taught us the values and good ethics that will be intact even after leaving this school.

He has taught us to be responsible and take accountability for our actions. 

He has also taught us to be respectful to each and everyone in life.

Thank you for teaching us subjects with real-life examples.

You will always be in our memories even after you leave. We will miss you. 

Thank you for being a guide and a friend.

FAQs on Farewell Speech for Teacher

1. How to begin the farewell speech for a teacher?

With farewell speeches, students get to know how to bid a proper goodbye or farewell to a teacher. It is important for students to know what to write to wish their teacher all the best for the future, be it for a teacher who is retiring or relocating. A well-written speech always remains memorable for the teacher, the school, and the student. A student should always greet the audience before starting with the speech. It helps in having the attention of the audience and building a rapport. Then, the student should tell everyone the purpose of the speech. Finally, set the tone of the speech and get going. 

2. What are the tips for the best farewell speech?

The speech should include a positive message, factual experiences, contributions, and achievements of the teacher for which the speech is being made. You can also add humor to your speech in order to make it more engaging and interesting to the audience. There is no specific formula for the best speech, however, these tips help in delivering a well-deserved speech. Always keep your speech moderately short and crisp. Offer gratitude to the teacher. Keep it real and share your experiences. 

3. How to make the farewell speech memorable?

There is no specific formula for giving a great goodbye. Stick to anecdotes and make the speech heartfelt. Give some personal touch to the farewell speech and share your stories with the audience. It allows you to provide a human experience. Share with your teachers how they helped you grow and become a better version of yourself. Offer a meaningful message. Deliver a farewell speech that’s unique to you and that particular teacher. By following said tips, your speech will be memorable and inspirational.

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Farewell speech for teachers by students, introduction about farewell speech for teachers by students :-.

A heartfelt farewell note might convey your appreciation for what the teacher taught you in class and how it significantly improved your academic career. It can show how appreciative you are of the time and effort an instructor has spent teaching the kids the necessary skills and information and make your teacher’s final day one to remember by exhibiting the utmost respect.

Short Farewell Speech for Teacher by Student :-

Greetings and a sincere welcome to everyone in attendance, including the esteemed principal, educators, and fellow students. I appreciate being given the chance to begin this event. I feel privileged to be here. We shall all miss the guest of honour today, who is also our school’s top teacher. I feel fortunate to be here today, speaking on our behalf, expressing what we have learnt and how we feel. Thank you, sir, for dedicating at least 20 years of your life to our school and the benefit of kids like us and countless others. We have learned how to manage our schoolwork and extracurricular interests from the most inspirational instructor ever, you.

You have also inspired us to participate in extracurricular activities and encouraged us to pursue our extracurricular hobbies, such as poetry, singing, and sports. You’ve shown us the fun of being curious about everything and how to never stop learning. Because of your efforts, we are knowledgeable now and willing to study since we enjoy it. I appreciate you teaching us such priceless lessons and practises. You’ll be missed, sir.

Long Farewell Speech for Teacher by Student :-

We are gathered here today to say goodbye to a very valued teacher named Mr. or Mrs. (Name), who has served this school for 40 years and who is retiring today. When you are having fun, time passes quickly. Sir, under your leadership, we had the nicest time. For time well spent, departures are occasionally celebrated more than arrivals. The opportunity to express how valuable a person is to you makes goodbyes sweet despite how difficult they can be. 

In light of this, I would want to extend a heartfelt thank you to our teacher for teaching us to learn even outside of the classroom and for inspiring us to think creatively. After parents, the teacher has the second-highest level of influence over students, and what an example he sets for us to follow.

He served as a consistent inspiration for every student in the class. By being on time, he showed us the value of and respect for other people’s expertise and time. He showed us what really matters. He constantly engaged us in the learning process and let us develop on our own, never coming to a conclusion on his own.

No one will ever be able to take his position as a beloved and highly regarded instructor in our lives, and no one is deserving of stepping into his enormous shoes. We are delighted that you can now spend your time pursuing your own interests in life and spending time with your family and friends as we part ways with you with good wishes and heartfelt regards. I appreciate you taking on so many different jobs at once and being the best mentor, friend, and teacher.

Few Tips and Mandatory Things to Include in Farewell Speech for Teachers :-

• Start by outlining the significance of the gathering and the reason for it.
• Talk about the instructor’s teaching style and how it stood out from that of other instructors.
• Acknowledge the impact the teacher has had on the students’ lives.
• Congratulate the teacher on a job well done while they were employed by the current organization.
• End by wishing the best of luck to the teacher in his/her future endeavors.

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How to Make a Good Speech for School

Last Updated: February 26, 2024 Fact Checked

This article was co-authored by Patrick Muñoz . Patrick is an internationally recognized Voice & Speech Coach, focusing on public speaking, vocal power, accent and dialects, accent reduction, voiceover, acting and speech therapy. He has worked with clients such as Penelope Cruz, Eva Longoria, and Roselyn Sanchez. He was voted LA's Favorite Voice and Dialect Coach by BACKSTAGE, is the voice and speech coach for Disney and Turner Classic Movies, and is a member of Voice and Speech Trainers Association. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 1,264,544 times.

A good speech in school will earn you the admiration of your teachers and peers alike. You probably won't deliver the kind of speech you hear in the movies, but that's a good thing: people will enjoy your original take much more. From getting an idea to conquering stage fright, here are the steps to take if you want to make your final speech a memorable, exciting success.

Sample Speeches

Writing the Speech

• If you're not sure which theme to choose, write down or summarize a few stories and statements you could include in your speech. Pick the ones you like best and see if there's a unifying theme to tie them together.
• See What to Do and What Not to Do for more advice on themes.

• Don't interrupt one point with a clause, or section set aside by commas or parentheses. Instead of saying "Our tennis and basketball teams, which we all know won the regional championships two years ago, need increased funding to compete," say "Our tennis and basketball teams both won the regional championships two years ago. Now we need to increase their funding to compete with other schools."
• You can reference your school's slang once or twice to get a laugh, but don't overdo it, especially if there are parents in the audience.

• Find a broad message that your whole audience can connect to their own life, but still deals with a specific idea. For instance: "Become an even better version of the hero who inspired you." (But don't steal your "original" idea from this website!)
• Your stories can be specific incidents in your life or from history, but you should connect them to a more general idea. For instance, you could tell a story about your sibling's hospital visit, then go on to talk about overcoming fear and hardship in general.
• If you like what you're writing but it doesn't fit the theme you had planned, it's fine to adjust your topic or switch it entirely. Switch back and forth between writing stories and brainstorming a theme if you keep getting stuck.

• Surprise your audience by diving right into a tough story. "When I was ten years old, I lost my father."
• Make your audience laugh by telling a joke, especially one that everyone in the room will get. "Hello everyone. Let's have a round of applause for the guy who installed air conditioning."
• Start with a grand, thought-provoking statement. "Our galaxy contains billions of earth-like planets, and we're only just beginning to discover them."
• Most likely, someone else will introduce you, and many of your classmates know you already. Unless you're asked specifically to introduce yourself, you can get right to the good stuff.

• To use an example from earlier, if your theme is "Become an even better version of the hero who inspired you," you could begin your speech with two or three sentence about your hero, then say "You all have heroes who inspire you, but you don't have to just follow them. You can become even greater than the people you look up to."

• Include phrases such as "Now I'd like to talk about..." and "But we should also remember..." when moving on to your next idea.

• Build up to a big ending, then crack a joke to wrap up a funny speech. "And I know when you walk to the ballot box tomorrow, you'll be ready to do the right thing. Protect the interests of yourself and your school by washing your hands afterward. Do you know how many people touch that thing?"
• If you're giving a commencement speech, leave people feeling excited or awed about the future. This is a big moment and you have the power to help them realize it. "Years from now, you will be the father or mother your kid looks up to. The writer who changes the way we think. The inventor who creates new ways to live. Come up to the stage and start becoming heroes!"

• Have a teacher, family member, or trusted friend check it over for grammar mistakes and offer feedback. Spelling isn't as important, since you'll be speaking out loud.

• If your topic involves a lot of numbers, plan to write them on the board so your audience can remember them

• Your notes are there to remind you what to say next and of important facts. "Move on to bear wrestling story (guy's name is Paul Bunyan)" is the level of detail you need.

Practicing and Delivering the Speech

• Practice giving your speech in as situation as similar to your actual speech as possible.
• In general, you should stay fairly still while giving a speech. Small hand gestures and occasionally moving to a new spot are fine, especially if they help you feel and appear confident

• If you speech is too long, you absolutely need to cut some material out of it or shorten the longer stories or ideas. If you're giving a commencement speech, aim for a 10 or 15 minute maximum. An election speech should be no more than a few minutes, and your teacher should be able to tell you the time limit for a class assignment speech.

• If you can't stop rushing, work out how long you should spend on each section and write the number of minutes at the top of each index card or paragraph. Practice near a clock so you can check whether you're on pace.

• Use slightly different words each time once you have the main ideas down. Try not to get caught up on exact memorization; using a new phrase to communicate the written idea makes your speech sound more natural.

• Practice varying your facial expression if your face looks fixed and mechanical.
• Try to vary the tone of your voice as well. Don't make it sound like you're reciting every word from memory; pretend you're speaking in ordinary conversation.

• Try to make eye contact with different members of your audience throughout the speech. Don't stare at any one person for too long.
• Resist the temptation to hide by standing near a corner or large object.
• Don't fidget, tap your foot, or make other nervous gestures. Try slowly walking back and forth across the stage to get rid of your nervous energy.

• Dressing nicely will increase your confidence and gain respect and attention from your audience.

What to Do and What Not to Do

• Memories your class shares and personal memories that many people will connect to, such as your first day at the school.
• Overcoming obstacles. Talk about how your classmates overcame problems related to academics, finances, and health, and how proud everyone is that they're standing here.
• The diversity of your classmates and celebrating the rich variety of experiences, personalities, and interests at your school. Describe some of the many ways people will go on to do good in the world.

• Address your audience directly. Ask them questions to get them thinking, although you shouldn't expect an answer.
• Use groups of three. The human brain loves repetition, and especially trios. Start three sentences with the same phrase, speaking louder each sentence.
• Use emotive language. Try to provoke a strong emotional response in your audience, not present a list of facts to them.

• Don't tell stories that only a few friends will understand. Even references that your whole class will get should be used sparingly if there are parents in the room as well.

• Go change the world!
• Today is not the last day of your education, but the first.
• The future belongs to you.
• If elected, I will be the voice of the students.
• It's time for change!

• If you're giving a high school commencement speech, remember that not everyone in your class will be attending college. Don't joke about your education letting you avoid a "bad" profession; chances are good there's a parent who has that job out in the audience.=

Common Questions: Tips for Writing & Rehearsing a Speech

How do you start a speech for school?

Start by introducing yourself and thanking the audience. You can kick off the speech with a relevant “what if” question that gets the audience thinking and expand on it. Or try starting with a strong statement or quote related to your topic, then follow it up with an impactful question to answer in your speech. [14] X Research source

Where do I start when I'm writing a speech?

