"Good management, skills, structure and discipline are key essentials for becoming a successful teacher." Mrs. Z gives me this advice on the day of her interview. Currently, she teaches at an elementary school that is located in the East Side of Salinas. The grade range of the school is K-6 with an average class size of 19-24 students. Student enrollment is 732 with Latinos comprising 98 percent of the student population. Nearly 75 percent are English language learners and 86 percent are low-income. Eight out of ten students qualify for the Federal Free Lunch Program.
Mrs. Z is a well structured, disciplined and passionate teacher who has high expectations for all of her students. A California State University alum, Z is entering her eighth year in the teaching profession. At the start of her college career she did not exactly know what she wanted to study. As a child she remembers playing school and she always wanted to play the teacher part, but it wasn't until a friend suggested teaching to her that she considered that path.
After receiving her B.A, she earned her teaching credential and began teaching. She taught at three other schools before finally arriving at her present school, where she has now taught for four years. Mrs. Z is a fourth grade teacher; and prior to teaching fourth grade she taught kinder and first grade. She prefers teaching fourth grade because they cover more content and students are reading to learn as opposed to first grade where they are learning to read. Her current class is a bilingual class. The class is taught in English only with the exception of the last hour being in Spanish.
Mrs. Z is very enthusiastic about teaching; there is not one day where she tells herself "I don't want to go to work today." Her students and the connectedness of parents, school staff and faculty is what keeps her motivated and interested in teaching.
"Everyone can learn, so everyone should be given the same opportunity" is Mrs. Z's philosophy. ╥As a teacher you need to look at the class as a whole, but also look at the individuals and their needs,╙ Mrs. Z tells me. ╥If you see a student distracted re-engage them. Also, as a teacher, on occasion you will have students that will understand a material very fast and will be able to move on their own, and at other times you will have students that take longer to learn and we need to be prepared as well.╙
Being well prepared for the material and having good management skills is a real strength of Mrs. Z. She believes in the power of public education, sending her own kids to the public schools. "It doesn't matter where you teach or where you learn I think you get the same benefit if the teacher puts the effort" Mrs. Z lets me know.
Mrs. Z's classroom is very structured, with lots of materials all in there place. The back wall is divided in three sections Writing, ELD and Math. In the Writing section, she has samples of student writing. Currently they are working on personal narratives. There is also a picture included with each essay. In the ELD section she has posted the parts of speech. There are also science materials there, as she combines science with ELD. She uses science to focus on comprehension and language. For the Math section she has several orders of operation as well as hints for math word problems posted.
Mrs. Z mostly uses a teacher-centered instructional approach. She uses an Elmo╤I type of overhead projector. The Elmo allows her to put examples of the work students are doing so they know exactly what the teacher is talking about. The Elmo can project color images, and it can also be connected by a computer and project a PowerPoint presentation.
After interviewing Mrs. Z and spending two days out of the week in her classroom I have realized that she is very passionate about teaching. She spends her recess break and part of her lunch break with students that need extra help with material she has covered.
Mrs. Z is all about helping her student improve both academically and personally. I have never seen a teacher be so strict with her students and the students actually acknowledge and appreciate it. Students that have moved on to upper grades still come and visit her. After school her classroom is full of students that want to talk to her and let her know how they are doing in school. Mrs. Z willingness to help students is evident as she met with me for her interview the day of her birthday.
Saturday, January 30, 2010
Thursday, January 14, 2010
Matthew Courtney's Interview with a Third Grade Teacher
Mrs. B is a pretty, confident, and exuberant thirty-two year old woman in her eighth year as a teacher. The first half of her time “in the field” was spent in a public school in San Diego teaching third graders. Now, and for the past four years, Mrs. B has worked at her current school teaching second grade.
Her current school is an English language, public, international charter school whose student body is comprised of 45% White, 26% Asian, 10% African American, 15% Latino and 2% Native American students. The school sits atop a hill overlooking the ocean and is nestled in among a large residential community. Admission to this public charter school is based on an open lottery system, creating a student body with a diversity of cultural and economic backgrounds. However diverse in culture, the school has not been classified as a “Title One” school and therefore cannot participate in a free lunch program due to a minority of economically challenged students. Interestingly, 38% of the parents have graduate degrees or higher.
While teaching in the public school in San Diego Mrs. B found it challenging to be forced into a specific schedule every day. “But,” said Mrs. B with a smile, “once the doors are closed, it's your class,” indicating that although constrained, her years in San Diego were spent mixing her own creativity into the curriculum. Today, whether designing a reading comprehension lesson or teaching students about geometric shapes, Mrs. B always tries to exhibit the ideals of her favorite philosopher John Dewey. She uses student centered learning techniques accompanied with experiential learning (something she feels very passionate about). Adding fuel to her philosophical fire, the school's charter school status allows more opportunity for Mrs. B to “bring the curriculum alive,” as she puts it. This is due in part to the high frequency of field trips she is allowed to plan and take. There is a higher than usual amount of parent involvement in the classroom than most public schools, a convenient thing when carpooling to a field trip destination (all of which the resourceful Mrs. B makes sure are admission free).
In a nutshell, Mrs. B believes the purpose of a public education is to provide equal access to all students the ability to realize their full potential in a globally competitive manner while attaining empathic awareness and understanding of the of the earth. While much of her opinion has remained constant throughout her history as an educator, the advantages of teaching an international curriculum have further shaped her views. She has become more aware of education as a tool for humanity, rather than for the assimilation of a specific culture. Philosophy aside, Mrs. B wants to ensure that each of her second grade students comprehends what they read and has a good foundation of mathematics to proceed to third grade. Over everything else though, Mrs. B strives to instill in her students a love of learning.
Her classroom is organized to be stimulating for the child. She believes the children should take ownership in the space surrounding them. Most of the decor has been created by the students themselves, from large paper mache fish which lightly sway in the breeze of an open door to the “fact family” houses which create a miniature numeric neighborhood along one wall of the classroom.
Mrs. B organizes her students in groups of four to six. Students are paired with another student of a similar learning ability serving as desk-mate and directly across from another pair of different learning ability students. In this way there is an atmosphere of academic comfort created within a students' immediate surroundings with helpful peers never too far away.
In today’s world of standardized curriculum there are prescribed lessons that Mrs. B finds to be boring. She spices the sometimes bland curriculum with a lot of dancing and music. Congo lines, as well as choreographed poems, song and dance are powerful and effective tools she employs for getting children to grasp a lesson.
