ChrlsLopher ng

u of C M1 rogram
november 21 2011


Case Response:
Generalists vs. Specialists in Education

In response to the case in which Amanda, JenniIer, and Collette presented on Generalists
vs. Specialists in Education in our Case & Field Tutorial class, there are a number oI diIIerent
points regarding their presentation I will be discussing and responding to accordingly.
1he "plight" of a specialist living in a generalist's world
During the course oI the presentation, the group depicted a rather grim scenario that
would 'most likely occur to us (the class) as aspiring teachers, operating under the assumption
that we will be able Iind work next year. In essence, the point made was that unless we are
'specializing in Math, the Sciences, Music, Languages, or Special Education, the likelihood oI
us Iinding work in our area oI specialization (English Languages Arts, Social Studies, Physical
Education, Art, etc.) is doubtIul. As such, specialists Irom this second group may be oIIered an
opportunity in the teaching proIession, but it may not necessarily be in our areas oI expertise. For
example, a Social Studies teacher with little to no background in music might be asked to teach
elementary school Music. These aspiring teachers, then, are Iaced with an interesting choice: Do
they turn down the job oIIer, thereby risking potential unemployment (at least in the Iield oI
education) Ior an indeterminable amount oI time, or.do they accept the job, even though they
are not 'specialized in that particular area oI teaching?
The group seemed to take a position oI saying that 'most oI us aspiring teachers would
be extremely uncomIortable when being thrust into such a situation, being Iorced to teach a
subject we either have little to no experience (or interest) in teaching, day aIter day. Furthermore,
they stressed the Iact that accepting a job under such circumstances would not only be damaging
ChrlsLopher ng
u of C M1 rogram
november 21 2011


to the teacher (physically, emotionally, mentally, and so on) but would also be doing a great
disservice to the students in that teacher`s class. As such, the group cautioned us to be aware oI
the risks oI accepting an oIIer oI employment under these conditions.
specialist's worst "fears" (un)realized
I`ll be honest when I say that I was extremely surprised in regard to the position the
group took on the issue oI specialists vs. generalists in the Iield oI education. To me, their
presentation Ielt a bit one-sided in their negative portrayal oI an aspiring teacher with a
specialist`s degree being Iorced to teach in another subject area they are not Iamiliar with. On a
more personal level, I am oI the belieI that there is absolutely nothing wrong with teaching a
subject that is outside oI one`s area oI initial specialization. As a student who (eventually)
majored in English in university, Math was my worst subject coming out oI high school.
However, once I began actively tutoring several years ago, I Iound myselI in the uncomIortable
position early on oI being Iorced to teach junior high school Math (and later Science, and Social
Studies.) in addition to English Language Arts. I admit that there was a bit oI a learning curve
involved that lasted longer than I would`ve liked, but aIter mastering the subject matter, I no
longer have any issues tutoring junior high Math (and the same goes Ior Science and Social
Studies).
What the group presenting also had to keep in mind (as well as our class, as aspiring
teachers) is that this issue oI specialists vs. generalists is not uniIorm across all grade school
divisions. In elementary, Ior example, teachers are oI course expected to be generalists who can
teach all oI the core subjects: Math, Science, English Language Arts, and Social Studies. In high
schools, by contrast, teachers are most oIten teaching in their areas oI specialization where the
issue oI being a specialist or generalist is usually not an issue. Junior high, however, is an
ChrlsLopher ng
u of C M1 rogram
november 21 2011


interesting case, and is the division in which (based on both my own experience and anecdotal
evidence Irom other classmates and teachers) where the line between the specialist and generalist
becomes blurred. It is also most oIten here where a teacher who majors in one subject is Iorced
to teach another. For example, I have heard cases oI junior high Math/Science teachers who also
teach English Language Arts, Social Studies, and Physical Education. However, course content
at the junior high level can be much easier to master than subject matter at the high school level
would beand that is speaking Irom personal experience. As an 'artsy English major with a
Iormer Math phobia (and who struggled mightily with Math in high school) I can now
teach/tutor grade 7-9 math with relative ease.meaning the switch Irom a specialist to a
generalist (and in this particular instance, at the junior high level) is possible, as long as the
teacher put into such a position has an interest in the subject and is willing to learn.
During the course oI their presentation, the group also provided us with a very interesting
activity to make their point. They gave diIIerent students in the class majoring in diIIerent
subject areas a diIIerent subject to teach, and one that was very diIIerent Irom their original
specialization. For example, as an English major, I was supposed to explain how to teach
Newton`s First Law oI motion in high school Physics. The activity appeared to be met with some
mixed reactions by the majority oI the class, but Ior my part, I thoroughly enjoyed attempting to
create a scenario in which I could teach a bit Physics. I enjoyed the challenge oI it, the novelty,
the excitement (and initial nervousness) oI creating a lesson around Newton`s First Law oI
motion. Most importantly, however, I believe that diversiIying one`s background as a teacher to
be able to teach in multiple subject areas keeps one sharp, constantly expanding one`s knowledge
base, and treading Iurther along the path oI a 'liIelong learner.

ChrlsLopher ng
u of C M1 rogram
november 21 2011


$chool teachers as generalists and associated readings
In the article, 'What are the Advantages Ior Music Specialists to Teach in Schools? I
was thoroughly disappointed by the author`s insistence that any Music teacher in a school must
absolutely be a Music specialist in order Ior young students to enjoy the Iull beneIit oI exposure
to music. While I agree that it would be preIerable Ior such to be the case, budget constraints, the
availability oI music specialists, etc. oItentimes make this ideal scenario impossible. However,
that does not mean schools should be throwing random teachers into the position oI instructing
Music. The most logical place to start would be to Iind teachers who are either interested in
teaching music, or have some music background, or, ideally, both. Music, much like Math, or
Science or Art, is a subject that can be mastered (especially at the elementary school level). As
such, ,3 teacher can learn it, and master it, much like any student could. Also, like any student,
mastering a subject requires time, has a learning curve, and any teacher teaching Music
(assuming he/she isn`t incompetent, even iI they start with little to no musical proIiciency
themselves) should improve with time.
In the second article, 'The Teacher as Generalist, I Iound the essential point raised by
the author to be an interesting one. Teachers are, Ior all intents and purposes, already generalists.
In addition to teaching the Iundamentals oI the subject matter (which IulIills the program oI
studies requirement), they are simultaneously dealing with other issues in the classroom. The
teacher also IulIills other roles in the school, such as a disciplinarian, a motivator, a supervisor, a
role model, etc. Compared to a college/university proIessor, who is a more 'specialized
specialist, grade school teachers are indeed doing more than just stand-and-deliver teaching.
Teaching is a complex action that cannot merely take into account course content, but everything
else that surrounds it. In essence, specialist teachers who are aIraid oI becoming generalists are
ChrlsLopher ng
u of C M1 rogram
november 21 2011


in reality deceiving themselves. In deciding to become a teacher, they have already started down
the path to becoming a generalist, teaching not only the subject matter oI their chosen
specialization, but also the accompanying liIe management skills that are intrinsically a part oI
the day-to-day interactions between teachers and students.