The Influence of Teachers:

Reflections on Teaching and Leadership

By: John Merrow

“To what extent is classroom teaching a

skill?” (Merrow, 2011, p. 31).

“Although only about a quarter

of those who serve remain in the classroom beyond two

years” (Merrow, 2011, p. 32).

“…we shared a certain smug

attitude toward many of the

veteran teachers…”

(Merrow, 2011, p. 33).

“‘Most of these teachers seem to be

overly concerned about control,’ he told me. ‘I get the feeling that they’ve been taught some

simple rule like ‘Control first,

teaching next’” (Merrow, 2011, p.

33).

“Control was not an issue, ever. It never is when kids

are engaged” (Merrow, 2011,

p. 34).

“It’s a curious paradox that teaching, the

profession that is the easiest to get into, can be, at the same

time, among the most difficult to enter. Most schools of

education accept just about everyone who applies…” (Merrow,

2011, p. 34).

“To prepare effective teachers for 21st century

classrooms, teacher education must shift away

from a norm which emphasizes academic

preparation and coursework loosely linked

to school-based experiences. Rather, it must move to programs

that are fully grounded in clinical practice and

interwoven with academic content and professional

courses” (Merrow, 2011, p. 36).

“All teacher education programs

should be accountable for - and

their accreditation contingent upon –

how well they address the needs of

schools and help improve P-12 student

learning” (Merrow, 2011, p. 36).

“But I believe that the success

of Teach for America reveals an unpleasant

truth about how little we value education and

children” (Merrow, 2011, p.

37).