When asked about how she keeps such an exuberant attitude in the classroom, Mrs. B replied, “ I get to be with kids all day and play with rocks! How is that not fun?” While she admittedly has had some bad days in her career, Mrs. B alluded that most of her frustration has been caused by parents, not students. Whenever she feels a little upset during a day in the classroom, Mrs. B takes a peek at her “warm fuzzy” file. The “warm fuzzy” file is a folder in which she has collected student notes, drawings and other work that express appreciation, admiration and love of learning and remind her of the impact she has had on her students. “Only really, really special things go in the file and I put it way in the back of my file cabinet, but I can look in the file and remind myself of why I teach” said Mrs. B. She shared the idea about the ”warm fuzzy” file with me as she said because another teacher shared it with her during her student teaching days. In the interview I gathered that the love she had for her students and her ability to see them progress was the most rewarding and satisfying part of her career.
From my visit to Mrs. B's class I have learned that a fun and creative atmosphere and positive spirit go a long way. Just by being in her classroom my mind started to wander at the possibilities of things I could do with my own classroom sometime in the future. Contagious energy and excitement of teaching bounced off the walls of her classroom. Students in such an environment could scarcely avoid being hit with it. Creativity, color and music are the lasting remnants of the space she created for her students in my mind. Mrs. B has taught me that with positivism, a love of teaching and by being in the moment one can weather hardships and win a lot of hearts.
Her current school is an English language, public, international charter school whose student body is comprised of 45% White, 26% Asian, 10% African American, 15% Latino and 2% Native American students. The school sits atop a hill overlooking the ocean and is nestled in among a large residential community. Admission to this public charter school is based on an open lottery system, creating a student body with a diversity of cultural and economic backgrounds. However diverse in culture, the school has not been classified as a “Title One” school and therefore cannot participate in a free lunch program due to a minority of economically challenged students. Interestingly, 38% of the parents have graduate degrees or higher.
While teaching in the public school in San Diego Mrs. B found it challenging to be forced into a specific schedule every day. “But,” said Mrs. B with a smile, “once the doors are closed, it's your class,” indicating that although constrained, her years in San Diego were spent mixing her own creativity into the curriculum. Today, whether designing a reading comprehension lesson or teaching students about geometric shapes, Mrs. B always tries to exhibit the ideals of her favorite philosopher John Dewey. She uses student centered learning techniques accompanied with experiential learning (something she feels very passionate about). Adding fuel to her philosophical fire, the school's charter school status allows more opportunity for Mrs. B to “bring the curriculum alive,” as she puts it. This is due in part to the high frequency of field trips she is allowed to plan and take. There is a higher than usual amount of parent involvement in the classroom than most public schools, a convenient thing when carpooling to a field trip destination (all of which the resourceful Mrs. B makes sure are admission free).
In a nutshell, Mrs. B believes the purpose of a public education is to provide equal access to all students the ability to realize their full potential in a globally competitive manner while attaining empathic awareness and understanding of the of the earth. While much of her opinion has remained constant throughout her history as an educator, the advantages of teaching an international curriculum have further shaped her views. She has become more aware of education as a tool for humanity, rather than for the assimilation of a specific culture. Philosophy aside, Mrs. B wants to ensure that each of her second grade students comprehends what they read and has a good foundation of mathematics to proceed to third grade. Over everything else though, Mrs. B strives to instill in her students a love of learning.
Her classroom is organized to be stimulating for the child. She believes the children should take ownership in the space surrounding them. Most of the decor has been created by the students themselves, from large paper mache fish which lightly sway in the breeze of an open door to the “fact family” houses which create a miniature numeric neighborhood along one wall of the classroom.
Mrs. B organizes her students in groups of four to six. Students are paired with another student of a similar learning ability serving as desk-mate and directly across from another pair of different learning ability students. In this way there is an atmosphere of academic comfort created within a students' immediate surroundings with helpful peers never too far away.
In today’s world of standardized curriculum there are prescribed lessons that Mrs. B finds to be boring. She spices the sometimes bland curriculum with a lot of dancing and music. Congo lines, as well as choreographed poems, song and dance are powerful and effective tools she employs for getting children to grasp a lesson.
When asked about how she keeps such an exuberant attitude in the classroom, Mrs. B replied, “ I get to be with kids all day and play with rocks! How is that not fun?” While she admittedly has had some bad days in her career, Mrs. B alluded that most of her frustration has been caused by parents, not students. Whenever she feels a little upset during a day in the classroom, Mrs. B takes a peek at her “warm fuzzy” file. The “warm fuzzy” file is a folder in which she has collected student notes, drawings and other work that express appreciation, admiration and love of learning and remind her of the impact she has had on her students. “Only really, really special things go in the file and I put it way in the back of my file cabinet, but I can look in the file and remind myself of why I teach” said Mrs. B. She shared the idea about the ”warm fuzzy” file with me as she said because another teacher shared it with her during her student teaching days. In the interview I gathered that the love she had for her students and her ability to see them progress was the most rewarding and satisfying part of her career.
From my visit to Mrs. B's class I have learned that a fun and creative atmosphere and positive spirit go a long way. Just by being in her classroom my mind started to wander at the possibilities of things I could do with my own classroom sometime in the future. Contagious energy and excitement of teaching bounced off the walls of her classroom. Students in such an environment could scarcely avoid being hit with it. Creativity, color and music are the lasting remnants of the space she created for her students in my mind. Mrs. B has taught me that with positivism, a love of teaching and by being in the moment one can weather hardships and win a lot of hearts.
Tuesday, January 5, 2010
Catherine Conway's Interview with a Fifth Grade Teacher
Mrs. K teaches in an elementary school made up of roughly six hundred students located in a small suburban neighborhood. Most of the students are upper-middle class and White. Only about 15% of the students are Hispanic and the remaining 5% are Asian and Pilipino. About 3% of the student population are English language learners and 5% are on a free or reduced meal plan.
Mrs. K has been teaching off and on over the last twenty-five years. After graduating from a California State University with a Bachelor’s Degree in English, she decided to go back to school to pursue a career in teaching. She first obtained her Single Subject teaching credential in English in 1984 and taught English at the high school level for three years. After the birth of her second child, Mrs. K decided to take a break from teaching so she could care for her two young daughters. As a stay-at-home mom she was very involved with her daughters’ schooling; volunteering in their classrooms every chance she had, and was supportive of their extracurricular activities.