Start by sitting down and brainstorming to get your creative juices flowing. What is the focus of your speech? Who is your audience? Why is your speech important? Once you have some notes down, start refining your ideas until you get to one main point or theme that you’ll base your speech on. [15] X Research source

What parts should I include in a speech to make it the most effective?

Create a speech that has a clear introduction for your main point or thesis statement. Then, include and expand on 2-3 main points to make up the body of your speech. To conclude, summarize and restate your thesis to include your key points, and then make your closing statement. [16] X Research source

How do I get better at giving a speech I've written?

Read the speech out loud several times to get a feel for it. Record or take video of yourself giving the speech to find any weak spots and adjust anything that feels awkward or choppy. Ask friends or family to watch you rehearse and give you honest feedback. Then, just keep practicing until you've nailed it. [17] X Research source

• Look at everyone in the audience, not just one person. Thanks Helpful 0 Not Helpful 0
• Make sure you don't offend or embarrass your audience. Thanks Helpful 0 Not Helpful 0
• Before you start, pick a spot on the wall to focus on. Throughout the speech, keep looking at that spot after each sentence. This shows to your audience and teacher that you can make eye contact! Thanks Helpful 0 Not Helpful 0

Things You'll Need

• Writing tool
• Index cards

You Might Also Like

• ↑ [v161163_b01].12 November 2019.
• ↑ https://finley-h.schools.nsw.gov.au/content/dam/doe/sws/schools/f/finley-h/localcontent/how_to_write_a_speech.pdf
• ↑ https://www.toastmasters.org/magazine/articles/for-the-novice-six-simple-steps-to-writing-a-fantastic-speech
• ↑ https://www.unr.edu/writing-speaking-center/student-resources/writing-speaking-resources/speech-introductions
• ↑ [v161163_b01]. 12 November 2019.
• ↑ https://www.bbc.co.uk/bitesize/topics/zv7fqp3/articles/z4w96v4
• ↑ https://classroom.synonym.com/write-good-speech-school-4859.html
• ↑ https://www.unr.edu/writing-speaking-center/student-resources/writing-speaking-resources/speech-delivery
• ↑ https://www.indeed.com/career-advice/career-development/how-to-start-off-a-speech
• ↑ https://open.maricopa.edu/com225/chapter/selecting-a-topic-brainstorming-your-ideas/
• ↑ https://www.amherst.edu/academiclife/support/writingcenter/public-speaking/resources-for-public-speaking/speech-structure
• ↑ https://open.maricopa.edu/com225/chapter/practicing-your-speech/

About This Article

To make a good speech for school, choose a theme or topic to focus your speech on so it's easier to write. When you're writing your speech, stick with simple language so your audience understands and doesn't get bored. Also, try to start your speech with a joke, story, or shocking fact that will immediately grab their attention. Remember to talk directly to your audience by asking rhetorical questions and making references they'll understand. End your speech with something memorable, like an inspirational quote or a call to action. To learn more about how to practice and memorize your speech before you present it, keep reading! Did this summary help you? Yes No

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Teacher Speech

The role of a teacher in the life of a student is significant and by and large the most important. The excellence of a teacher decides the academic and other mile stones achieved by his/her students. We all are like a bundle of infinite potential, but, to unlock that potential and to realize our own abilities, we, up to large extent, depend on our teacher. A teacher recognizes our individual talents and treats us accordingly so that to bring out the best in us.

She/he is the person who makes us realize our own blessings and guides us until we have full explored them. A teacher, like our parents, always stays by our side, either in joy or in sorrow. By encouraging the youth and making them educated, a teacher does excellent service to the society and to the nation.

Long and Short Speech on Teacher in English

Below we are giving long and short speech on teachers.

These Teacher Speech are written in simple English to make them easily memorable and presentable when required.

While delivering the speech you will tell the audiences about the significance and qualities of a teacher, leaving the audience mesmerized in the end.

These long and short speeches will be extremely useful for you on the occasions like Teachers Day or other similar events.

Short Speech on Teacher – 1

Good Morning everyone! As we all know that today is Teachers Day, so I am being asked by my classmates to give a speech on “teacher”.

A teacher, my dear friends, going by the meaning, is someone who teaches. But, this is only the most basic definition of a teacher. If I have started stating the ways in which a teacher contributes to the society, I will most probably run short of words.

A teacher is the craftsman who helps building the foundation of a nation by teaching its wards. Without a teacher there would be no students, but only boisterous citizens with no clue on where they are headed.

Happy Teachers Day to all and don’t forget to cheer your beloved teachers today by pampering them with praises and gifts.

Short Speech on Teacher – 2

Very well Good Morning to all of you present here today, especially the teachers. As we all know that today is Teachers Day and I am requested by some of the friends of mine to give a speech on teachers.

From kindergarten to graduation, every step that we took was accompanied by a teacher whose sole interest was in our own growth and welfare. I think teaching is one of those rare professions, which someone chooses out of passion, rather than necessity.

There are so many teachers, a few of them I personally know, who could have easily chosen a lucrative profession; nevertheless, they chose to go with their inner voice. That is, they chose to enlighten the minds and transform lives. Could there be a social work more elegant than transforming noisy, stubborn and rambunctious kids into disciplined, concerned and progressive adults.

While most of us strive for materialistic accomplishments – decent package, house, car etc; a teacher wishes for something more sensible, that is, to transform his/her students into productive and sensible citizens.

There is nothing by which the society or the nation could ever repay the services of a teacher. S/he is the very foundation of a society.

Having said that, I would like to request you all to celebrate the day with your beloved, respected teachers, with as much fun and joy as you can. It is a day when you make them happy and cheer them up for the noble task they have chosen.

Wishing you all Happy Teacher’s Day! Once Again!

Long Speech on Teacher – 3

Respected Principal, Respected teachers and my dear fellow Students,

It feels great to welcome you all to this auspicious occasion; since we have gathered here to celebrate one of the most admirable occasions i.e. Teacher’s Day, it’s an opportunity for me to share few words about teachers, their role in schools and colleges and their influence on the students.

Teachers are the backbone of our society because they majorly contribute in shaping the future of a nation, i.e. students and guide them in becoming an ideal citizen of the country. Teacher’s job is full of responsibility and challenges because not every student is same and thus the teacher has to be dynamic and adopt different teaching patterns for different students. Teaching is a social practice and more than knowledge, a teacher must be a good human being who can very well shoulder the responsibility of his/her job and understand the sensitivity of the situation where students from different backgrounds have come together for learning and thus apply skills and knowledge to the best of his/her capacity while teaching.

Some of the qualities which every teacher must possess in order to become most acceptable are:

• Enthusiasm – It is a known fact that teachers who show enthusiasm while teaching create a positive atmosphere and learning environment which help students in gaining knowledge fast and with fun. These teachers don’t follow the uniform pattern instead, they innovate teaching methods to keep the students engaged and enthusiastic.

The most important role a teacher plays is in motivating the students; some of the students find their teacher to be a role model and try to imitate them. Thus it is very important that the teacher leaves a positive impression on each student.

• Interaction with learners – It is very important for the teacher to indulge into transparent and open discussion with the students in order to understand the capability of the learner. Some students are shy, while other may be afraid of failure. A teacher is highly trusted to build up the student emotionally and practically.

Conventionally, teaching is considered equivalent to praying. In olden days, parents used to leave their children in gurukul (a kind of residential school where students live with the teacher for studies). This tradition was greatly supported by the trust and bond between the parents and teachers. Even today, trust is one of the most important factors which motivate parents to get their children admitted in a particular school. A teacher is considered to be the alternate parents; this makes teaching all the more challenging and full of accountability.

In recent days, we get to hear a lot about corporal punishment. Some of the teachers get barbaric and beat students so badly that some of them don’t even survive. This is highly restricted in all over India. Though it is important for the teachers to be strict sometimes but there can be alternate methods to punish the students than harming them physically.

Well, I would like to end this note with a huge thanks to our teachers who are so caring and compassionate. We are highly honoured to be a part of this School.

Long Speech on Teacher – 4

Good evening everybody!

I welcome you all to this grand occasion. In our lifetime each of us has some or other teachers whom we consider as our idol.

Alright, so today I would like to talk to you about the one who lays the foundation of the existence of any school – ‘The Teacher’. Teacher is that one entity who strengthens the educational power of the students. They are the ones who link the students to the school and vice versa.

While I was young, I always used to associate my subject by the name of the teacher who used to teach that and also more the favourite teacher, more the marks in that subject… Yes, it’s a fact. Isn’t it, kids?

It is a proven fact that a teacher’s job is not just a job but it has an impact on the growth and well-being of the entire nation. Teachers play the most essential role in delivering what is desired. They are considered as the backbone of the society because they continuously contribute in building up the student’s characters, shaping their future and also help them to become ideal citizens of the country. A good teacher always inspires the hope, ignites the imagination, and instils the love of learning within us.

It isn’t true that the teacher works only when they have a class to address, before coming to the class they have a long handed homework to be done, yes… believe me, they do have! They need to be prepared for the topic to be taught, they have to get the tests prepared, the exercises ready and all that To-Do list prepared before they actually come on desk to perform their role. It is the responsibility of the teachers to continue doing their hard work and go through a variety of material that enriches their knowledge for the betterment of the society.

Teachers give us the moral support and encourage us to live a quality life in the society. They have the power to let the students understand the aspects of career growth, and future prospects in their desired fields.

Teachers help a student to shape their character and make their future bright. They enable us to stand strong in this world by building us from within, by making us sensible and knowledgeable so that we become capable of dealing with numerous challenges coming our way and helping us succeed.

As a conclusion, I would ask you all to always cherish the bond with your teachers. They are the ones who have educated you and have put in the efforts to bring you up in this society. We owe our respect and gratitude towards our teachers, they have empowered us with education, they have nurtured us with their love and affection just like our parents. Our respect makes them feel contended; they build the new blood to be a worthy soul in this nation.

Teachers have always been special and will continue to do so in all times to come.

Speech on Teacher – 5

Our most respected teachers, dear friends and students,

How may we express our heartfelt gratitude to our teachers? Friend, philosopher and guide all rolled into one. Yes, every teacher of ours has been just that.

Our teachers have facilitated our scholastic abilities and aptitudes. They have helped us cross the thresholds to possess the academic prerequisites to clear exams and qualify at different levels in our academic pursuits. They have been patient with us even as they got us grounded in the fundamentals of every subject. They have taught us with love. And that has often lightened even subjects that we found very tough.

But then our teachers have done much, much more than that. And we have learned from our teachers in so many different ways. Our teachers have guided us when we have faced difficult situations and dilemmas. When we have been low, and down and dejected they have been successful in raising our spirits and putting us right back on track. They have loved us even when we played truant and were mischievous and played pranks. They have offered us support in so many ways that made the process of education enjoyable. They have striven hard to inculcate in us human values and right ethics so that we may have a future guided by goodness and righteousness. They have helped us seek the truth and live by it at all times. They have given their time most generously, and offered advice most willingly. Isn’t it?

