Holly Isaac's Interview with a Sixth Grade Teacher

Paul Paulson has been a school teacher for the past fourteen years in this agriculture city. Paul has been teaching 6th grade at the same school for eight years and feels fortunate that he found a career that he is passionate about and he is proud to go to work every day. The school that Paul works at is predominately Latino with 98% of the students speaking Spanish as their first language. Within the last year, his school has gone through quite a few administrative changes due to the low academic performance of the students. Although the challenges and struggles that his school is currently facing can lead to frustration, Paul remains optimistic and keeps the interest of his students as his first priority.

Paul keeps a very organized, yet basic classroom. There are currently thirty-four students in his classroom, so Paul goes by the theory that less is more. There are six folding tables that sit all the students, a row of bookcases on the back wall and his desk in the front of the room. On one of the walls is a detailed map of Mexico and on the other wall in large Mexican flag. Paul is very proud of his heritage and he does an effective job making sure his students feel proud of their backgrounds, as well as feel comfortable in their learning environment.

Paul utilizes various teaching methods within his classroom, yet at times he admits that he feels limited on how and what he can teach. It can be difficult for him to follow the parts of the curriculum that are scripted because he believes that it greatly limits what a real education should be and can be disengaging for his students and himself as the teacher. One way that Paul is able implement his own teaching pedagogies is through the use of technology, which he finds helpful in facilitating his students learning.

During this past summer Paul purchased a Smartboard for his class as well as a responding system that allows each student to have their own ╥responder╙ to participate in class discussions. The responders act as remote controls and students are able to place their answers in the responder and then digitally send their response to the Smartboard for the rest of the class to see. Paul finds this method to be extremely effect as a learning tool and finds that his students are more receptive in subjects such as Social Studies and Science.

Paul remains enthusiastic about teaching by learning new ways to better improve his teaching. For the past five years, Paul has been a member of the Association for Supervision and Curriculum Development (ASCD). ASCD is an organization that provides teachers with new learning techniques on the latest educational issues. As an educator, Paul believes that he must never stop learning or become stagnate with his teaching. There are always new approaches and new ways of thinking when it comes to teaching and the moment he loses his motivation towards learning is when it is time for him to seek other career opportunities.

According to Paul, the purpose of public education is very simple. Public schools should help individuals find their potentials. As an educator in the public school system, he feels that it is his responsibility to "bring out what the students already have and then find out where they can go from there.╙ Paul finds the most rewarding thing about teaching is inspiring students to go beyond the classroom. When he encounters a student that continues to learn on their own, he feels like an accomplished educator.

I have had the opportunity to sit in Paul╒s class while he was teaching a lesson on Ancient Mexico. As I observed the students, I noticed that most of them were participating in the class activities and the few students that were not, Paul was able to grab their attention and have them be the part of the rest of the class. Paul has a very structured class and the students always have a task to be accomplish. He gives no time for the students to get distracted and from what I saw, there was no down time or even brief pauses during transitions. Every moment is utilized and it makes for a smooth and well behaved classroom environment. Paul Paulson is an example of an exemplary teacher. He is able to relate to his students because he has a very similar background as most of his students and he admits that puts him at an advantage. However, he is the kind of teacher that makes me glad that I chose to peruse a career in education. With all the negativity and stress that is currently associated with teaching, it is a relief and reassuring to there are teachers like Paul that find the positive in the world of education.

Alyssa Nemecek's Interview with a Fifth Grade Teacher

In the early 1990s Brown Valley* was a community of affluence. The community was new, young and predominantly white. The new elementary school, Dragon Elementary (K-5), was built to accommodate the rise in young families moving in and making a name for themselves. I myself attended Dragon Elementary, and as I look back on old class pictures the school's demographics represented that of the "north side" of Brown Valley. The staff at Brown Elementary were dedicated and friendly and full of enthusiastic and passionate teachers. I have spent some time in Dragon Elementary since deciding I wanted to be a teacher, and while the community has changed, the staff has not, many of my old teachers are still there, just as passionate and enthusiastic as they were 12 years ago.

The demographics of the area I grew up in have changed and so has the school. The school that once had an abundance of money and community support, now is home to over 50% of families whom are identified as being socio-economically disadvantaged. The sea of White faces has become one of many shades. Almost half (47%) of the school identifies as Hispanic, the second largest ethnic group would be African American, while not listed as a category on the school's website.

