Jim Ruffins
The developmental education classroom teacher is in a position to make a significant contribution to the progress of students. There is a sizeable body of literature that discusses teacher preparedness, motivation, philosophy and many other noteworthy topics on how teachers guide student learning. An area sorely lackingadequate attention is that of teacher responsibility. We can suppose that the issue of what a teacher is responsible for in and outside the classroom, vis-à-vis developmental education students, is often taken for granted and, therefore, is a low priority. It is understandable how college educators and administrators might make assumptions about teacher awareness of their responsibilities. But failure to give significant attention to this issue is an oversight leading to unexpected and inadequate student performance.
A shared goal among developmental educators is to see a significant number of developmental students transition into successful college-level students performing well across all disciplines. We know that the goal can be achieved to greater or lesser degree. Developmental educators at the Community College of Philadelphia are in an enviable position in that we are poised to make a statement about our collective consciousness and commitment to forge a student/teacher classroom partnership in which teachers model their responsibilities and set the classroom climate for students. A classroom climate in which students sense that their learning is paramount and see their teacher demonstrate clearly defined responsibilities sets the tone for them to assume their roles and responsibilities. Students who understand and carry out their roles and responsibilities become positive statistics counted among those successfully moving into and completing college-level course work.
The collaboration between students and teachers that leads to learning is, in part, a function of teachers demonstrating their responsibilities to students, both inside and outside the classroom. A collaborative classroom is part and parcel of the overall effort that results in students developing the requisite skills, knowledge and acumen--characteristics of successful college students. Let us also keep in mind that when we promote, through modeling, student/teacher collaboration, student-centered learning and student/teacher partnerships, we demonstrate to students ways of interacting that are appropriate and necessary for success far beyond the confines of our college. We are in a position to significantly impact the image that our students project to society as well. Indeed, teachers assuming their responsibilities as educators of developmental students promote far-reaching consequences, not only for our students but for our personal growth as well.