And naturally our teachers have been our role models. We have always looked up to our teachers with respect, awe and love. And we have always wondered if we could ever match up to them. Right?

Really speaking, it may never be possible for us to say all that our teachers have done for us and made possible for us so that we may work hard, excel and have a bright and happy future.

As we come together to thank our teachers, we find words are insufficient to do that. Words seem to pale before our teachers’ selfless service and devotion to the cause of educating, enlightening and moulding our minds, hearts and lives in totality. Words can never equal what our teachers have done for us with no expectation whatsoever.

Nevertheless, we have to resort to saying verbally a thank you to our teachers which is, of course, backed by our most sincere gratitude and deep love and appreciation.

Dear teachers, we want to say a heartfelt thank you to you all. You mean so much to us. What you have given us will help us go into the world for building our future.

All the beautiful flowers that could go into making a fragrant and extravagant bouquet would whither after a time, but dear teachers, our love and respect and regard for you for all that you have done to bolster and buttress our strength, and courage shall remain fresh always, in fact, will only grow and grow.

Speech on Teacher – 6

Dear friends, respected teachers and Principal Ma’am,

It is indeed so wonderful to be here on the occasion to mark Teacher’s Day.

As we look back there is a sense of nostalgia, of course, as we reminisce the academic institutions we attended as we went from school to college and then to university and other institutions of higher learning.

But at the root of it all is the great sense of gratitude we feel for our teachers at every level of our study and learning.

What would life have been but for our teachers? They, who taught us the alphabets and then through all the years of our study till we submitted, perhaps, our post-doctoral research work.

Education is so inter-linked with teachers. And when we glorify education as the means of enlightenment, emancipation and empowerment of people, men and women, we must really realize that the possibility becomes a realization through the patience, love, service and devotion of millions of teachers.

Go back in time and the person you most fondly remember will be the teacher who taught you, perhaps at kindergarten. That was the time when you, as a little child, left the comfort of your home and parents and went into a completely new environment and started to study and play with other children. And that kindergarten teacher was the person who was loving and caring, making the initiation to learning less painful, more comfortable.

As you grew up your teachers also became your mentors, advisers, supporters, counselors, sympathizers and role models. And your teachers were persons who made you independent thinkers, adventurous learners and inquisitive researchers. And they fostered you at every step. Even when our teachers seemed harsh or tough with us it was to make us strong and capable to deal with the reality most ably and most aptly that awaited us in the world. We realized that later. And we were only overwhelmed with gratitude.

These memories flood our minds and hearts as we remember our dear teachers. Yes, indeed!

Years may roll on and time flies, yet our teachers have a very special place in our hearts. That it seems is the power of sharing. When teachers teach us it is really that they share so much of their time, learning and life skills with us. Teachers are indeed so generous, and that is what transforms the lives of students year after year.

When we come together on occasions such as today to celebrate the lives and work of teachers, let us determine to share, in our own way, something that we may be endowed with, with those who may lack it. When we can do something akin to what our teachers did for us, it would only make our teachers happy and proud of us. It may be one way of saying a big thank you to our teachers.

Nothing can equal what our teachers have done for us. But we can try in whatever small way we can.

Related Information:

Essay on Teacher

Essay on My Favourite Teacher

Teachers Day Essay

Teacher’s Day Speech

Speech on Teachers Day Celebration

Slogans on Teachers

Slogans on Teachers Day

Related Posts

Best farewell speech for outgoing students, farewell speech for colleague, farewell speech for teacher, farewell speech for seniors, farewell speech for boss, gandhi jayanti speech.

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Motivational Speech For Students By Teacher

• Motivational Speech for Students by Teacher

The word "motivation" itself refers to the positive emotions that inspire an individual to persevere in difficult situations. Everybody ought to have some rare inspiration to push ahead in their life. Getting moved or inspired by someone who will assist you in achieving your objectives is a constant practise that is necessary for motivation. In any setting—workplace, school, or other—motivation is essential.

10 Lines Motivational Speech for Students

Short motivational speech for students by teacher, long motivational speech for students by teacher.

Believe in yourself and your abilities. You have the power to achieve great things.

Set big goals and work hard to achieve them. Don't be afraid to dream big.

Embrace challenges and see them as opportunities to grow and learn.

Surround yourself with positive people who support and encourage you.

Stay focused and don't let distractions get in the way of your success.

Believe in the power of persistence. Keep pushing forward, even when the going gets tough.

Celebrate your successes, no matter how small they may be.

Learn from your mistakes and use them as a tool for growth.

Stay positive and always look for the good in every situation.

Remember that success is not about winning, but about becoming the best version of yourself.

Good morning students of Aditya Academy!

Today, I would like to talk to you about the most precious gift we have been given in this life, and that is the gift of life itself. Each and every one of you is unique, special, and capable of making a positive impact in this world.

As an English teacher, I see your potential every day. I see your desire to learn, your creativity, and your passion. And I want you to know that you have within you all the skills and abilities needed to achieve anything you want in life.

But sometimes, life can be challenging. You may face obstacles and setbacks, and it can be easy to lose sight of your goals and dreams. That's why it's important to remember that life is not about the destination, but about the journey. Embrace the ups and downs, and use them as opportunities to grow and learn.

I encourage you to have a growth mindset, to never stop learning, and to always keep pushing forward, no matter what challenges come your way. And always remember, life is not a competition with others, but a journey to become the best version of yourself.

So, my dear students, I leave you with this thought: Life is precious, and it's up to you to make the most of it.

Good morning students of National Gems Academy.

Today, I want to talk to you about the power of life and how to make the most of it. As an English teacher, I am privileged to be able to observe the potential that each and every one of you possess.

I want you to imagine that life is like a canvas. And every day, we are given a brush and paint to create our own masterpiece. The colors we choose, the strokes we make, and the design we create, will all come together to form the beautiful picture of our lives.

But, sometimes, we may feel lost or stuck, and we may not know what colors to choose or what strokes to make. That's why it's important to remember that life is not just about the destination, but about the journey. The journey is full of ups and downs, twists and turns, but it is through these experiences that we grow and learn.

Story of Vincent Van Gogh

Let me delve a little deeper into the story of Vincent van Gogh, one of the most iconic painters of the 19th century. Born in the Netherlands, Vincent was always drawn to the arts. Despite his family's objections, he pursued his passion for painting, driven by a deep love for the art form. However, Vincent's journey as a painter was far from easy. He struggled to make a name for himself, and his work was often criticised and rejected by the art world.

Despite the many setbacks and obstacles he faced, Vincent never lost his passion for painting. He continued to create, despite the lack of recognition and support, and today, his works are some of the most famous and valuable in the world. Vincent's persistence and dedication to his art serves as a testament to the power of perseverance and the importance of never giving up on your dreams.

So, my dear students, I want you to take a page from Vincent's book. Embrace your struggles and use them as opportunities to grow and learn. Life is not a competition with others, but a journey to become the best version of yourself. Don't be afraid to face challenges head-on, and never lose sight of what you're passionate about. Remember, life is a canvas, and it's up to you to create the masterpiece that is your life.

And always remember, life is not a competition with others, but a journey to become the best version of yourself. Use your struggles as opportunities to grow, to learn, and to become a better person. Embrace the journey and never give up on your dreams. This is the message that Vincent van Gogh's life and legacy can teach us, and it is one that I hope you will take to heart.

And finally, I want you to think of your life as a work of art. The choices you make, the experiences you have, and the person you become, will all come together to create a beautiful masterpiece.

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Teaching Controversial Issues: Teachers’ Freedom of Speech in the Classroom

Teaching Controversial Issues: Teachers’ Freedom of Speech in the Classroom

by Arlene Gardner

Executive Director, New Jersey Center for Civic Education

What is the purpose of education? The conventional answer is the acquisition of knowledge. Looking beyond this facile response, most people will agree that the true purpose of education is to produce citizens. One of the primary reasons our nation’s founders envisioned a vast public education system was to prepare youth to be active participants in our system of self-government.  John Dewey makes a strong case for the importance of education not only as a place to gain content knowledge, but also as a place to learn how to live. In his eyes, the purpose of education should not revolve around the acquisition of a pre-determined set of skills, but rather the realization of one’s full potential and the ability to use those skills for the greater good.

Democratic self-government requires constant discussions and decisions about controversial issues. There is an intrinsic and crucial connection between the discussion of controversial political issues and the health of democracy. If we want our students to become informed, engaged citizens, we need to teach them how to “do” democracy by practicing the skills of discussing controversial issues in the classroom and learning how to respectfully disagree.

Research has demonstrated that controversy during classroom discussion also promotes cognitive gains in complex reasoning, integrated thinking, and decision-making. Controversy can be a useful, powerful, and memorable tool to promote learning. In addition to its value in promoting skills for democracy, discussing current controversial public issues:

• Is authentic and relevant
• Enhances students’ sense of political efficacy
• Improves critical thinking skills
• Increases students’ comfort with conflict that exists in the world outside of the classroom
• Develops political tolerance
• Motivates students
• Results in students gaining greater content knowledge.

(Diana Hess, Controversy in the Classroom: The Democratic Power of Discussion (2009); Nel Noddings and Laurie Brooks, Teaching Controversial Issues: The Case for Critical Thinking and Moral Commitment in the Classroom (2017); “Guardian of Democracy: The Civic Mission of Schools” (2011); Center for Research on Learning and Teaching, University of Michigan at https://crlt.umich.edu/tstrategies/ts d ).

Yet, teachers may consciously (or unconsciously) avoid controversial issues in the classroom because of the difficulty involved in managing heated discussions and/or for fear that parents will complain or that the school administration will admonish or punish them for “being controversial.” These concerns are certainly not groundless. How well are teachers protected from negative repercussions if they address controversial issues in their classrooms? How extensive are teachers’ First Amendment rights to free speech? How can heated disagreements among students be contained in the classroom?

Two different legal issues exist regarding free speech rights of teachers: The First Amendment directly protects a teacher’s personal right to speak about public issues outside of the classroom and “Academic Freedom” protects a teacher’s right and responsibility to teach controversial issues in the classroom.  However, both have certain limitations.

First Amendment Protection of Public Speech by Teachers

Although the First Amendment free speech protection is written in absolute terms (“Congress shall make no law…”), the courts have carved out several exceptions (for national security, libel and slander, pornography, imminent threats, etc.).  The courts have also carved out a limited “government employee” exception based on the rationale that a government employee is paid a salary to work and contribute to an agency’s effective operation and, therefore, the government employer must have the power to prevent or restrain the employee from doing or saying things that detract from the agency’s effective operation.  Thus, the government has been given greater latitude to engage in actions that impose restrictions on a person’s right to speak when the person is a governmental employee, which includes teachers who work in public schools.

Some of the earliest threats to the free speech rights of public school teachers were the loyalty oaths that many states imposed on government employees during the ‘‘red scare’’ and early ‘‘cold war’’ years of American history. In Adler v. Board of Education (1952), the Supreme Court in a 6-3 decision rejected First Amendment claims and upheld a New York statute designed to enforce existing civil service regulations to prevent members of subversive groups, particularly of the  Communist Party , from  teaching in public schools . The Supreme Court effectively overturned this ruling in the 1960s and declared several loyalty oath schemes to be unconstitutional because they had chilling effects on individuals which violated their First Amendment rights ( Baggett v. Bullitt (1964); Cramp v. Board of Public Instruction (1961); and Keyishian v. Board of Education (1967)).