The most memorable teacher I had at Dragon Elementary was Mrs. Elba Hitchcock, my second grade teacher and the teacher whom I have chosen to interview. Mrs. Hitchcock has been teaching for almost 30 years, the first five of that being in a preschool classroom in Arizona. Once in California, and Dragon Elementary she spent 19 years in second grade before 3 years in a third grade ELA classroom and finally now in 5th grade just before retirement.

Mrs. Hitchcock aligns her professional philosophy on the progressive side, believing that all children are born with the drive and ability to learn. She also believes that all modalities, or multiple intelligences, should be taken into consideration so that all children can be successful. Mrs. Hitchcock see learning in every situation, and feels that every experience should be utilized for its educational value.

As for pubic education, it seem as though it as become a political arena, used as a tool in political warfare, rather than a means to educate the citizens of American regardless of race, creed or origin. The political interference on public education has put a damper on education for knowledge and has made it a means to an end.

When walking into Mrs. Hitchcock's classroom it seems slightly chaotic, and crowded. The wall to the right of the door is lined with computers for student use, in the corner along this wall is Mrs. Hitchcock's desk, which is piled full of papers and is surrounded by boxes that have to be unpacked (this is her first year in fifth grade, having moved across campus from third). The wall directly across from the door houses cubbies with supplies, and worksheets, in front of it a kidney table for small group activities with the teacher. to the left of this wall is the chalk board, in front of which is her podium and stool and they are rarely used. Next to the chalkboard are posters of student position's and classroom rules, consequences and fines, all designated by the students. The wall alongside the door contains the class library. There are shelves with books that are organized by reading level, and shelves with books organized by genre (by the class librarian). Along with rocking chairs there are several large cushions piled up that the students sit on when working in the library. The class is run by students as "Funky Town" and the physical set up of the classroom definitely shows that.

The instruction of the classroom is also student centered, with Mrs. Hitchcock seeing herself more as a guide in their learning process rather than a teacher. The students have a voice in their education environment and the topics they are going to learn about, which makes them excited for school. The instruction is very progressive, with lots of whole participant open-ended discussions, where every answer is valid and there is no wrong answer. The instruction goes from whole group into small group or partner work, in which competition often plays a motivating role. Mrs. Hitchcock relies less on worksheets and more on creative writing, or when relevant, the showing of videos. Positive reinforcement is on-going in Mrs. Hitchcock's classroom, which I have witnessed while observing, not allowing the students to identify themselves as “the bad readers” and turning it around for them, making reading fun. In addition to the previously mentioned strategies, Mrs. Hitchcock uses cooperative learning, peer and cross age tutoring, adaptations for the different modalities, and read-alouds to address the diverse needs of her students in a climate of standards.

After nearly 30 years of teaching, in which the pendulum has swung one way and then the other, Mrs. Hitchcock is still entirely enthusiastic about teaching. This is not only because of personal love of learning, but also because of her students. Particularly this year, learning fifth grade with the students (as she tells them all the time), but also being able to pass on the knowledge to them. The puzzle of finding a way to pass on that knowledge so that the kids will get it, and in finding ways to make them love school and wanting to be there. The students are also the most rewarding thing about teaching for Mrs. Hitchcock. Being able to see them get it and seeing their progress, the innovative and fun ideas that they are constantly providing and teaching to Mrs. Hitchcock, they provide her with new knowledge and youth.

In interviewing Mrs. Hitchcock, I learned many things about her, the methods to her madness, and heard things that keep me optimistic about teaching and my future within it. I have witnessed that you can adapt standards and curriculum that leans toward direct instruction and make it work for you and your students, this gives me hope in an environment of standards and strict/direct instruction. I have seen that getting on the same level as the students can be very beneficial for them and is something I want to work towards. Most importantly I have hope for my future within teaching, because the very things that have pulled me towards teaching, my love of learning and the want to pass that on, the excitement and joy of kids, are the very things that keep Mrs. Hitchcock enthusiastic about teaching and have for the past 30 years.

* All names of persons and places have been changed

Alli Mahler's Interview with a Third Grade Teacher

I interviewed a teacher from a small rural school in California. There are about 460 students that attend school there. Of the whole population about 40% are English language learners and 50% are on the free and reduced lunch program. The teacher that I interviewed has been teaching for fifteen years, all at the same school. Three of those years were spent teaching seventh grade humanities. Five of those years were spent teaching second grade and seven of those years were spent teaching third grade. The teacher is currently a third grade teacher.