When her daughters were nine and twelve, Mrs. K decided to go back to work. She took the opportunity to replace a retiring fourth-grade teacher at the school her daughters attended. Her youngest daughter was in the fourth grade at the time in another teacher’s class, so she was excited to have the opportunity to work alongside her daughter’s teacher and new colleague. Mrs. K taught fourth grade for eleven years before she decided she needed a change and took the opportunity to teacher fifth grade. She is currently teaching her third fifth-grade class.
Mrs. K believes that all children should be treated equally no matter what academic level they may be at. Although she does take into account differing learning styles and academic needs, she for the most part treats all of her students the same and expects their best effort. Her pedagogy, to me, sounds like that of a feminist pedagogy in that she tries to strive for egalitarian relationships in the classroom, to make all students feel valued as individuals, and to use the experience of students as a learning resource. She tries to center many of her writing assignments around student experiences. Mrs. K is also very adamant about her student’s paying close attention to detail in their work. Not only does she expect good, well-developed thoughts in their writing, but she also expects that the physical appearance of their work is “display quality.” Her expectation regarding her student’s attention to detail reminds me much of Ron Berger (in the Ethic of Excellence) and his students’ flawless work. Mrs. K wants pictures to be bright, colorful, and interesting. She expects her students to use their best handwriting, and to stay within the margins on their writing assignments. She displays all of her student’s work on the walls to give students and classroom visitors the opportunity to see the showcased work that her students are so proud of.
The walls are filled student work. Various books and stacks of paper lay about the room. Mrs. K apologized for what she thinks is an incurable mess. She told me that no matter how hard she tries she has never been able to keep her classroom organized. She is well aware that even if she tries to keep it clean, her students will still make a mess anyway. She seems to have given up trying to keep a pristine classroom and doesn’t seem to mind the disarray.
Instructionally, Mrs. K usually allows her students much freedom and flexibility. She uses direct instruction when necessary, but prefers that her student’s take responsibility for their own learning. She allows them to work with others and collaborate on a regular basis. Because she likes to be flexible, she admitted that she does not have the classroom management skills she would like to have and probably should. She is aware that she is sometimes “walked all over” by her students, a little to easy on them sometimes, and often passive. She also revealed that she can become easily annoyed when students constantly ask questions about things she had previously explained and that they should have paid attention to in the first place. The noise level in her classroom only bothers her when it become excessive, which at that point she has to raise her voice in order to get the students to quiet down. Mrs. K attributes her ability to be flexible with her students and reliance on student-centered assignments to meet the needs of diverse learners. Although she treats her students equally, and expects quality work from them, she still is able to adapt and tailor assignment if needed, in order to meet the needs of her individual students.
Mrs. K has always had a love of teaching and working with children. She adores her students and appreciates the constant parent support she receives. She told me that she could not have asked for a better school to teach at, in a better area, with better students. She loves hearing (directly and through her daughters) that she was a specific student’s favorite teacher. She has become friends with many of the other teachers who have worked there as long as she, and is thrilled when asked to be a mentor to a fresh student teacher. She loves the sense of school community she feels everyday she sets foot on campus. She takes in pride in the school that her daughter’s attended and where she has come to call home over the last fifteen years. Mrs. K finds the glowing, “light bulb” expressions of her students when they have finally understood a topic extremely rewarding. She also enjoys seeing her student’s enthusiasm and hard work put into various projects, art work, and writing. Mrs. K finds the positive information and stories about previous students she hears from younger siblings, parents, or from the students themselves who have come back to visit her, the most rewarding. Most are thriving academically and many have gone off to college to excel in dreams she had heard described to her years before.
I learned a great deal from having the opportunity to interview Mrs. K. She dedicates herself to the student’s of her school and continues to support the community. She has been influential to me and I will always remember her words as I embark on my teaching journey.
Mrs. K has been teaching off and on over the last twenty-five years. After graduating from a California State University with a Bachelor’s Degree in English, she decided to go back to school to pursue a career in teaching. She first obtained her Single Subject teaching credential in English in 1984 and taught English at the high school level for three years. After the birth of her second child, Mrs. K decided to take a break from teaching so she could care for her two young daughters. As a stay-at-home mom she was very involved with her daughters’ schooling; volunteering in their classrooms every chance she had, and was supportive of their extracurricular activities.
When her daughters were nine and twelve, Mrs. K decided to go back to work. She took the opportunity to replace a retiring fourth-grade teacher at the school her daughters attended. Her youngest daughter was in the fourth grade at the time in another teacher’s class, so she was excited to have the opportunity to work alongside her daughter’s teacher and new colleague. Mrs. K taught fourth grade for eleven years before she decided she needed a change and took the opportunity to teacher fifth grade. She is currently teaching her third fifth-grade class.
Mrs. K believes that all children should be treated equally no matter what academic level they may be at. Although she does take into account differing learning styles and academic needs, she for the most part treats all of her students the same and expects their best effort. Her pedagogy, to me, sounds like that of a feminist pedagogy in that she tries to strive for egalitarian relationships in the classroom, to make all students feel valued as individuals, and to use the experience of students as a learning resource. She tries to center many of her writing assignments around student experiences. Mrs. K is also very adamant about her student’s paying close attention to detail in their work. Not only does she expect good, well-developed thoughts in their writing, but she also expects that the physical appearance of their work is “display quality.” Her expectation regarding her student’s attention to detail reminds me much of Ron Berger (in the Ethic of Excellence) and his students’ flawless work. Mrs. K wants pictures to be bright, colorful, and interesting. She expects her students to use their best handwriting, and to stay within the margins on their writing assignments. She displays all of her student’s work on the walls to give students and classroom visitors the opportunity to see the showcased work that her students are so proud of.
The walls are filled student work. Various books and stacks of paper lay about the room. Mrs. K apologized for what she thinks is an incurable mess. She told me that no matter how hard she tries she has never been able to keep her classroom organized. She is well aware that even if she tries to keep it clean, her students will still make a mess anyway. She seems to have given up trying to keep a pristine classroom and doesn’t seem to mind the disarray.
Instructionally, Mrs. K usually allows her students much freedom and flexibility. She uses direct instruction when necessary, but prefers that her student’s take responsibility for their own learning. She allows them to work with others and collaborate on a regular basis. Because she likes to be flexible, she admitted that she does not have the classroom management skills she would like to have and probably should. She is aware that she is sometimes “walked all over” by her students, a little to easy on them sometimes, and often passive. She also revealed that she can become easily annoyed when students constantly ask questions about things she had previously explained and that they should have paid attention to in the first place. The noise level in her classroom only bothers her when it become excessive, which at that point she has to raise her voice in order to get the students to quiet down. Mrs. K attributes her ability to be flexible with her students and reliance on student-centered assignments to meet the needs of diverse learners. Although she treats her students equally, and expects quality work from them, she still is able to adapt and tailor assignment if needed, in order to meet the needs of her individual students.