Much of the reasoning regarding the “government employee” exception to the First Amendment outlined in Adler was abandoned altogether in the 1968 U.S. Supreme Court decision in Pickering v. Board of Education . Teacher Marvin Pickering had written a letter complaining about a recently defeated school budget proposal to increase school taxes. The school board felt that the letter was “detrimental to the efficient operation and administration of the schools” and decided to terminate Pickering, who sued claiming his letter was protected speech under the First Amendment. The U.S. Supreme Court held that Pickering’s dismissal violated his First Amendment right to free speech because public employees are entitled to the same measure of constitutional protection as enjoyed by their civilian counterparts when speaking as “citizens” and not as “employees.”

In Mt. Healthy City School District v. Doyle (1977), non-tenured teacher Fred Doyle conveyed the substance of an internal memorandum regarding a proposed staff dress code to a local radio station, which released it. When the board of education refused to rehire him, Doyle claimed that his First and Fourteenth Amendment rights had been violated. The court developed a “balancing test” that required the teacher to demonstrate that the speech act was a ‘‘substantial’’ or ‘‘motivating factor’’ in the administration’s decision and gave the school board the opportunity to demonstrate, based on the preponderance of the evidence, that the teacher’s speech act was not the ‘‘but for’’ cause of the negative consequences imposed on the teacher by the school board. Finally, the court would “balance” the free speech interests of the teacher and the administrative interests of the school district to determine which carried more weight.  Based on this test, the U.S. Supreme Court found that the teacher’s call to the radio station was protected by the First Amendment, that the call played a substantial part in the board’s decision not to rehire Doyle, and that this action was a violation of Doyle’s rights under the First and Fourteenth Amendments.

In a 5/4 decision in Connick v. Meyers (1983), the U.S. Supreme Court held that speech by public employees is generally only protected when they are addressing matters of public concern, not personal issues. Sheila Meyers was an Assistant District Attorney who had been transferred.  She strongly opposed her transfer and prepared a questionnaire asking for her co-workers views on the transfer policy, office morale and confidence in supervisors.  She was terminated for insubordination. Meyers alleged her termination violated her First Amendment right to free speech. The district court agreed and the Fifth Circuit affirmed. However, the U.S. Supreme Court reversed because Meyer’s speech only dealt with personal not public issues.  “When a public employee speaks not as a citizen upon matters of public concern, but instead as an employee upon matters only of personal interest, absent the most unusual circumstances, a federal court is not the appropriate forum in which to review the wisdom of a personnel decision taken by a public agency allegedly in reaction to the employee’s behavior.” Although the case involved an Assistant District Attorney, it is applicable to all public employees: teachers must demonstrate that their speech is of public concern.

This was confirmed in Kirkland v. Northside Independent School District (1989) where the school district did not rehire non-tenured teacher Timothy Kirkland because of poor performance and substandard teaching evaluations. Kirkland filed a lawsuit in federal district court against Northside, claiming that he was not rehired in violation of his First Amendment rights after he gave his students a reading list that was different from Northside’s list. Northside argued that Kirkland had no right to substitute his list without permission or consent and he had failed to obtain either. The district court ruled in favor of Kirkland and Northside appealed. The Fifth Circuit Court of Appeals reversed and dismissed Kirkland’s complaint, holding that Kirkland’s “speech” did not infringe on any matter of public concern and was in fact “private speech.” If the nature of the speech is purely private, such as a dispute over one employee’s job performance, judicial inquiry then comes to an end, and the question of whether the employee’s speech was a substantial or motivating factor in the decision not to rehire him need not even be reached. The U.S. Supreme Court denied cert, leaving this decision in place.

Academic Freedom

Although primarily used in the context of university faculty rights, “Academic Freedom” protects a teacher’s ability to determine the content and method of addressing controversial issues in the classroom.  This is more limited at the K-12 level because the courts have long held the view that the administration of K-12 public schools resides with state and local authorities. Primary and secondary education is, for the most part, funded by local sources of revenue, and it has traditionally been a government service that residents of the community have structured to fit their needs. Therefore, a teacher’s “Academic Freedom” is limited to his or her content and method of teaching within the policies and curriculum established by the state and local school board. By finding no First Amendment violation, the court in Kirkland implicitly held that he had no right to substitute his own book list for the one approved by the district without permission or consent, which he failed to obtain. 

In an early case, following the end of World War I, Nebraska had passed a law prohibiting teaching grade school children any language other than English and Robert Meyer was punished for teaching German at a private Lutheran school. The court held that the Nebraska law was an unnecessarily restrictive way to ensure English language learning and was an unconstitutional violation of the 14 th Amendment due process clause (the 14 th Amendment had not yet applied the First Amendment to the states until Gitlow v.  New York in 1925) that exceeded the power of the state ( Meyer v. Nebraska , 262 U.S. 390 (1923).

“The Fourteenth Amendment, as now applied to the States, protects the citizen against the State itself and all of its creatures-Boards of Education not excepted. These have, of course, important, delicate, and highly discretionary functions, but none that they may not perform within the limits of the Bill of Rights. That they are educating the young for citizenship is reason for scrupulous protection of Constitutional freedoms of the individual, if we are not to strangle the free mind at its source and teach youth to discount important principles of our government as mere platitudes.” Justice Jackson in West Virginia Board of Education v. Barnett (1943)(holding unconstitutional a requirement that all children in public schools salute the flag).

The Supreme Court has more than once instructed that “[t]he vigilant protection of constitutional freedoms is nowhere more vital than in the community of American schools” ( Shelton v. Tucker (1960)). In Epperson v. Arkansas (1968)(a reprise of the famous 1927 “Scopes Trial”), the Arkansas legislature had passed a law prohibiting teachers in public or state-supported schools from teaching, or using textbooks that teach, human evolution. Sue Epperson, a public school teacher, sued, claiming that the law violated her First Amendment right to free speech as well as the Establishment Clause. A unanimous U.S. Supreme Court declared the state law unconstitutional. The Court found that “the State’s undoubted right to prescribe the curriculum for its public schools does not carry with it the right to prohibit, on pain of criminal penalty, the teaching of a scientific theory or doctrine where that prohibition is based upon reasons that violate the First Amendment.” Seven members of the court based their decision on the Establishment Clause, whereas two concurred in the result based on the Due Process clause of the 14th Amendment (because it was unconstitutionally vague) or the Free Speech clause of the First Amendment.

The Supreme Court, however, has not clearly defined the scope of academic freedom protections under the First Amendment, and commentators disagree about the scope of those protections. (See, e.g., William W. Van Alstyne, “The Specific Theory of Academic Freedom and the General Issue of Civil Liberty,” in  The Concept of Academic Freedom  59, 61-63 (Edmund L. Pincoffs ed., 1972); J. Peter Byrne, “Academic Freedom: A ‘Special Concern of the First Amendment’,” 99  Yale L.J.  251 (1989); and Neil Hamilton, Zealotry and Academic Freedom: A Legal and Historical Perspective (New Brunswick, 1998).  

Whatever the legal scope, it is clear that the First Amendment protection of individual academic freedom is not absolute. For example, in Boring v. Buncombe County Board of Education (1998), the Fourth Circuit Court of Appeals held that a teacher could be reprimanded (in this case transferred) because she sponsored the performance of a play that school authorities subsequently deemed inappropriate for her students and inconsistent with the curriculum developed by the local school authorities. This judicial deference toward K through 12 institutions often can be seen in cases involving teachers who assert that their First Amendment rights were violated when school administrators imposed punishments on them for engaging—while they taught their classes—in some form of expressive activity that the administrators disapproved.

The content

While cases about academic freedom, such as Epperson , involved state laws that limited or prohibited certain content being taught (in this case prohibiting teachers in public or state-supported schools from teaching, or using textbooks that teach, human evolution); New Jersey has taken a very broad approach to classroom content.  Since 1996, New Jersey has established state standards (currently called “Student Learning Standards”) that set a framework for each content area.  Unlike many other states, New Jersey does not establish a state curriculum but rather leaves this to local school boards. Subject to applicable provisions of state law and standards set by the State Department of Education, district school boards have control of public elementary and secondary schools.  How much protection do New Jersey teachers have when they address controversial topics?  Most First Amendment education cases in New Jersey involve students’ rights rather than teachers’ rights (e.g., school dress, vulgar language, threats, religious speech, equal access, See http://www.njpsa.org/documents/pdf/lawprimer_FirstAmendment.pdf ). However, several recent cases from the Third Circuit (which includes New Jersey) provide some parameters.

In Edwards v. California University of Pennsylvania (3rd Cir. 1998), a tenured professor in media studies sued the administration for violating his right to free speech by restricting his choice of classroom materials in an educational media course. Instead of using the approval syllabus, Edwards emphasized the issues of “bias, censorship, religion and humanism.” Students complained that he was promoting religious ideas in the class. The U.S. Supreme Court declined to review the Third Circuit’s summary judgement against Edwards, holding that a university professor does not have a First Amendment right to choose classroom materials and subjects in contravention of the University’s dictates.

A very recent decision regarding a New Jersey teacher confirms the fact that the First Amendment does not provide absolute protection for teachers in public schools to decide the content of their lessons if it is not within the curriculum set by the school district.  In Ali v. Woodbridge Twp. School District (3 rd Cir. April 22, 2020) a non-tenured public high school teacher at Woodbridge High School was teaching Holocaust denial to his students and was posting links to articles on the school’s website saying things such as, “The Jews are like a cancer” and expressing conspiracy theories accusing the United States of planning a 9/11-style attack. When the Board of Education fired Ali, he sued claiming that his employment was terminated on the basis of his race and religion, and that defendants had violated his rights to free speech and academic freedom, among other claims. The District Court rejected all of Ali’s claims, awarding summary judgment to the school board, and the Third Circuit affirmed.

These are extreme cases where a teacher is addressing issues that are NOT within the curriculum set by the university or within the state social studies standards and the local school district’s curriculum.  When teachers are teaching a controversial topic that is included in the New Jersey Student Learning Standards for Social Studies and their school district’s social studies curriculum, the existing case law seems to support the fact that they would be protected  by the Fourteenth Amendment, unless they are violating school policies that require teaching in a neutral, balanced manner that does not seek to indoctrinate students.

For example, what if a teacher wants to assign a research paper about the Stonewall Riots or the Lavender Project?     Since the history of LGBT rights is in the state standards and supposed to be included in local school district social studies curriculum, the Stonewell Riots and Lavender Project would be part of this history. This is not a situation like Ali where the materials were beyond the scope of the local curriculum (as well as being taught in an indoctrinating manner—see below). If the teacher fears that the topics will be controversial with the community, he or she should make the school administration aware of what he or she is planning to do.  Since here, what the teacher plans to teach is within the state standards and the local school district curriculum, the school administration should support the teacher.  If parents object, the real issue is one of policy (Should LGBT history be taught?), which is decided by the state and local boards of education, not the teacher. Therefore, the parents’ argument should be with the state and local boards of education.