When asked about their professional philosophy, my teacher responded that they "believe that every child has the right to learn as well as the ability." One of the main goals of this teacher is to get their third graders reading at grade level. The techniques they use to help develop reading abilities is that of scaffolding. The school employs the "Reading Counts" program which tests students to determine what their starting reading (lexile) number is. This way the teachers can select books that they are aware that student can read on their own. Once the student gains confidence at that particular level, the teacher can increase the difficulty of the book as the student progresses. My teacher is a strong advocate for this program because they feel that "Reading Counts helps students of all reading levels feel successful. It is magical when you take a kid who basically cannot read at the beginning of the year and watch them transform into a voracious reader by the end of the year."

The teacher that I interviewed believes that the purpose of public education is just that, to educate the public. They feel that school is most successful when the student has the support of the public as well, "It takes more than a great teacher to educate a child." The teacher that I interviewed is very patriotic and they are very proud of the fact that all children in the U.S. are able to attend school.

When I asked my teacher about their classroom organization and strategies their eyes lit up. They explained that they are using a system called Chris Biffle's whole brain learning theories. Through these strategies the entire class is engaged in almost all of the lessons. There are specific times when the class gives a choral response to questions. They are arranged in the room in groups of two so that each student has a partner. After instructions are given the teacher says "Ready, Set╔" and the class says "Teach!" and they turn to their partner and explain the assignment so that no one has any excuse to not know what they are supposed to be doing. All of the classroom rules are very visual too. They all have hand signals that go along with them so all the teacher has to do to correct a negative behavior is make a certain gesture and the class is aware of what is going wrong. This minimizes disruptions immensely. My teacher is seemed very passionate about these strategies.

Because Chris Biffle's program is so visual and repetitive, it really helps the students who often are not clear on what is expected of them. My teacher also offers amazing support to their struggling students. They do not give up on their students and expect everyone to succeed in some way or another. However, that being said, my teacher is always willing to meet students where they are. They are happy to make accommodations for those students who need them. They understand that growth only happens when a child is ready, so they work diligently to make sure that all of their students are equipped to grow academically and well as personally.

Just through this interview I have seen this teacher's enthusiasm shining through. They give a lot of the credit to their own personal love of learning. "I can't remember the last summer that I wasn't taking one class or another. I believe that it is vital in the teaching profession to stay current. I try never to stagnate or get in a rut with what I do in my classroom. If I didn't love being at school I couldn't expect my students to love it either. That's why I always try to keep things engaging and exciting in my classroom." They find their students success to be the most rewarding part about teaching. They take it upon themselves to be the intervention year for the students that come into their class struggling. They believe that if a love of learning is not fostered by third grade things will only get worse for their students. Because of this belief, my teacher has a very high success rate in their classroom. By the end of the year many of their students have made great bounds in their reading levels and mathematic abilities. On top of all of their academic achievements, they also feel really good about themselves. To sum up their feelings on the subject, my teacher said "When I know I have adequately prepared my students for the next chapter of their lives, I'm happy."

I learned that it is very important to get to know your students as people as well as learners. When you work hard to tailor you strategies to the minds of the students in your class you are more likely to achieve your goals. I also learned that teaching means you stay a student forever, it is necessary to keep up with the newest ideas and schools of thought to make sure your classrooms stays innovative. I found it refreshing to hear this amazing teacher talk about how they still have so much to learn about the teaching profession. Even though my expertise on the subject of teaching pales in comparison with this master teacher, they were still interested in hearing my opinions on things. I really liked their collaborative perspective.

Overall I think the most important thing I learned from this interview was that it is better to admit you need help and to consult with others than it is to fake confidence or knowledge. That will negatively affect the students in your classroom. Always ask questions and continue to learn. In a day and age that has caused many teachers to become negative and bitter, I found my interview to be very inspiring.

-Alli Mahler

Tim Power's Interveiw with a HIgh School Special Education Teacher

Teacher Interview
After years of moving around the country and teaching at many different types of schools, Jack is teaching at a high school in a California University town. The school is located on one of the busier street of town. Most of the students who attend the high school are able to walk to school, but some take public transportation each morning. There are a few students who are bussed in each morning from surrounding towns. The homes around the school range from apartments to single or two story homes.