Mrs. K has always had a love of teaching and working with children. She adores her students and appreciates the constant parent support she receives. She told me that she could not have asked for a better school to teach at, in a better area, with better students. She loves hearing (directly and through her daughters) that she was a specific student’s favorite teacher. She has become friends with many of the other teachers who have worked there as long as she, and is thrilled when asked to be a mentor to a fresh student teacher. She loves the sense of school community she feels everyday she sets foot on campus. She takes in pride in the school that her daughter’s attended and where she has come to call home over the last fifteen years. Mrs. K finds the glowing, “light bulb” expressions of her students when they have finally understood a topic extremely rewarding. She also enjoys seeing her student’s enthusiasm and hard work put into various projects, art work, and writing. Mrs. K finds the positive information and stories about previous students she hears from younger siblings, parents, or from the students themselves who have come back to visit her, the most rewarding. Most are thriving academically and many have gone off to college to excel in dreams she had heard described to her years before.
I learned a great deal from having the opportunity to interview Mrs. K. She dedicates herself to the student’s of her school and continues to support the community. She has been influential to me and I will always remember her words as I embark on my teaching journey.
Saturday, December 26, 2009
Ernesto Gama's Interview with a 1st/2nd Grade Teacher
Mrs. T teaches in one of the newest schools in this mid sized agriculture city. The school has been around for about a dozen years or so, and it is still considered to be fairly new. The school is located in the border lines between the east and north sides of town and is surrounded by a really nice community and neighborhood.
There are 735 students who attend this school ranging from grades K-6th. 703 of these students are Hispanic, 656 of these students are classified as English learners, and all 735 students classify as low income students. The school itself, while in pretty good shape, has had some recent remodeling due to mold issues in some of the classrooms. The school is on its way up academically and its setting up itself to be one of the best elementary schools.
Mrs. T has been teaching for 11 years and all of her teaching years have been at this one school. She is regarded as one of the best bilingual educators in the school. Also, she is an expert at educating combination classes as she currently does. Mrs. Teacher has taught grades 1st through 5th and most of her classes have been bilingual.
In regards to her teaching philosophy, Mrs T. responded, “I have always been a strong believer in every student and that every student has the ability to succeed. When I first started teaching, I wanted to be the best teacher out there because I knew that I could make a difference in these kids’ lives, either as their teacher or as a role model which a lot of children don’t have. When I first started teaching, I was like every other new teacher. I did everything by the book, from lessons to teaching methods. I did it all and I found that it wasn’t really helping me or my students in any way, shape or form. I have learned throughout the years, while still sticking to the required curriculum, to implement my own teaching styles and strategies that I know are going to benefit my students.”
Her view of an ideal public school system has a mixture of my philosophy as well. I’m not sure if it is due to both of us being Hispanic or that we both see what kids desperately need and are not getting. Mrs. Teacher simply noted, “When you become a teacher you will see things on your own that will make you think how did it ever lead to this? Your teaching philosophy will evolve through time so that it meets your needs and those from your students which is the key. I have always loved working around children and they are my passion. My entire life revolves around the kids and this school. But like I said, I have evolved and I have slowly been giving myself some time to enjoy my own personal life as well.”
In regards to how she organizes her classroom for the students, “I like to have a class where I can see all of my students from one angle as well as having all the students the ability to see me. I have a teacher’s desk, but I never sit in it as it is not my thing to instruct from there like most teachers. I group all of my children by level because I have tried to mix things up between ability levels but it never works. The advanced kids get frustrated with the kids who are behind. The behind kids don’t get motivated because they feel less than the smarter kids, and in many cases the behind kids tend to copy from the other students. Although this isn’t always perfect, this has been the most successful way for me to keep my class on task and easier for me to keep track of as well.”
How hard is it to run a combination class? “At first, you think to yourself and say, how did I get myself into this? This is really hard work and a combination class will really test your teaching skills to the max. You will sometimes find yourself doing the work of two teachers and in most instances, you cannot do anything about it and this is where it hurts the kids and their education.’
How do you cope with having to teach two different grades at the same time and teaching two different themes or topics? “It can get a bit hectic at some points, but you just have to learn to instill in your children the ability to work independently which can sometimes backfire as well because it’s an issue of trust and some kids are just not ready for that type of responsibility. By teaching this to your students, you are not only giving yourself time to pull kids aside or teach a different grade, but you are also teaching them a necessary life skill that they will always need. This is also a great way for you to do some assessments or interventions with the struggling students.”
Finally, what has kept Mrs. Teacher so enthusiastic for over 11 years has been the ability to see the difference a person can make in the child’s life. “For me it has been the way in which children learn and how they learn. If I was able to teach something new to a child, then I will feel like I have succeeded. This is the satisfaction for me. My motivation comes from them because I know that I can at least help some children learn. I know that I can not make everyone a genius or make everyone understand a different concept everyday, but that is why I took this challenge and this is what motivates me to continue doing this for as long as I have and I never see this changing in my life.”
After concluding the interview, I was surprised to find out that some of my teaching philosophy is the same as Mrs. Teacher. I would one day love to run my classroom like she does and have the ability to have all the children in the class admire and respect her the way the children do in her class. What really sparked interest during the interview was her tone of voice. She seemed like she was really uncomfortable by the standardized curriculum based teaching and the many restrictions put on teaching. Although she did say that she finds ways to implement some of her own methods in some lessons, I know that this is always going to be a struggle for every teacher. I also enjoyed the fact that she was very insightful on how she told me that not to get too caught up on my teaching philosophy as I would ideally want it to be. The reason is that it will evolve within time and I will always know when something needs adjusting and when something is working fine, which I greatly took to heart because I am the type of person who likes to stick to something and I know that I will find ways to be flexible in the very near future.
There are 735 students who attend this school ranging from grades K-6th. 703 of these students are Hispanic, 656 of these students are classified as English learners, and all 735 students classify as low income students. The school itself, while in pretty good shape, has had some recent remodeling due to mold issues in some of the classrooms. The school is on its way up academically and its setting up itself to be one of the best elementary schools.
Mrs. T has been teaching for 11 years and all of her teaching years have been at this one school. She is regarded as one of the best bilingual educators in the school. Also, she is an expert at educating combination classes as she currently does. Mrs. Teacher has taught grades 1st through 5th and most of her classes have been bilingual.