What if a teacher wants to show scenes of an R-rated movie in the classroom (i.e. Revolutionary War scenes from The Patriot or D-Day from Saving Private Ryan?) Obviously, the American Revolution and Would War II are part of the state standards for U.S. History and in every local school district’s curriculum.  The movie scenes would need to relate to the district curriculum and the teacher should get prior administrative and parental approval if some movie scenes are going to be very graphic.

How should a teacher prepare lessons on Nazi Germany during the 1930s? Nazi Germany is also part of the state history standards and every school district’s curriculum. It should be taught in a way so that students can understand how the Nazis came to power and the prejudices they carried.  Some of the World War II footage and movies may be shocking but our students will not be able to become informed, engaged citizens if we hide the past from them.  

An ounce of prevention beforehand will help.  Before starting, teachers should be clear about the goal of their lesson: The classroom activities should encourage critical thinking. You are not trying to convince students of any particular point of view. Preview any materials, especially visual media which may be very powerful or provocative. Be aware of the biases of the sources of information that will be used by students.

Teaching Tolerance suggests in Civil Discourse in the Classroom that “Teachers can effectively use current and controversial events instruction to address a wide variety of standards and even mandated content. To do so, however, teachers must work carefully and incrementally to integrate this new approach in their classrooms.”  The University of Michigan’s Center for Research on Learning and Teaching offers guidance for how instructors (offered for college instructors but applicable for K-12) can successfully manage discussions on controversial topics. See Center for Research on Learning and Teaching, University of Michigan at https://crlt.umich.edu/tstrategies/ts d ). The 1940 “Statement on Academic Freedom and Tenure” of the  American Association of University Professors , suggests that teachers should be careful to avoid controversial matters that are unrelated to the subject discussed.

Before engaging students in an activity or discussion involving a controversial subject, tell your supervisor and/or principal what you are planning on teaching and, if necessary, reference the district policy on teaching controversial issues, explain the lesson’s connection with the district social studies curriculum and explain the goal and value of what you plan to do.  Then, consider the demographics of your community. If you anticipate that the topic of your lesson will be controversial with the community, send a note and/or talk with your students’ parents and/or the Parent Teacher Organization.

In an informative piece titled “Do You Have the Right to be an Advocate?,” published by EdWeek.org, Julie Underwood, a professor of law and educational leadership and policy analysis at the School of Education, University of Wisconsin-Madison, explains that the “district or the state can regulate employee speech during school hours or at school-sponsored activities to protect their own interests in instruction and political neutrality.” Despite the ambiguity in the laws protecting a teacher’s freedom of speech, Underwood concludes: “If it relates to the in class instruction and is age appropriate there is a good rationale for having a political discussion”.

Teaching in a Neutral or Balanced Manner

If the teacher has created a supportive, respectful classroom climate and built tolerance for opposing views, it will be easier to consider controversial topics. For example, considering historical controversies might be good background as practice for looking at current controversies. Establish a process and rules of adequate evidence or support so that the discussion is based on facts rather than simply opinions. To help maintain classroom order even when students are having heated disagreements, set clear rules for discussions or use activities that require students to use active listening skills when considering controversial issues, such as:

• Continuum/Take a Stand
• Civil Conversations
• C3 Inquiries
• Guided discussions
• Socratic Smackdown
• Moot courts—structured format for considering constitutional issues
• Philosophical Chairs discussion
• Legislative hearings—structured format for considering solutions to problems

Carefully consider how students are grouped if they are to work cooperatively.  Provide closure (which may be acknowledging the difficulty of the issue).

School boards work primarily through policies which set guidelines for principals, teachers, parents and students, as well as the district curriculum. To avoid a problem afterwards, the teacher should make sure that the controversial topic is within the state standards and the curriculum adopted by their local school board. Then the teacher should consult the school district’s policy regarding the teaching of controversial issues. Most school districts have a policy (usually #2240) that supports and encourages the teaching of controversial issues and sets guidelines for teaching controversial issues, including a process for dealing with challenges.  Although the language may differ, policies dealing with controversial issues generally focus on the need for the classroom lesson to be balanced, unprejudiced, fair, objective, and not aimed at indoctrinating students to a particular point of view.

Clearly, the type of indoctrination attempted by the teachers in the Edwards or Ali cases is beyond protected speech.  In addition to avoiding indoctrination, teachers should avoid telling a joke in the classroom that might imply a negative characterization of an ethnic group, religion or gender.  A “joke” that might be a put down of any ethnic group, religion or gender told in the classroom to students is never a good idea. It is not even a good idea for a teacher to post such a “joke” on Facebook because such speech might be considered as not addressing a matter of public concern and would not be protected by the First Amendment. However, using an historical photo, engraving or picture that included a negative image of an ethnic, racial or religious group might be okay in the context of examining what was seen as humor in the past and understanding the prejudice that existed during a particular time period. For example, when teaching about the Holocaust, a teacher might carefully use Nazi cartoons to demonstrate the high level of prejudice at the time. Another example might be using images of blackface or corporate ad campaigns to show racial attitudes when teaching about Jim Crow. The teacher does not need many examples to make the point. Know your audience. Choose carefully and be aware that certain advertising images from the Jim Crow era may offend some students in the class. The purpose of using controversial issues is important. At the core of deciding what a teacher should or should not say or do in the classroom is good judgment.

Should a teacher share his or her viewpoint on a controversial issue with the students?

Whether a teacher should share his or her opinion or viewpoint on a controversial issue will depend on the age of the students, if the opinion was requested by the students, and the comfort-level of the teacher.  A teacher’s opinion may have too much influence on younger students and should probably be avoided. What if a middle or high school student specifically asks for your opinion? Such “natural disclosures” in response to a direct question by a student should be accompanied by a disclaimer, such as “This is my view because…” or “Other people may have different views”.  If you prefer not to disclose your view, explicitly state that and explain why. Remember, the goal is to help students develop their own well-informed positions. Be mindful of your position as the “classroom expert” and the potential impact on the students. If you decide to disclose your own view, do it carefully and only after the students have expressed their views. Unrequested disclosures may be seen as preachy, or may stop the discussion. (See Hess, Controversy in the Classroom )

So, for example, should a teacher take a position on climate change?  In terms of content, climate change is in the state standards and should be in the local school curriculum. If parents disapprove of this topic, this disagreement is really with the curriculum set by the school board, not with the teacher.  However, the teaching strategy is important. Rather than taking a position, which may be seen as indoctrination or may simply stop the classroom inquiry, the better approach might be to have the students examine the issue and let the facts speak for themselves.  Let students use the facts that exist to construct their own arguments about whether or not climate change is the result of mankind’s use of fossil fuels in industry and transportation.  If the topic is presented in a balanced, neutral, non-indoctrinating manner, the teacher should not be subject to discipline. Objections by parents should be referred to the school administration because it is a matter of policy (Should climate change be taught?), which is decided by the state and local boards of education, not the teacher.

How should teachers address questions from students regarding Black Lives Matter and racial inequality? The ACLU in the state of Washington prepared a short online article, “Free Speech Rights of Teachers in Washington State” (NJ’s ACLU only has a publication about students’ rights) with a related hypothetical:  The teacher is instructed not to discuss personal opinions on political matters with students.  In a classroom discussion on racial issues in America, the teacher tells the class that he/she has recently participated in a Black Lives Matter demonstration.  Revealing this is the same as giving an opinion and may not be protected speech. Teachers can be disciplined for departing from the curriculum adopted by the school district and this would be a departure.

Can a teacher state that New Jersey is a segregated state when it comes to communities? Is the teacher stating this as a personal opinion or as a fact related to a topic of learning? There is no reason to simply state that NJ is segregated unless it is in the context of helping students understand and appreciate the history of segregation in NJ consistent with state standards and district curriculum. (For example, see “Land Use in NJ” and “School Desegregation and School Finance in NJ” for history, context and facts at http://civiced.rutgers.edu/njlessons.html ).

Is a teacher permitted to take a stand on the issue of removing public monuments? Assuming that this is part of a current events lesson, it would be better if the teacher remained neutral and let the students’ voice differing views. If the students all have one position, perhaps the teacher can take a position as “devil’s advocate,” but it should be made clear that this is what the teacher is doing.

Can a teacher assign blame to protests to specific groups or left or right extremist groups? Assigning blame is the same as a teacher giving his or her personal opinion. The better approach would be to have students look at the actions of specific groups and determine their appropriateness.

Can a teacher assign blame to Associate Justice Amy Coney Barrett regarding a Supreme Court decision that is 5-4 and against the teacher’s preference (i.e. Affordable Care Act, marriage, etc.).  Assuming that this is part of a classroom lesson about the Supreme Court, the teacher should refrain from “assigning blame” because this is expressing his or her opinion, but should instead let the students consider the reasoning and impact of the decisions.

Is a teacher permitted to criticize or defend the government’s policies or actions on immigration? Outside the classroom, a teacher has a first amendment right to express his or her views on public issues. As part of a classroom lesson about immigration, rather than criticizing or defending the government’s policies or actions on immigration, the better approach would be to present or let students research the history of immigration policy and its impact and let the students discuss and draw their own conclusions (For example, see “Immigration Policy and its impact on NJ” at http://civiced.rutgers.edu/njlessons.html ).

Can a teacher show a video clip from a specific news station (Fox, CNN) or assign students to watch a specific news program as an assignment?  As long as the purpose is not indoctrination to any particular point of view and the assignments are balanced. If the teacher wants students to see and compare various media views on the same topic, that would be a valuable classroom activity. (For example, see “Educating for Informed, Engaged Citizens” virtual workshop, for background on helping students understand bias in news, at the New Jersey Council for the Social Studies website at http://www.njcss.org/ ;  also see Choices Program at Brown University: Teaching with the News at https://www.choices.edu/teaching-with-the-news/ ;   and Constitutional Rights Foundation Fake News at https://www.crf-usa.org/images/pdf/challenge/Understanding-Fake-News1.pdf and https://www.crf-usa.org/images/pdf/challenge/Tackling-Fake-News.pdf ).

Conclusions

A teacher has a personal right under the First Amendment to share his view on public policy issues in public but NOT in the classroom.  A teacher sharing his opinion or viewpoint in the classroom may be seen as indoctrination. So, for example, teachers should avoid sharing personal views on one’s sexual preference, regarding a particular candidate, President Trump’s taxes, a decision by a Grand Jury, prosecutor, FBI on racial issues, etc. Your school district may even have an explicit policy that teachers should not discuss personal views on political matters in the classroom, in which case, this policy should be followed.  Everything a teacher says or does in the classroom should be considered based on the possible impact on the students.

