The topics for this month’s blogs were all centering on information involving coursework and expectations that applicants to the MTC should have involving the coursework. This particular blog is intended to touch upon two topics: My best class in the program, and what this program – in my own opinion – can do to make itself better.

I have had many memorable and useful experiences during the classes at Ole Miss. Methods is a great way to get some new and creative teaching strategies; Listening to influential politicians and leaders has helped to inspire and excite my passion for education; and building my own school district gave me a deeper respect for those involved in promotion and support of public educational systems. My favorite class, though, was the law class I took over the summer of my second year. I believe that there are a few different reasons for this: time, instruction, and content. Time was a factor because it was a month long class, which only lasted 90 minutes, and which took place over the summer. I didn’t have to deal with my job or struggle to stay awake. Another factor for making this my favorite class, perhaps the largest one, was the instruction style. The professor treated everyone in the class as a college student, giving us work that we found interesting, never-EVER asking us to do some project involving scissors and colored pencils. All of the work in the law class was thought provoking, challenging, age-appropriate, college level work. The final factor that I believe made a difference in my enjoyment of the class was the content: we read the Constitution of the United States and I learned about its application and how the laws apply to me and my situation – what is cooler than that?

To continue, though, discussing the importance of instruction and content in one’s college class environment, I would like to switch gears a little bit and focus on what MTC can do to change itself for the better.

When I was applying to colleges and Universities in high school, I expressed interest in becoming a teacher and looking for a program that offered a degree in education. Most of the teachers and counselors who were aware of this interest tried to persuade me to pursue another field of study, explaining to me that a degree in teaching was not very useful. I was confused by this statement, assuming that if teaching was the career that I ultimately wanted, than nothing would be more useful to me than a degree in that particular area. Now, only half a year away from attaining my Masters in Curriculum and Instruction, I am beginning to understand what those people meant by this whole pursuit being useless. The schools of education, in my opinion are filled with the most non-intellectual, watered-down, nonsense! Most of the coursework that I find myself doing is insulting. I am a 23 year old person with a degree in philosophy and mathematics, and I have been asked to fill out worksheets, draw colored paper out of cups to figure out what group I’m in, write 10-day lesson plans that correctly mark all of the STAI points (do they really think that helps?). The things that I have been tested on, quizzed on, graded on – I could care less about most of these things. I enjoy the conversations, the debates, and some of the genuine readings about making our public education system a better place. However, if you continue to breed teachers using the instruction of the school of education, nothing will change. A smart 14 year old could pass most of these courses.

I believe that MTC is wise in only accepting people who have a degree in something other than education. A degree in something else means that you might have actually had an education that benefits you in other areas of your life. However, recognizing the benefit of a different degree, why are they then forcing this crappy coursework on us? If you know its not worthwhile, change it.