Teachers Roles

Introduction Teachers take on my many roles in the classroom and there are many factors that impact these roles. Based on the three articles the top factors to be considered are history, teacher preparation or teacher education and culture. The first factor to look at is history. The era you grew up in can play a part in the role you take as a teacher. The role of a teacher in the mid 1800s was not only to educate on reading and writing but also on religious education and not to mention their role as a community leader (Morton, 1947). The second factor to be considered in the role of a teacher is their own teacher education and teacher preparation. Having the proper education and preparation plays an important factor in your role as a teacher.

Harriet Bishop went to the school of New York State Normal School at Albany, that was under the Board of National Popular Education (Morton, 1947). This board had the focus “to “advance the cause of Popular, Christian Education in our country” by encouraging well-qualified "Female teachers" to take positions in the remote West” (Morton, 1947, p.132). As you can see during this time in history it was important to teach a Christian education in new settlements where that content had not yet been learned. With much pride and excitement, Bishop went on to St. Paul, Minnesota, where she taught a majority of Native Americans and very few white Americans (Morton, 1947, p.137). Historically, Bishop wore the hat of many roles, her primary hat was as the teacher but she mentions that, "unostentatiously performing the labor of the Home Missionary, the Sabbath school Agent, Superintendent and Teacher, besides searching out the cause of the poor, devoting nights to the sick, and attending to many other duties in the community.” (Morton, 1947, p.141). During this time on the frontier, the educated female had her plate full and was capable of also being an active member in the community, not just in the

Bishop had taken part in school and studied the necessary materials of the time. “.. a review of the common school subjects, in addition to lectures on domestic economy, health of children, punctuality, truth and honesty in the schoolroom, diet, how to avoid sectarian jealousy, how to deal with party politics, and how to meet petty gossip” (Morton, 1947, p. 134). Reddy and Walker both had proper education in their subject matter as did Bishop. Despite the uniqueness of Bishop’s courses to prepare her, she still was prepared to take on many roles in education and more. In contrast Reddy was not prepared in full on the extent of becoming a teacher and how to teach. He was very content driven and knowledgeable but lacked the structure of managing a classroom and teaching in a simplified but challenging