This does not mean that teachers should avoid having students examine and discuss controversial topics. Encouraging the development of civic skills and attitudes among young people has been an important goal of education since the start of the country.  Schools are communities in which young people learn to interact, argue, and work together with others, an important foundation for future citizenship.  Since the purpose of social education is to prepare students for participation in a pluralist democracy, social studies classes NEED to address controversial issues.  Teachers have the right and the responsibility to help their students understand controversial topics and to develop critical thinking skills.  However, the controversial topics should relate to the broad scope of subjects included in the NJ Student Learning Standards and the local school district curriculum.  And controversial subjects should be addressed in a neutral or balanced manner, without any effort to indoctrinate students, but rather to help them develop the knowledge and skills they will need as workers, parents and citizens in a democratic society.

Background Materials

Meyer v. Nebraska, 262 U.S. 390 (1923)

West Virginia Board of Education v. Barnett , 319 U.S. 624 (1943)

Adler v. Board of Education, 342 U.S. 485 (1952)

Shelton v. Tucker, 364 U.S. 479 (1960)

Cramp v. Board of Public Instruction , 368 U.S. 278 (1961)

Baggett v. Bullitt, 377 U.S. 360(1964)

Keyishian v. Board of Regents , 385 U.S. 589 (1967)

Pickering v. Board of Education, 391 U.S. 563 (1968)

Epperson v. Arkansas , 393 U.S. 97 (1968)

Mt. Healthy City School District Board of Education v. Doyle, 429 U.S. 274 (1977)

Connick v. Meyers, 461 U.S. 138 (1983)

Kirkland v. Northside Independent School District , 890 F.2d 694 (5th Cir. 1989), cert. denied (1990)

Bradley v. Pittsburgh Bd. of Educ., 910 F.2d 1172 (3d Cir.1990)

Boring v. Buncombe County Board of Education , 136 F.3d 364 (4th Cir. 1998)

Edwards v. California University of Pennsylvania, 156 F.3d 488 (3rd Cir. 1998), cert. denied, 525 U.S. 1143 (1999)

Ali v. Woodbridge Twp. School District , 957 F.3d 174 (3 rd Cir. April 22, 2020)

Keith Barton and Linda Levstik, Teaching History for the Common Good (Erlbaum, 2004)

Diana E. Hess, Controversy in the Classroom: The Democratic Power of Discussion (New York: Routledge, 2009)

Nel Noddings and Laurie Brooks, Teaching Controversial Issues: The Case for Critical Thinking and Moral Commitment in the Classroom (New York:  Teacher’s College Press, 2017).

William W. Van Alstyne, “Academic Freedom and the First Amendment in the Supreme Court of the United States: An Unhurried Historical Review,” 53  Law and Contemp. Probs . 79 (1990)

ACLU-Washington at https://www.aclu-wa.org/docs/free-speech-rights-public-school-teachers-washington-state

American Association of University Professors, “Academic Freedom of Professors and Institutions,” (2002) at https://www.aaup.org/issues/academic-freedom/professors-and-institutions

Center for Research on Instruction and Teaching, University of Michigan at https://crlt.umich.edu/tstrategies/tsd

Choices Program at Brown University: Teaching with the News at https://www.choices.edu/teaching-with-the-news/

Constitutional Rights Foundation at https://www.crf-usa.org/

EdSurge at https://www.edsurge.com/news/2018-01-17-why-we-need-controversy-in-our-classrooms

Facing History at https://www.facinghistory.org/educator-resources

Find Law at https://www.findlaw.com/education/teachers-rights/teachers-different-freedoms-and-rights-article.html

Forbes at https://www.forbes.com/sites/jessicabohrer/2020/09/14/teaching-children-about-freedom-of-speech/#25cb6ff07101

John Goodlad, “Fulfilling the Public Purpose of Schooling: Educating the Young in Support of Democracy May Be Leadership’s Highest Calling,” School Administrator , v61 n5 p14 May 2004.

Jonathan Gould, Kathleen Hall Jamieson, Peter Levine, Ted McConnell, and David B. Smith, eds .  “Guardian of Democracy: The Civic Mission of Schools, ” Philadelphia: Annenberg Public Policy Center, 2011

Amanda Litvinov, “Forgotten Purpose: Civic Education in Public Schools, NEA Today, Mar 16, 2017 at https://www.nea.org/advocating-for-change/new-from-nea/forgotten-purpose-civics-education-public-schools#:~:text=Research%20into%20this%20long%2Dneglected,it%20holds%20for%20student%20achievement.

New Jersey Center for Civic Education (New Jersey lessons) at http://civiced.rutgers.edu/njlessons.html

New Jersey Law Journal at https://www.law.com/njlawjournal/2020/06/28/as-woodbridge-teachers-case-shows-facts-do-matter/?slreturn=20200929134110

New Jersey Principals and Supervisors Association at http://www.njpsa.org/documents/pdf/lawprimer_FirstAmendment.pdf

Phi Delta Kappa, “Do you have the right to be an Advocate?, at https://kappanonline.org/underwood-school-districts-control-teachers-classroom-speech/

Poorvu Center, Yale University at https://poorvucenter.yale.edu/teaching/ideas-teaching/teaching-controversial-topics

Teaching Tolerance at https://www.tolerance.org/magazine/publications/civil-discourse-in-the-classroom/chapter-4-teaching-controversy

Texas Association of School Boards at https://www.tasb.org/services/legal-services/tasb-school-law-esource/personnel/documents/employee_free_speech_rights.aspx

The First Amendment Encyclopedia at https://www.mtsu.edu/first-amendment/article/973/rights-of-teachers

U.S. Civil Liberties at https://uscivilliberties.org/themes/4571-teacher-speech-in-public-schools.html

Prepared by Arlene Gardner, Executive Director, New Jersey Center for Civic Education, Rutgers-The State University, Piscataway, NJ (2020)

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Effective Communication in the Classroom

Why is It Important?

In a student-centered classroom, the instructor should not be speaking all of the time. However, when you are speaking, students count on you to: provide clarity by highlighting key ideas; elaborate on difficult concepts; and provide clear instructions for in-class activities. These messages should be backed up by appropriate visual aids that reinforce what you are talking about: board work, slides, and/or handouts. 

In-class communication can be thought of as consisting of verbal, vocal, and visual channels. 

Verbal channel

The verbal channel relates to word choice: the same content or point can be delivered in different ways using different words. Those differences in delivery affect how students comprehend and engage with the material.

The verbal channel can clarify and reinforce course content by:

• Defining and using discipline-specific vocabulary. 
• Verbally outlining your presentation. Verbal indicators can signal transitions between ideas, helping students make connections to their prior knowledge and experiences, follow along, and organize their notes.

The verbal channel can also be used to send growth messages and create an inclusive classroom. For example, the way you respond to students’ questions and incorrect answers can be an opportunity to create a warm classroom climate but are often not something we consider rehearsing.

 When a student asks a question:

• Try to call on them by name. This will help to create a sense of belonging.
• Thank them for their question to motivate them to ask questions again in the future.
• If a question is common, say so. This will help the student see that others’ have needed clarification on this point as well.

If you pose a question and a student responds with an incorrect answer:

• Thank the student for responding.
• If the student’s response is in line with a common error, say so, so they do not feel alone in their misunderstanding.
• Ask the student about the process that they used to come up with the answer to better understand where they made a misstep. This emphasizes process over product and also teaches good troubleshooting strategies.
• If a student’s answer is partially correct, ask another student to add on or clarify the response. 

Certain verbal phrases can detract from a presentation by being distracting, signaling a lack of instructor preparation, or by making students feel insecure in their ability to succeed in the course.

We all use some filler phrases habitually, and we should strive to minimize them. However, over-focusing on avoiding filler phrases can distract from a clear presentation. The best strategy is to practice avoiding filler phrases when rehearsing a lecture, but when actually teaching to focus on communicating with the students.

Vocal channel

The vocal channel includes aspects of speech such as volume, pacing, and tone. The vocal channel can be used to draw students attention and convey enthusiasm.

Visual channel

The visual channel includes all visual aids that support your message, including you (!), anything that you write on the board, project on the projector, or distribute as a handout. 

Your physical appearance—posture, attire, expressions—are all part of your presentation and affect how students listen to you and receive your message. Here are some ways your appearance affects your presentation:

• Presence/Position/Posture : standing up straight conveys confidence and authority.
• Eye contact : helps you connect with your audience and keep your students engaged. You may tend to focus your gaze on a particular side of the classroom. Consciously make eye contact in a “W” pattern across the room.
• Movement : too much movement can be distracting, but well-timed movements emphasize key points or physically signal a transition between points – reinforce the information you’re presenting.

Plan what you will actually write on the board so you can make sure it’s organized, large, and legible. If you have limited experience writing on the board, try to practice in the room in which you will be teaching. You may be surprised at how large you have to write so that it is legible from the back of the room.  

At MIT, most classrooms are outfitted with multiple, movable boards. Visit your classroom in advance to know the layout of the boards and use this information in your planning. For example, with movable boards, consider the order in which you will fill them to maximize the amount of information students can see at any given point. Students will want to write down everything that you write on the board.

Practice drawing important schematics. If a schematic is necessary but challenging to draw, consider supplementing your board work with a slide, which can also be distributed to students as a handout. Consider using color to highlight ideas, group items, or add clarity to diagrams.

Slide design

The digital nature of slides makes it easy to include more information than students can process on them. In general, try to keep the mantra of “less is more” in mind to reduce the likelihood of cognitive overload and including extraneous information.

When creating slides, words and images are better than words alone. Relevant images can help to support and clarify your message. That said, there are times when images may not be appropriate and you just need to use text. In these cases, summarize the ideas using phrases and avoid full sentences on your slide.

Simple animations of having bullets appear in a synchronized manner with your oration will help to reduce cognitive overload and help students stay focused on what you are saying. Key ideas can also be highlighted by using bolding and color.

Managing Nerves

Stage fright is natural. Almost everyone gets some degree of stage fright. Below are some things you can do at different stages of your preparation to minimize the effects of stage fright.

While preparing for class

• Acknowledge your fears by writing them down or sharing them with a friend or a trusted colleague. This will help you identify specific things you can practice to reduce your nerves. 
• Practice your presentation. Try to make your practice as realistic as possible: practice in your assigned classroom with an audience of friends, colleagues, or a video camera.

Shortly before class

• Warm up your body by stretching, walking around, and standing up straight.
• Do breathing exercises to warm up your vocal cords and to regulate your breathing.
• Drink water to stay hydrated.
• Use relaxation or meditation resources to reduce nerves, like the MIT Community Wellness Relaxation Line, 617-253-2256 (CALM)

During class

• Use pauses to give yourself a chance to breathe and think. You can use longer pauses between major ideas or during active learning exercises to get a drink of water from your water bottle.
• If you find your speech rushing, try taking a longer pause after your next point. Take a couple of deep breaths and get comfortable with silence to reset your rate of speech.
• If you find yourself pacing or moving a lot, try planting your feet or putting your hands on a table or podium (if it doesn’t ruin your posture) to ground yourself. Once you’ve reset, give yourself more freedom to move around the room and interact with your students.

Additional resources

Mit school of engineering communication lab.

