YOUTH OK WITH REWARDING GREAT TEACHERS

When it comes to monetarily rewarding teachers for increased student performance, political pundits and education officials are divided on both its effectiveness and its applicability to the traditional tenure-based world of education.

In all the back and forth over merit pay, few have considered what students think. Y-Press recently interviewed public school students across the country – from the outskirts of Raleigh, N.C., to Indianapolis to the Treasure Island neighborhood of San Francisco -- to see if they believe that increasing compensation for teachers will result in higher student performance.

While most students agree that committed teachers can lead to higher student achievement, none would blame poor student performance solely on teachers.

Adriana Garcia, 17, San Francisco, is one of several students who said both students and teachers are responsible for educational outcomes. “I would say it’s 80 percent student and 20 percent the teachers. If the teacher is taking the time to explain everything, but like 80 percent of the class is failing, then (the teacher is)  not doing something right,” she said.

In general, students support paying better teachers more. However, they are divided in just how practical a merit-pay program would be.

Most teens agreed with Vonn Resnover, 15, Indianapolis, that extra compensation for teachers would benefit everyone.

“I think it’s a good idea because if the teachers get paid more to be better teachers, then that will be successful for the teacher and the student,” he said, explaining that motivated teachers would be inclined to engage their students more.

D’Shon Nichols, 14, San Francisco, would be open to merit pay for teachers but  cautioned that they might be inclined to “teach to the test” if bonuses are linked to standardized tests.

John Stewart, 18, of Knightdale, N.C., also likes the idea of paying better teachers more but said it might make little difference because the biggest influence on student achievement comes from the home.

“Homewise, I think that has a tremendous impact on how students do in school,” he said. “There’s a lot of socioeconomic things that make a difference in terms of student performance, and I don’t think that can necessarily be based on the credentials of the teacher or the ability of the teacher.”

The most controversial issue by far is how teachers are assessed and whether students should have a role in it. Most students agreed that school staff should be active in assessing teachers, especially when it comes to surprise classroom evaluations. “They’ll see their real personality,” Vonn said, “and what they’re really doing in class, not just a show.”

Support for student input into evaluations was less clear-cut. Adriana said some students might not use the best criteria in evaluating teachers. “I know that the class that I’m with, they’re pretty much into the ‘if it’s easy, that’s the best’ teacher.”

Leondre Birgess, 13, Indianapolis, wondered if students would be honest: “Some students can make up stuff just to get rid of a teacher because they’re too strict,” he said.

John was concerned that it would be unreasonable to ask students to pass judgment on their teachers. “I don’t feel that you can bog students down with that. It’s not their responsibility. (Students’) responsibility is to go to school and learn and then be able to apply that knowledge.”

But there was consensus on the qualities that make for effective teaching. All said  their best teachers were those who slowed down and engaged them, rather than those who were the most lenient.

D’Shon said his best teachers ask him if he needs help and then explain the subject to him until he gets it.

Same for Adriana. “They really take the time to explain what they’re teaching … because everybody isn’t on the same level, even though they might be in the same grade.  People are still at different levels with the material.”

Davianna Milburn, 11, San Francisco, values teachers who approach students as individuals. “What makes a good teacher to me is like if they understand what you’re going through, if they understand what you mean, and if they teach it in a simple way that you can actually understand it.”

All of the students appreciate adults who help them when they are struggling and encourage them to do their best. These include teachers, guidance counselors, principals and even parents.

For Davianna, they are the real motivators to student achievement. “They tell us that they believe us and we can do a great job.”

And to most students, committed teachers don’t need extra money to put forth extra effort.

“Teachers know what they’re doing,” John said. “They are very dedicated people to a specific group, and they are difference makers in the world, and that’s why they do what they do.”

Assistant editor Claire Christoff, 17, contributed to this story.

Copyright 2011 Y-Press