Analytical Essay Corrections

Natalia Sepúlveda
English IX
Prof. Crystal Hickerson
Analytical Essay I
25 May, 2009

When Teachers need help, School Administrators are ready to lend a hand
Gary Hopkins, in his article for classroom management, “Principals help teachers Develop Essential Skills” expresses that “almost everybody agrees that strong classroom management skills are essential for successful teaching. But many teacher education programs do not provide courses to help future teachers develop those skills. So what is a principal to do with a new teacher who has great potential but needs help with classroom management?” (Hopkins 1). After analyzing it, I strongly feel that, even though Hopkins’s article can be helpful for other principals and teachers, the foundation of the article focuses too heavily on other principals’ suggestions instead of Hopkins’ own input on this topic.

In developing the problem Hopkins mentions Jon Smith’s case; a teacher who is brilliant in his discipline and has great ideas, but who lacks of efficient classroom management skills. Then he presents this common problem and initial steps to take towards improvement. There is also a sample plan with procedures for master teachers when mentoring these teachers. Hopkins gives additional strategies for progress, for example: reflection on teaching, teacher training, and engaging lessons, among others. Last but not least, the author mentions two opposite ideas about teachers failing and that are directly related to what administrators should do as a last resort.

Since most principals have to deal with brilliant teachers who lack of classroom management skills is that administrators’ input on this topic can be of great benefit for other colleagues in the field. They all agree that the first step for helping Jon is that he realizes his flaws and that he needs help. However, in the education field there are few programs which give focus on classroom management. Responding to this, the article raises the need of mentoring and that provided that mentors support teachers, through sharing their knowledge and experience, these educators will store, adapt and learn from their suggestions putting them into practice; therefore, improving their practices. In addition, Principal Mary L. Russo, one of the principals who participated in this article, offered questions to guide Jon’s reflection on: classroom organization, lesson preparation and classroom routines. Even though Hopkins integrated Russo’s suggestions, he didn’t give his input on it, making it more difficult for us to understand his own feelings about the whole problem. It’s important to underline that by the end of his article Hopkins states that having teachers who are willing to do anything will probably be successful. Nevertheless, if teachers are reluctant to change and don’t improve after careful analysis and evaluation, they should take a year off from that school, otherwise the administrator of the school is forced to terminate his contract.

Finally, it is evident that author failed to reflect on the problematic throughout his article. He basically mentions other principals’ ideas, and although that is not wrong, he seldom mentions his own feelings, experience and reflections. Besides, the organization was fairly organized and the criteria used to select others’ suggestions it is uncertain. While Hopkins approach could be beneficial and answers to his main aim in the article, the lack of his own input makes it impossible to comprehend and discover his own answers to the problem aroused earlier in his article.


Works Cited:

Hopkins, Gary. "Classroom Management: Principals help Teachers Develop Essential Skills." Education World 18 Feb. 2003. 3 May 2009
< http://www.educationworld.com/a_admin/admin/admin299.shtml >.