The Communication Lab is a discipline-specific peer-coaching program for MIT’s School of Engineering that helps graduate students with their scientific writing, speaking, and visual design.

MIT Writing and Communication Center

MIT Comparative Media Studies/Writing offers innovative programs that apply critical analysis, collaborative research, and design across a variety of media arts, forms, and practices.

Start Here: Teaching Public Speaking

This semester-long course is designed for students new to public speaking and oral communications.

The first half is a scaffolded approach, giving students a foundation in oral communications principles and successful experiences with quick speeches in front of the class or in small groups.

This course covers the fundamentals of public speaking rather than focusing on teaching specific competitive NSDA events.  

Students Will Be Able To:

• Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning. 
• Initiate and participate effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly and persuasively.
• Adapt speech to a variety of contexts and tasks by utilizing nonverbal communication, vocabulary, and the tone, rate, volume, and pitch of their voice.
• Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source.
• Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 

TABLE OF CONTENTS

Enter your email to access a sample of our “Start Here: Teaching Public Speaking” collection.

Teaching Speech: Encouraging Good Learning Practices

Introduction, what is speech, what should an introductory speech course include.

• The vocabulary of speech terminology.
• How to prepare a speech outline (with an appropriate introduction, body and conclusion).
• The key points of presentation, including the importance of eye contact, body movement and the voice.
• The roles of both the speaker and the audience.
• Identifying and categorizing different types of speech.
• How to judge and evaluate a speech.

Coping with Large Classes

A practical example, peer evaluation and the student evaluation sheet, strong points.

• Good job.  A well-organized speech.
• Well done.  A well-prepared speech.
• Good delivery.  You held your audience well.
• Interesting information.  I learned something I didn’t know before.
• Very funny.  I laughed.
• You were very enthusiastic about your subject.
• Good strong voice.
• Your intonation was very natural.
• Good, clear pronunciation.
• Eye contact was good.  You looked at everybody.

WEAK POINTS

• Wait until everyone is listening before you start.
• Speak up!  I couldn’t hear you.
• You sound like a robot.  Put more expression in your voice.
• Slow down.  It is not a race.
• Relax.  Don’t fiddle with your (hair/clothes/paper…)
• Look at your audience, not the (floor/ceiling/teacher…)
• It’s O.K. to make a mistake, but say “Excuse me” in English, no in your native lanaguage.
• Your pronunciation is unclear, especially the sounds (r/l, s/th…)
• You should have practiced more.
• Don’t end your speech with “That’s all.”

Why Is Peer Evaluation Important?

Aligning assessment procedures to intended course outcomes.

It is helpful to remember that what the student does is actually more important in determining what is learned than what the teacher does.”

Quantitative Versus Qualitative Approaches to Teaching and Learning

There is no need to separate main ideas from detail; all are worth one point.  And there is no need to assemble these ideas into a coherent summary or to integrate them with anything else because that is not required.   (Lohman, 1993:19)

In the quantitative outlook assumptions are made about the nature and the acquisition of knowledge, that are untenable in the light of what is now known about human learning.   (Biggs, 1994)

• A positive motivational context, hopefully intrinsic but at least one involving a felt need-to-know and an aware emotional climate.
• A high degree of learner activity, both task-related and reflective.
• Interaction with others, both at the peer level with other students, and hierarchically, within “scaffolding” provided by an expert tutor.
• A well-structured knowledge base, that provides the longitude or depth for conceptual development and the breadth, for conceptual enrichment.

Applying Theory to Practice

• Biggs J.B. (1979).  Individual differences in study processes and the quality of learning outcomes.  Higher Education , 8, 381-394.
• Biggs J.B. (1989).  Approaches to the enhancement of tertiary teaching.  Higher Education Research and Development , 8, 7-25.
• Biggs J.B. (1994).  Learning outcomes: Competence or expertise.  Australian and New Zealand Journal of Vocational Education Research , 2(1), 1-18.
• Cole, N.S. (1990).  Conceptions of educational achievement.  Educational Researcher , 19(3), 2-7.
• Lohman, D.F. (1993).  Teaching and testing to develop fluid abilities.  Educational Researcher , 22(7), 12-23.
• Marton, F., Dall’alba, G. & Beaty, E. (1993).  Conceptions of learning.  International Journal of Educational Research , 19, 277-300
• Marton, F. & Saljo, R. (1976).  On qualitative differences in learning – 1: Outcome and process.  British Journal of Educational Psychology , 46, 4-11.
• Shuell, T.J. (1986).  Cognitive conceptions of learning.  Review of Educational Research , 56, 411-436.
• Trigwell, K. & Prosser, M. (1991).  Relating approaches to study and quality of learning outcomes at the course level.  British Journal of Educational Psychology , 61, 265-275.
• Watkins, D.A. (1983).  Depth of processing and the quality of learning outcomes.  Instructional Science , 12, 49-58.  Chapter 1: The research context.

Speech on Role Of Teacher In Student Life

Teachers are like guideposts in your journey of learning. They light your path, helping you to grow, learn, and find your way in the world. They are central to your academic and personal development, shaping your future in profound ways.

A good teacher doesn’t just impart knowledge. They inspire curiosity, nurture talents, and instill values. They play a significant role in your life, molding you into a responsible citizen and a thoughtful human being.

1-minute Speech on Role Of Teacher In Student Life

Ladies and gentlemen, boys and girls, today we are here to discuss the importance of a teacher in a student’s life. Teachers are like guiding stars, who show us the path of knowledge. They are not just people who give us homework and grades, but they are the ones who help us grow as individuals.

Think about a tree. A small seed needs water, sunlight, and proper care to grow into a strong tree. Similarly, a student is like a seed. And who are the gardeners? Our teachers. They provide us the sunlight of knowledge, water us with wisdom, and care for us by nurturing our talents and skills.

A teacher is the one who sees the hidden spark in us, even when we fail to see it ourselves. Like a sculptor shapes a raw piece of stone into a beautiful statue, a teacher shapes us. They help us understand our strengths and weaknesses, and guide us to become the best version of ourselves.

Through their lessons, teachers not just teach us about subjects like math, science, and history, but also about life. They teach us to be honest, respectful, and hardworking. They help us understand the difference between right and wrong. They are the ones who inspire us to dream big and work hard to achieve those dreams.

But teachers are not just about discipline and rules. They are also our friends. When we are sad or facing a problem, we can always count on our teachers to listen and guide us. They are our pillars of support, always there to guide and cheer us on.

To sum up, a teacher plays many roles in a student’s life – a guide, a mentor, a friend, and a motivator. They help us learn, grow, and shine. They shape us into responsible and capable individuals. A teacher’s role is truly priceless. So, let’s take a moment to thank all the wonderful teachers who have made a difference in our lives.

2-minute Speech on Role Of Teacher In Student Life

Good day to all. Today, I am here to speak about the topic ‘Role Of Teacher In Student Life’. In our lives, teachers hold a place of immense importance, a place just next to our parents. They are our guides, our friends, and our mentors.

Let’s first talk about a teacher as a guide. Imagine you are in a dark room and you can’t find a way out. Suddenly, someone gives you a torch. That torch is your teacher. Teachers show us the path to knowledge. They guide us through the maze of facts, figures, and ideas. They help us make sense of the world around us. They light up our minds with wisdom and knowledge.

Now, let’s consider a teacher as a friend. Remember the times when you were sad or confused? Who was there to lend a comforting ear? Your teacher. Teachers are more than just educators. They are our confidants and our trusted friends. They understand us, they listen to us, and they help us navigate through our problems. They are always there to lend a hand or share a word of encouragement when we need it the most.

Teachers are also our mentors. They shape our character and our future. They help us understand what’s right and what’s wrong. They teach us values, morals, and ethics. They inspire us to be better human beings. They encourage us to follow our dreams and reach our goals.

But the role of a teacher doesn’t stop at imparting knowledge or guiding us. A teacher also helps us develop our skills and talents. Every one of us is different. We all have unique abilities. Teachers help us identify these special talents. They nurture our skills and help us become the best version of ourselves.

Lastly, teachers are our role models. They lead by example. We learn from their actions, their words, and their deeds. We see them treat everyone with respect and kindness. We see them work hard and never give up. We see them stand up for what’s right. They inspire us to do the same.

To sum up, teachers play a crucial role in our lives. They guide us, befriend us, mentor us, help us develop our skills, and act as our role models. They are the builders of our future. So, let’s take a moment to appreciate the hard work and dedication of all the teachers who have touched our lives. Thank you, teachers, for making us who we are today.

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Speech & Language Strategies for the Classroom Teacher

Hello!  I am Hallie Sherman and I am a licensed speech-language pathologist.

I am excited to be here today to share some strategies for classroom teachers to use in their classrooms to promote communication (for ALL students, not just those receiving speech).

Thank you Rachel for allowing me this opportunity to share strategies on your blog!

“Communication?  Why do my students need that in school?”  Well, communication is involved in a lot of factors of the school day.  Students need to listen, express answers, write responses, and interact with peers and teachers.  Communication is a necessity in the classroom.  Can you imagine the struggles one would have if they cannot do any of those things?  Learning will be quite a challenge!  Can you picture a student in your classroom struggling with any of those?  Even if your students are not struggling with communication, they can always benefit from some tips and tricks to help them improve.

What is a multimodal approach?  Students should learn using most if not all of these methods:

• Written: Have them practice writing new vocabulary words in sentences.
• Oral: Have them say out loud new concepts.  Have them discuss with their peers in groups.
• Visual: Use graphs, pictures, sentence strips, and any way to make learning visual (not just notes on a Smart Board.)
• Tactile: Students should practice touching it.  Tap out syllables, write vocabulary/spelling words using rice or clay.  Tap out math concepts.

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Want to Show Teachers Appreciation? This Top School Gives Them More Freedom

A top Florida public school attributes its students’ high test scores to the creativity its teachers are allowed in the classroom

Wilfredo Lee

Art and technology teacher Jenny O'Sullivan, right, shows students a video they made, Monday, April 15, 2024, at A.D. Henderson School in Boca Raton, Fla. While many teachers nationally complain their districts dictate textbooks and course work, the South Florida school's administrators allow their staff high levels of classroom creativity...and it works. (AP Photo/Wilfredo Lee)

BOCA RATON, Fla. (AP) — When teachers at A.D. Henderson School, one of the top-performing schools in Florida , are asked how they succeed, one answer is universal: They have autonomy.

Nationally, most teachers report feeling stressed and overwhelmed at work, according to a Pew Research Center survey of teachers last fall. Waning job satisfaction over the last two decades has accompanied a decline in teachers’ sense of autonomy in the classroom, according to a recent study out of Brown University and the University of Albany.

But at this South Florida school, administrators allow their staff high levels of classroom creativity — and it works.

A public school of 636 kindergartners to eighth graders on the campus of Florida Atlantic University, Henderson scored in the top 1% to 3% in every subject and grade level on the state’s latest standardized tests, with the exception of sixth grade math, where students scored in the top 7%. In almost every subject, 60% or more of Henderson students score significantly above the state average.

