As a former administrator, I have had the good fortune to visit a significant number of classrooms over the years. Because I have been witness to bad or indifferent teaching, there has always been a special feeling of excitement during those times I was able to witness the talents of a true professional at work in the classroom. It also has encouraged me to be reflective on my years in the classroom.
Having begun teaching in the 1970's at the high school level, my approach in the early years was very traditional. My classroom would have been best described as teacher-centered and my organizational skills combined with my ability to relate to students created a room that earned me high marks from my administrators.
In the early nineties though, it became increasingly clear that my methods were growing less popular with students. In addition, I found myself less and less successful on the most important element, student achievement. My classroom was well-managed and discipline issues seldom arose, but my students seemed to be losing interest in the subjects that I taught.
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