In regards to her teaching philosophy, Mrs T. responded, “I have always been a strong believer in every student and that every student has the ability to succeed. When I first started teaching, I wanted to be the best teacher out there because I knew that I could make a difference in these kids’ lives, either as their teacher or as a role model which a lot of children don’t have. When I first started teaching, I was like every other new teacher. I did everything by the book, from lessons to teaching methods. I did it all and I found that it wasn’t really helping me or my students in any way, shape or form. I have learned throughout the years, while still sticking to the required curriculum, to implement my own teaching styles and strategies that I know are going to benefit my students.”
Her view of an ideal public school system has a mixture of my philosophy as well. I’m not sure if it is due to both of us being Hispanic or that we both see what kids desperately need and are not getting. Mrs. Teacher simply noted, “When you become a teacher you will see things on your own that will make you think how did it ever lead to this? Your teaching philosophy will evolve through time so that it meets your needs and those from your students which is the key. I have always loved working around children and they are my passion. My entire life revolves around the kids and this school. But like I said, I have evolved and I have slowly been giving myself some time to enjoy my own personal life as well.”
In regards to how she organizes her classroom for the students, “I like to have a class where I can see all of my students from one angle as well as having all the students the ability to see me. I have a teacher’s desk, but I never sit in it as it is not my thing to instruct from there like most teachers. I group all of my children by level because I have tried to mix things up between ability levels but it never works. The advanced kids get frustrated with the kids who are behind. The behind kids don’t get motivated because they feel less than the smarter kids, and in many cases the behind kids tend to copy from the other students. Although this isn’t always perfect, this has been the most successful way for me to keep my class on task and easier for me to keep track of as well.”
How hard is it to run a combination class? “At first, you think to yourself and say, how did I get myself into this? This is really hard work and a combination class will really test your teaching skills to the max. You will sometimes find yourself doing the work of two teachers and in most instances, you cannot do anything about it and this is where it hurts the kids and their education.’
How do you cope with having to teach two different grades at the same time and teaching two different themes or topics? “It can get a bit hectic at some points, but you just have to learn to instill in your children the ability to work independently which can sometimes backfire as well because it’s an issue of trust and some kids are just not ready for that type of responsibility. By teaching this to your students, you are not only giving yourself time to pull kids aside or teach a different grade, but you are also teaching them a necessary life skill that they will always need. This is also a great way for you to do some assessments or interventions with the struggling students.”
Finally, what has kept Mrs. Teacher so enthusiastic for over 11 years has been the ability to see the difference a person can make in the child’s life. “For me it has been the way in which children learn and how they learn. If I was able to teach something new to a child, then I will feel like I have succeeded. This is the satisfaction for me. My motivation comes from them because I know that I can at least help some children learn. I know that I can not make everyone a genius or make everyone understand a different concept everyday, but that is why I took this challenge and this is what motivates me to continue doing this for as long as I have and I never see this changing in my life.”
After concluding the interview, I was surprised to find out that some of my teaching philosophy is the same as Mrs. Teacher. I would one day love to run my classroom like she does and have the ability to have all the children in the class admire and respect her the way the children do in her class. What really sparked interest during the interview was her tone of voice. She seemed like she was really uncomfortable by the standardized curriculum based teaching and the many restrictions put on teaching. Although she did say that she finds ways to implement some of her own methods in some lessons, I know that this is always going to be a struggle for every teacher. I also enjoyed the fact that she was very insightful on how she told me that not to get too caught up on my teaching philosophy as I would ideally want it to be. The reason is that it will evolve within time and I will always know when something needs adjusting and when something is working fine, which I greatly took to heart because I am the type of person who likes to stick to something and I know that I will find ways to be flexible in the very near future.
Saturday, December 19, 2009
Vanessa Haag's Interview with a Third Grade Teacher
Mrs. Em has been teaching for twenty-one years. In that time she has taught at an high-performing school, a low-performing school, a low SES school and a parent-participation school. She initially earned her credential in Oregon, though her teaching career has so far taken place in California. Mrs. Em has taught multiple subjects grades one through five.
The school where Mrs. Em currently works is a rural K-6 school with 563 students; 51.2% of whom are Anglo-American and 44% Hispanic; 30.2% of the students participate in the free/reduced lunch program and many of the students are English Learners.
Mrs. Em’s professional philosophy is that “everybody can learn.” She says that “sometimes you just have to find different ways.… We’re here for the kids.” Mrs. Em strives to make sure that all her students are learning and being challenged. She hopes their education leads to either vocational or higher education; she wants the students to keep on learning. Ultimately she hopes the learning “comes from themselves, that students know they are in charge of their learning.”
Mrs. Em believes in getting students to be self-initiated learners. Mrs. Em told me the story of a little girl who was her student one year. This child was an English learner and could hardly read. The story culminated in Mrs. Em’s ability to elicit a passionate response from the child that she wanted to be able to read more than anything. Mrs. Em found out what the girl’s interests were and provided her with books that correlated with those interests since the girl’s family didn’t have books for her at home. Mrs. Em told the child that it was up to her to practice reading every night and that her own self-motivated practice is what would lead to her catching up to the rest of her peers in class. Despite being over a year behind, the girl caught up to the reading level she was supposed to be at for her grade. Mrs. Em believes in “teaching kids how to learn so they’ll want to educate themselves”.
Mrs. Em explained to me how public school provides the socialization and life-skills that children need to function later on in life. Mrs. Em thinks that the purpose of public school is to “educate the masses who can’t pay for private school… so things are equal.” When discussing with Mrs. Em the function of public schooling as an equalizer she said that “it never will be [equal to private school]” but that teachers should strive to provide students with an equal chance to succeed.
In terms of instruction, Mrs. Em places her students in groups, she says this way “they’ll be able to help each other.” Within these groups she always places one or two “highs” and one “low or English learners,” then fills in what is left. Also, she always places a “pull-over” table in her classrooms so that a space will be available to work with students, for a variety of reasons, either one-on-one or in small groups, at her discretion. By working with pull-over groups, Mrs. Em is able to provide extra-support. For her advanced students she tries to make “go-to folders,” folders that are filled with things the students can do when they finish early. She says she can only tend to these folders on occasion, if time permits. This is how she meets the needs of her diverse learners.