“There is a lot of our own individual input allowed in doing the activities that we want to do in the classroom,” said Vanessa Stevenson, a middle school science teacher finishing her third year at the school. She plans to start an equine medicine class next fall even though the school has no stables — she believes she will find a way.

“It’s a bit of trial and error because there’s nothing being handed to you saying, ‘Do it this way.’ You just have to figure it out,” she said.

Joel Herbst, superintendent of Henderson and its sibling FAU High School, calls the faculty his “secret sauce” and argues the school’s success can be duplicated anywhere — if administrators cede some control.

When that happens, he said, teachers create hands-on programs that help students “not only show their understanding, but gain more depth.”

“Give (teachers) the freedom to do what they do best, which is to impart knowledge, to teach beyond the textbook,” he said.

Portland State University education professor Madhu Narayanan, who studies teacher autonomy, said independence has a high correlation to faculty morale and success. But autonomy must be paired with administrative support.

“It can’t be, ‘Here is the classroom, here is the textbook, we’ll see you in six months.’ Those teachers have tremendous autonomy, but feel lost,” he said.

‘THAT LITTLE SOMETHING EXTRA’

Henderson emphasizes science, technology and math, using arts and humanities to help with those lessons. About 2,700 families enter a lottery each year for the 60 spots in Henderson’s kindergarten class and openings in other grades. There is no screening — some children entering Henderson are prodigies, most are average learners and some have learning disabilities like dyslexia .

The only tweaking is to comply with a Florida law requiring the student population at university-run “laboratory” schools match state demographics for race, gender and income. Because families apply to attend, parental involvement is high — an advantage Herbst and his staff concede.

Selected kindergartners are tested months before arrival so any needs can be immediately addressed.

“Some of them come in reading and some know five letters — and it is not just reading, but all subjects,” said Lauren Robinson, the elementary program’s vice principal. “We are going to provide every opportunity to close those gaps before those gaps grow and grow, instead of waiting until a certain grade level and saying, ‘Now we’ll try to close them.’ It’s Day One.”

In Jenny O’Sullivan’s art and technology classroom, kindergartners learn computer coding basics by steering a robot through a maze. Fourth and fifth graders make videos celebrating Earth Day . Students learn design by building cardboard arcade games like Skee-Ball for their classmates. Legos teach engineering.

While her new classroom has the latest technology, she insists such classes can be taught anywhere if the teacher is allowed creativity.

“My grandmother is from Louisiana and there’s a (Cajun) saying: ‘Lagniappe,’ that little something extra,” O’Sullivan said. “I get to be the lagniappe in (the student’s) education. Could you do without it? Yes. But would you want to? No.”

Working in small groups while dressed in white lab coats and goggles, the sixth graders in Amy Miramontes’ Medical Detectives class solve a mystery daily. They have examined strands of rabbit muscle under a microscope, using safe chemicals to determine what neurological disease each animal had. They have tested fake neurotoxins to determine which ailments afflicted their imaginary patients.

Miramontes hopes the class not only piques the students’ interest in medicine, but implants knowledge needed in two years when they take the state’s eighth-grade science test.

“They’re always learning by having their hands on something,” Miramontes said. “If they mess up, it’s OK — we start over. But then we learn a great life lesson that we have to be very diligent.”

Marisha Valbrun, 12, took Medical Detectives because she might want to be a doctor. She’s learned that while science is challenging, by seeking assistance she can overcome obstacles.

“I feel like if I just ask any person in this room for help, they can give you that right answer,” she said.

USING ART TO TEACH SCIENCE

Even at a school where teachers exude enthusiasm, elementary art teacher Lindsey Wuest stands out — she can’t stand still while describing how her lessons center on science.

On this afternoon in her Science as Art class, Wuest and a visiting artist are showing third graders how to make clay bobblehead dolls of endangered species — while also teaching the chemistry of why glazes change color in the kiln.

“Hopefully those students who love art can also develop a love of science,” she said. “Project-based learning sticks with the kids for longer.”

Third grader Maximus Mallow said that by working on his leopard bobblehead, he learned how the animal’s camouflage works.

“We have fun while we create stuff about science,” the 9-year-old said.

Henderson’s success leads to grants — and nowhere shows that better than the middle school’s drone program, which recently won a national competition in San Diego.

Henderson’s drone teams have a room to practice flying the 3-inch-by-3-inch (75 millimeter), four-rotor devices through an obstacle course, plus flight simulators donated by the local power company.

The drone program is a chance to compete while using the physics and aeronautics learned in the classroom, teacher James Nance said. While expensive equipment is a benefit, Nance said, drone classes can be taught on a shoestring. At a previous school, he made a flying course out of PVC pipe and balloons.

Eighth grader Anik Sahai pulls out his cell phone in Stevenson’s science classroom, an act at Henderson that usually means a trip to the office . But he is demonstrating an app he created that uses the camera to diagnose diabetic retinopathy, an eye disease that is a leading cause of blindness worldwide. It took first place in the state’s middle school science fair and is being considered for commercial use.

The 14-year-old credits his success to his years at Henderson, beginning in the preschool program.

“The teachers here, they’re amazing,” he said. “They’ve been trained on how to get us to the next level.”

Sharon Lurye contributed reporting from New Orleans.

The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org .

Copyright 2024 The  Associated Press . All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

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Want to show teachers appreciation? This top school gives them more freedom

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BOCA RATON, Fla. -- When teachers at A.D. Henderson School, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy.

Nationally, most teachers report feeling stressed and overwhelmed at work, according to a Pew Research Center survey of teachers last fall. Waning job satisfaction over the last two decades has accompanied a decline in teachers’ sense of autonomy in the classroom, according to a recent study out of Brown University and the University of Albany.

But at this South Florida school, administrators allow their staff high levels of classroom creativity — and it works.

A public school of 636 kindergartners to eighth graders on the campus of Florida Atlantic University, Henderson scored in the top 1% to 3% in every subject and grade level on the state’s latest standardized tests, with the exception of sixth grade math, where students scored in the top 7%. In almost every subject, 60% or more of Henderson students score significantly above the state average.

“There is a lot of our own individual input allowed in doing the activities that we want to do in the classroom,” said Vanessa Stevenson, a middle school science teacher finishing her third year at the school. She plans to start an equine medicine class next fall even though the school has no stables — she believes she will find a way.

“It’s a bit of trial and error because there’s nothing being handed to you saying, ‘Do it this way.’ You just have to figure it out,” she said.

Joel Herbst, superintendent of Henderson and its sibling FAU High School, calls the faculty his “secret sauce” and argues the school’s success can be duplicated anywhere — if administrators cede some control.

When that happens, he said, teachers create hands-on programs that help students “not only show their understanding, but gain more depth.”

“Give (teachers) the freedom to do what they do best, which is to impart knowledge, to teach beyond the textbook,” he said.

Portland State University education professor Madhu Narayanan, who studies teacher autonomy, said independence has a high correlation to faculty morale and success. But autonomy must be paired with administrative support.

“It can’t be, ‘Here is the classroom, here is the textbook, we’ll see you in six months.’ Those teachers have tremendous autonomy, but feel lost,” he said.

Henderson emphasizes science, technology and math, using arts and humanities to help with those lessons. About 2,700 families enter a lottery each year for the 60 spots in Henderson’s kindergarten class and openings in other grades. There is no screening — some children entering Henderson are prodigies, most are average learners and some have learning disabilities like dyslexia.

The only tweaking is to comply with a Florida law requiring the student population at university-run “laboratory” schools match state demographics for race, gender and income. Because families apply to attend, parental involvement is high — an advantage Herbst and his staff concede.

Selected kindergartners are tested months before arrival so any needs can be immediately addressed.

“Some of them come in reading and some know five letters — and it is not just reading, but all subjects,” said Lauren Robinson, the elementary program’s vice principal. “We are going to provide every opportunity to close those gaps before those gaps grow and grow, instead of waiting until a certain grade level and saying, ‘Now we’ll try to close them.’ It’s Day One.”

In Jenny O’Sullivan’s art and technology classroom, kindergartners learn computer coding basics by steering a robot through a maze. Fourth and fifth graders make videos celebrating Earth Day. Students learn design by building cardboard arcade games like Skee-Ball for their classmates. Legos teach engineering.

While her new classroom has the latest technology, she insists such classes can be taught anywhere if the teacher is allowed creativity.

“My grandmother is from Louisiana and there’s a (Cajun) saying: ‘Lagniappe,’ that little something extra,” O’Sullivan said. “I get to be the lagniappe in (the student’s) education. Could you do without it? Yes. But would you want to? No.”

Working in small groups while dressed in white lab coats and goggles, the sixth graders in Amy Miramontes’ Medical Detectives class solve a mystery daily. They have examined strands of rabbit muscle under a microscope, using safe chemicals to determine what neurological disease each animal had. They have tested fake neurotoxins to determine which ailments afflicted their imaginary patients.

Miramontes hopes the class not only piques the students’ interest in medicine, but implants knowledge needed in two years when they take the state’s eighth-grade science test.

“They’re always learning by having their hands on something,” Miramontes said. “If they mess up, it’s OK — we start over. But then we learn a great life lesson that we have to be very diligent.”

Marisha Valbrun, 12, took Medical Detectives because she might want to be a doctor. She’s learned that while science is challenging, by seeking assistance she can overcome obstacles.

“I feel like if I just ask any person in this room for help, they can give you that right answer,” she said.

Even at a school where teachers exude enthusiasm, elementary art teacher Lindsey Wuest stands out — she can’t stand still while describing how her lessons center on science.

On this afternoon in her Science as Art class, Wuest and a visiting artist are showing third graders how to make clay bobblehead dolls of endangered species — while also teaching the chemistry of why glazes change color in the kiln.

“Hopefully those students who love art can also develop a love of science,” she said. “Project-based learning sticks with the kids for longer.”

Third grader Maximus Mallow said that by working on his leopard bobblehead, he learned how the animal’s camouflage works.

“We have fun while we create stuff about science,” the 9-year-old said.

Henderson’s success leads to grants — and nowhere shows that better than the middle school’s drone program, which recently won a national competition in San Diego.

Henderson’s drone teams have a room to practice flying the 3-inch-by-3-inch (75 millimeter), four-rotor devices through an obstacle course, plus flight simulators donated by the local power company.

The drone program is a chance to compete while using the physics and aeronautics learned in the classroom, teacher James Nance said. While expensive equipment is a benefit, Nance said, drone classes can be taught on a shoestring. At a previous school, he made a flying course out of PVC pipe and balloons.

Eighth grader Anik Sahai pulls out his cell phone in Stevenson’s science classroom, an act at Henderson that usually means a trip to the office. But he is demonstrating an app he created that uses the camera to diagnose diabetic retinopathy, an eye disease that is a leading cause of blindness worldwide. It took first place in the state’s middle school science fair and is being considered for commercial use.

The 14-year-old credits his success to his years at Henderson, beginning in the preschool program.

“The teachers here, they’re amazing,” he said. “They’ve been trained on how to get us to the next level.”

Sharon Lurye contributed reporting from New Orleans.

The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org.

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