When I asked what keeps Mrs. Em enthusiastic about teaching, her reply synched up with what she found to be the most rewarding; Mrs. Em says, “it’s the kids.” Seeing the growth and progress of the students, knowing that she makes are real difference, is what keeps her going. It’s a special treat to have the students for longer periods of time because that way “you can really see how they grow.” I can tell that Mrs. Em is proud that some of that growth is directly the result of her teaching.
While reflecting on this interview it occurred to me that Mrs. Em’s philosophy is similar in many ways to my own. I was a little surprised as Mrs. Em’s teaching style is one that it has taken me quite a bit to reconcile myself with. Mrs. Em is a very structured, disciplinary teacher. Over the while I have known her I am steadily realizing that while at first I could not picture myself teaching the way she does in her classroom that her style of teaching is effective in many ways that I hope I don’t have problems with in the future; primarily in the area of keeping order and being firm with discipline. Although Mrs. Em’s teaching style seemed foreign to me in many ways, I anticipate that eventually I will adopt some of her teaching practices.
The school where Mrs. Em currently works is a rural K-6 school with 563 students; 51.2% of whom are Anglo-American and 44% Hispanic; 30.2% of the students participate in the free/reduced lunch program and many of the students are English Learners.
Mrs. Em’s professional philosophy is that “everybody can learn.” She says that “sometimes you just have to find different ways.… We’re here for the kids.” Mrs. Em strives to make sure that all her students are learning and being challenged. She hopes their education leads to either vocational or higher education; she wants the students to keep on learning. Ultimately she hopes the learning “comes from themselves, that students know they are in charge of their learning.”
Mrs. Em believes in getting students to be self-initiated learners. Mrs. Em told me the story of a little girl who was her student one year. This child was an English learner and could hardly read. The story culminated in Mrs. Em’s ability to elicit a passionate response from the child that she wanted to be able to read more than anything. Mrs. Em found out what the girl’s interests were and provided her with books that correlated with those interests since the girl’s family didn’t have books for her at home. Mrs. Em told the child that it was up to her to practice reading every night and that her own self-motivated practice is what would lead to her catching up to the rest of her peers in class. Despite being over a year behind, the girl caught up to the reading level she was supposed to be at for her grade. Mrs. Em believes in “teaching kids how to learn so they’ll want to educate themselves”.
Mrs. Em explained to me how public school provides the socialization and life-skills that children need to function later on in life. Mrs. Em thinks that the purpose of public school is to “educate the masses who can’t pay for private school… so things are equal.” When discussing with Mrs. Em the function of public schooling as an equalizer she said that “it never will be [equal to private school]” but that teachers should strive to provide students with an equal chance to succeed.
In terms of instruction, Mrs. Em places her students in groups, she says this way “they’ll be able to help each other.” Within these groups she always places one or two “highs” and one “low or English learners,” then fills in what is left. Also, she always places a “pull-over” table in her classrooms so that a space will be available to work with students, for a variety of reasons, either one-on-one or in small groups, at her discretion. By working with pull-over groups, Mrs. Em is able to provide extra-support. For her advanced students she tries to make “go-to folders,” folders that are filled with things the students can do when they finish early. She says she can only tend to these folders on occasion, if time permits. This is how she meets the needs of her diverse learners.
When I asked what keeps Mrs. Em enthusiastic about teaching, her reply synched up with what she found to be the most rewarding; Mrs. Em says, “it’s the kids.” Seeing the growth and progress of the students, knowing that she makes are real difference, is what keeps her going. It’s a special treat to have the students for longer periods of time because that way “you can really see how they grow.” I can tell that Mrs. Em is proud that some of that growth is directly the result of her teaching.
While reflecting on this interview it occurred to me that Mrs. Em’s philosophy is similar in many ways to my own. I was a little surprised as Mrs. Em’s teaching style is one that it has taken me quite a bit to reconcile myself with. Mrs. Em is a very structured, disciplinary teacher. Over the while I have known her I am steadily realizing that while at first I could not picture myself teaching the way she does in her classroom that her style of teaching is effective in many ways that I hope I don’t have problems with in the future; primarily in the area of keeping order and being firm with discipline. Although Mrs. Em’s teaching style seemed foreign to me in many ways, I anticipate that eventually I will adopt some of her teaching practices.
Saturday, December 12, 2009
Sara DeCuir's Interview with a Fifth Grade Teacher
Kathy, a fifth grade teacher with 26 years of experience, is an energetic and humorous teacher who is committed to her students’ progress. The majority of her teaching career has been at the fifth grade level. She has taught two years at the third grade level and a year of first grade. Thirty-nine percent of the student population at her school is English language learners, and 74% low income students. Her current class consists of 14 boys, 15 girls, and nine of whom are English language learners.
Kathy is a Cal State University graduate. She majored in liberal arts and was drawn to the teaching profession through her exposure to tutoring school children during her undergraduate years. Kathy recalls her experience as a student teacher. After her first observation, the college of teaching recommended that she drop the program because they felt she was unfit to be a teacher. I was very surprised to learn this. Kathy said that even though she had a negative student teaching experience, this is the profession she wanted to pursue.
When asked what her philosophy of teaching was, she was taken aback for a moment and had to think about what it was. Finally, she said it was very simple, that every child has something to offer the world, and it is her calling to help each student realize his or her own potential. Every child has something special about them, and they all have a contribution to make to the world. Kathy feels that it is her responsibility to guide children to what that special something is.
According to Kathy, the purpose of public education is the opportunity for every citizen to receive an education regardless of race, sex, or economic status. Public education is to give everyone a chance to be successful. She believes that public education is to make sure every citizen is literate. Kathy felt that without public education, certain minority groups would be even more disadvantaged. She believes that every citizen has the ability and right to read and understand their rights and liberties as a citizen of the United States, and to be able to simple everyday tasks, such as reading a medicine label, or how to cook a meal.
Kathy’s pedagogy is to teach to the high students and reinforce the low students. She allows for lots of work in groups and pairs, in order that the stronger students are learning from their teaching efforts and the lower achieving students feel more comfortable and are receiving more one-on-one assistance then Kathy could ever provide. Much of Kathy’s teaching pedagogy is influenced by the climate of standardized testing and still meeting the needs of her diverse student population. Kathy explained along with the other fifth grade teachers, they group students according to their test scores and by also providing low scoring students with peer tutors. Kathy also explained that though she stays with the curriculum pacing guide, she would interject other activities or examples that she felt would be more appropriate for her diverse classroom.
Kathy always starts class with a smile on her face. She non-verbally communicates to her students that she wants to be there. What keeps her so enthusiastic after teaching for almost three decades? Simple, it’s the kids. The student’s personalities and energy keeps her going. Kathy says that there is always something new to learn. Kathy tries to have a sense of humor about things. If she gets up tight the students sense that, but if she is smiling and having fun, it creates a more productive learning environment. And of course, she has more fun too. Lastly, trying different things in her classroom also keeps her enthusiastic about teaching. Kathy goes out of her way to read different novels, try different art projects, and learns new ways of doing math. That way it is like a new year for her too.
One rewarding thing about teaching for Kathy is when a child gets a concept and they realize they are really smart. Kathy feels rewarded when a child feels like what they have to say is valued and their opinion matters. Also, when a child starts to gain more social skills and they realize it’s okay to be nice and it’s not scary anymore, they can let down their defenses and be kind. What Kathy finds most rewarding about teaching is when a child realizes that they make a difference in the world. Looking back on her 26 years of teaching and all the lives she has touched, she is glad that she chose the profession of teaching.
Kathy is a Cal State University graduate. She majored in liberal arts and was drawn to the teaching profession through her exposure to tutoring school children during her undergraduate years. Kathy recalls her experience as a student teacher. After her first observation, the college of teaching recommended that she drop the program because they felt she was unfit to be a teacher. I was very surprised to learn this. Kathy said that even though she had a negative student teaching experience, this is the profession she wanted to pursue.
When asked what her philosophy of teaching was, she was taken aback for a moment and had to think about what it was. Finally, she said it was very simple, that every child has something to offer the world, and it is her calling to help each student realize his or her own potential. Every child has something special about them, and they all have a contribution to make to the world. Kathy feels that it is her responsibility to guide children to what that special something is.
According to Kathy, the purpose of public education is the opportunity for every citizen to receive an education regardless of race, sex, or economic status. Public education is to give everyone a chance to be successful. She believes that public education is to make sure every citizen is literate. Kathy felt that without public education, certain minority groups would be even more disadvantaged. She believes that every citizen has the ability and right to read and understand their rights and liberties as a citizen of the United States, and to be able to simple everyday tasks, such as reading a medicine label, or how to cook a meal.
Kathy’s pedagogy is to teach to the high students and reinforce the low students. She allows for lots of work in groups and pairs, in order that the stronger students are learning from their teaching efforts and the lower achieving students feel more comfortable and are receiving more one-on-one assistance then Kathy could ever provide. Much of Kathy’s teaching pedagogy is influenced by the climate of standardized testing and still meeting the needs of her diverse student population. Kathy explained along with the other fifth grade teachers, they group students according to their test scores and by also providing low scoring students with peer tutors. Kathy also explained that though she stays with the curriculum pacing guide, she would interject other activities or examples that she felt would be more appropriate for her diverse classroom.
Kathy always starts class with a smile on her face. She non-verbally communicates to her students that she wants to be there. What keeps her so enthusiastic after teaching for almost three decades? Simple, it’s the kids. The student’s personalities and energy keeps her going. Kathy says that there is always something new to learn. Kathy tries to have a sense of humor about things. If she gets up tight the students sense that, but if she is smiling and having fun, it creates a more productive learning environment. And of course, she has more fun too. Lastly, trying different things in her classroom also keeps her enthusiastic about teaching. Kathy goes out of her way to read different novels, try different art projects, and learns new ways of doing math. That way it is like a new year for her too.
One rewarding thing about teaching for Kathy is when a child gets a concept and they realize they are really smart. Kathy feels rewarded when a child feels like what they have to say is valued and their opinion matters. Also, when a child starts to gain more social skills and they realize it’s okay to be nice and it’s not scary anymore, they can let down their defenses and be kind. What Kathy finds most rewarding about teaching is when a child realizes that they make a difference in the world. Looking back on her 26 years of teaching and all the lives she has touched, she is glad that she chose the profession of teaching.
Sunday, December 6, 2009
Michelle Arakelian's Interview with a Kindergarten Teacher
“Education is choice,” states Ms. D, a kindergarten teacher at H. Elementary School is Seaside, California. These are not just words, they are a commitment.
Ms. D has always had a strong involvement in education, whether it was as a student or a teacher. Ms. D completed both her undergraduate studies and credential program at a California State University campus. In between completing her undergraduate degree and beginning of the credential program, Ms. D worked as a preschool teacher. After attaining her credential, she worked for 6 years as a first grade teacher. Her 7th year she moved to another school where she continues to teach today. H. Elementary, where she now teaches, is considered an underperforming school and has a large Latino population. Eight of every ten students enrolled in the school qualify for the Federal Free Lunch program and 18 of the 24 students in Ms. D’s classroom are English language learners.
When looking at the physical condition of H. Elementary, it’s a small but welcoming school. There isn’t any debris or garbage scattered on the grounds, the school has been recently painted pleasant beige with a bright blue trim. On a couple of walls, the afterschool program has painted bright and colorful murals. A mural of physically and ethnically diverse students in caps and gowns is painted on the outside wall of the cafeteria and can be seen from the front parking lot as a statement of motivation to all to “Do your best.”
From the outside, the warmth of the inside of the classroom can already be felt. The windows are decorated with students’ work; recently crafted rainbows, pictures of students smiling, and curtains of reds, oranges, and yellows. In the window nearest the door are posted class rules, homework rules, and a wish list. Below the windows is a long shelf with hooks beneath it for the students’ backpacks.
Upon entering the classroom, it is clear that this classroom is a place of structure and learning. The walls, much like the windows, are decorated with students’ work. There are self portraits accompanied by photographs of the students from home. On the wall above the sink are strips of manila paper on which students have written their numbers, one through six. Above the chalkboard the alpha friends are placed as a bright visual reminder of each letter and letter sound of the alphabet. On the wall above the rectangle carpet and library area is a plethora of information: California Standards, site words, poems, crayon shaped colored strips with color names, and phonics cards decorate the wall and encourage reading.
This is Ms. D’s 14th year of teaching in elementary school. During those 14 years, she has taught kindergarten, kindergarten-first combination, and first grade. This year, Ms. D is back to teaching kindergarten. This year started out with an additional road block; the cap of 24 students per kindergarten classroom was removed and to begin the school year, Ms. D had 28 students. With 28 students between the ages of 4 and 6 with little to no previous schooling or education, how does a teacher stay motivated? “The beginning is hard, you feel like you’re drowning… but when you begin seeing the progress, that in and of itself is my true motivation,” says Ms. D. She goes on to explain that the first couple of weeks are focused primarily on procedures and routines. Once the students are familiar with the structure of the classroom and the way it runs, the learning begins.
When looking into the classroom, one can see a variety of learning styles. How does a teacher meet the needs of all these students? “There is such a wide variety of learning styles and to reach each student you have to utilize a variety of teaching styles. In kindergarten, this can be especially difficult because the students aren’t sure how they learn best because for many of them, this is their first exposure to formal learning. Trial and error is a daily practice in my classroom,” says Ms. D. “I try to give instructions in a combination of three mediums; oral, auditory, and kinesthetic.” Ms. D believes that if she wants her students to do their best in the classroom, she too must do her best.
When asked what the purpose of public education is, Ms. D replied, “There isn’t just one purpose of public education. The first purpose of public education is to train students to be independent learners.” One way Ms. D incorporates independent learning in her class room is through peer tutoring. The students are encouraged to work together, share ideas with one another, and help each other. “The other purpose of public education is equality. The only way to equality is through education, so in a larger sense, equality is only possible through public education.” Without equality, our pluralistic democratic society would become a caste-like system where making a better life for oneself is virtually impossible.
But can one make a better life for oneself based solely on academic development or social development? Which type of intelligence is more important? “I used to think that we should be creating a touchy feely happy place that encouraged students to be confident in who they were and to be able to get along… After a couple years, I realized that you cannot teach one without the other [academics without socialization]; they go hand in hand. Students must have academics to have a voice and be heard, but they must behave in a way that earns the respect and attention of those listening. Academics and social behavior are not mutually exclusive; they should be taught together.”
As I wrapped up my interview session with Ms. D, I asked her for a quick word of advice for beginning teachers in the field. “Work hard to give your students a choice in life; don’t just let life happen to them.” Ms. D understands that we cannot wait until students are self sufficient to begin teaching them how to be model citizens; it starts from the beginning; it starts in kindergarten. Inspired by Ms. D, I will strive to instill in my students that they do have choices in life, and equip them with the proper tools to take advantage of those choices..
Ms. D has always had a strong involvement in education, whether it was as a student or a teacher. Ms. D completed both her undergraduate studies and credential program at a California State University campus. In between completing her undergraduate degree and beginning of the credential program, Ms. D worked as a preschool teacher. After attaining her credential, she worked for 6 years as a first grade teacher. Her 7th year she moved to another school where she continues to teach today. H. Elementary, where she now teaches, is considered an underperforming school and has a large Latino population. Eight of every ten students enrolled in the school qualify for the Federal Free Lunch program and 18 of the 24 students in Ms. D’s classroom are English language learners.
When looking at the physical condition of H. Elementary, it’s a small but welcoming school. There isn’t any debris or garbage scattered on the grounds, the school has been recently painted pleasant beige with a bright blue trim. On a couple of walls, the afterschool program has painted bright and colorful murals. A mural of physically and ethnically diverse students in caps and gowns is painted on the outside wall of the cafeteria and can be seen from the front parking lot as a statement of motivation to all to “Do your best.”
From the outside, the warmth of the inside of the classroom can already be felt. The windows are decorated with students’ work; recently crafted rainbows, pictures of students smiling, and curtains of reds, oranges, and yellows. In the window nearest the door are posted class rules, homework rules, and a wish list. Below the windows is a long shelf with hooks beneath it for the students’ backpacks.
Upon entering the classroom, it is clear that this classroom is a place of structure and learning. The walls, much like the windows, are decorated with students’ work. There are self portraits accompanied by photographs of the students from home. On the wall above the sink are strips of manila paper on which students have written their numbers, one through six. Above the chalkboard the alpha friends are placed as a bright visual reminder of each letter and letter sound of the alphabet. On the wall above the rectangle carpet and library area is a plethora of information: California Standards, site words, poems, crayon shaped colored strips with color names, and phonics cards decorate the wall and encourage reading.
This is Ms. D’s 14th year of teaching in elementary school. During those 14 years, she has taught kindergarten, kindergarten-first combination, and first grade. This year, Ms. D is back to teaching kindergarten. This year started out with an additional road block; the cap of 24 students per kindergarten classroom was removed and to begin the school year, Ms. D had 28 students. With 28 students between the ages of 4 and 6 with little to no previous schooling or education, how does a teacher stay motivated? “The beginning is hard, you feel like you’re drowning… but when you begin seeing the progress, that in and of itself is my true motivation,” says Ms. D. She goes on to explain that the first couple of weeks are focused primarily on procedures and routines. Once the students are familiar with the structure of the classroom and the way it runs, the learning begins.
When looking into the classroom, one can see a variety of learning styles. How does a teacher meet the needs of all these students? “There is such a wide variety of learning styles and to reach each student you have to utilize a variety of teaching styles. In kindergarten, this can be especially difficult because the students aren’t sure how they learn best because for many of them, this is their first exposure to formal learning. Trial and error is a daily practice in my classroom,” says Ms. D. “I try to give instructions in a combination of three mediums; oral, auditory, and kinesthetic.” Ms. D believes that if she wants her students to do their best in the classroom, she too must do her best.
When asked what the purpose of public education is, Ms. D replied, “There isn’t just one purpose of public education. The first purpose of public education is to train students to be independent learners.” One way Ms. D incorporates independent learning in her class room is through peer tutoring. The students are encouraged to work together, share ideas with one another, and help each other. “The other purpose of public education is equality. The only way to equality is through education, so in a larger sense, equality is only possible through public education.” Without equality, our pluralistic democratic society would become a caste-like system where making a better life for oneself is virtually impossible.
But can one make a better life for oneself based solely on academic development or social development? Which type of intelligence is more important? “I used to think that we should be creating a touchy feely happy place that encouraged students to be confident in who they were and to be able to get along… After a couple years, I realized that you cannot teach one without the other [academics without socialization]; they go hand in hand. Students must have academics to have a voice and be heard, but they must behave in a way that earns the respect and attention of those listening. Academics and social behavior are not mutually exclusive; they should be taught together.”
As I wrapped up my interview session with Ms. D, I asked her for a quick word of advice for beginning teachers in the field. “Work hard to give your students a choice in life; don’t just let life happen to them.” Ms. D understands that we cannot wait until students are self sufficient to begin teaching them how to be model citizens; it starts from the beginning; it starts in kindergarten. Inspired by Ms. D, I will strive to instill in my students that they do have choices in life, and equip them with the proper tools to take advantage of those choices..
Subscribe to:
Posts (Atom)
Posts