Jack is not a typical high school teacher. Jack does not teach one subject everyday of the school year, he does not teach two subjects either. Throughout a school day, Jack could teach anywhere from three to six different subjects. Some days it is possible for these classes to have multiple subjects taught during these main subject areas.

At this point you are probably asking yourself, "What kind of high school teacher does this?" Jack is one of a small group of teachers employed by the County Office of Education to work in the area of Special Education. Jack teaches Physical Education, Art, History, Economics, Science, Leadership, and Media. Within each of these subjects it is possible for students to learn about military physical fitness, art appreciation, art history, photography, American history, world history, local and world economics, environmental science, mechanical engineering, or they might just make their own movie.1

Not only is there diversity in the classes taught, but there is a large diversity in the students being taught as well. The classroom size is small compared to a normal classroom, but it is large in the realm of Special Education with 20 students. The youngest of these students is a 14-year-old male, while the oldest student is a 19-year-old senior (these two students are also the only minority students in the classroom with the former being Latino and latter being African-American). There is only one female student in the classroom.

All of the students have varying degrees of disabilities and each is handled in many different ways. Only one of the students is designated as an English language learner. However, there is not any issues with making accommodations for this student because his IEP (Individualized Educational Plan) covers anything that needs to be done for him. At times it is difficult for Jack because he has to make sure that the teachers in the rest of the school know what accommodations may need to be made for his students.

Jack has the experience to deal with all of these different situations. Jack has taught in both Michigan and California. His first job was a year with a gifted and talented program in Michigan, known as Lighthouse. He then moved on to teach at a correctional facility for a year. After teaching in a prison Jack moved on to work for two different County Offices of Education in Northern Michigan where he was placed in a high school setting. In all of these settings he taught math, science, computers, poetry, journalism, music, and philosophy.

Once this period of time was over, he moved here to California where he spent a year teaching Algebra II and Geometry at a local private school before moving onto his current job. In his first half a year here he taught in a 4th/5th combination classroom. Jack then moved into his current position where he has just entered into his second year.

Jack has taught his students using a Constructivist philosophy (except during the year at the private school). This directly relates to Jack's personal philosophy. He says his responsibility is "to help [the students] learn how to process stuff" within whatever subjects/constructs we give to them" Jack also feels that he is, and education in general should be, preparing his students for a "post-industrial" world where they are going to need to know how to be help to their community. "They're going to be dealing with stuff that we will never deal with in [the classroom]." Jack talks about "empowering" his students to find out what they do well and encourage them to build on what they already know. He gives his students the material they might need and allows them to "come up with whatever their creative spin on it" is. In this way he feels as though he is helping the students get to the point where they will be able to solve problems presented to them in the "real world" in the way that works for them.

Jack uses this philosophy to build his classroom as well. The students are allowed to come in and sit at any table or table group the wish and with whomever the wish. The table arrangements change everyday and are sometimes designed by the students. There is a row of computers on the far side of the classroom, where students will go to do research or listen to music while working on assignments. The classroom also has two large aquariums in the back filled with fish that the students are in charge of maintaining. Throughout the day there is music playing in the classroom while students work, usually classical or jazz.

Jack begins with an overview of what the students will be doing in his class and how that may be done, but after the introduction he leaves the students to be creative about what they are to do next. He gives the students freedom to do what they wish within the assignment they have been given and then helps them along the path they have chosen to take. He then takes what went on that day and determines what standards he might have covered that day, so that he can make sure the students have learned what is needed to graduate. There are times when he more directly determines what standards need to be covered and directs students toward those.

He stays enthusiastic about his job watching his students grow. This can be anything from learning to do something for themselves, directing their own instruction, or just by learning to be responsible. He tells of students building small motor powered cars, taking charge of getting the classroom fish tanks, and some that just learn to call when they will not be coming to school. Seeing these developments makes Jack proud each time he thinks about them.

After interviewing Jack I feel there is always a chance for bringing yourself into the classroom. Hearing some of the stories from other members of my cohort had started to make me think that there is not going to be much of a chance to bring your own personal philosophy into the classroom. However, Jack has made me see it differently. His laid-back style and philosophy of giving students the chance to construct learning for themselves is something I would love to bring into a mainstream classroom. Jack has a style that I have never seen in any other classroom and it would be great to be able to bring even a little bit of this style of teaching into the mainstream teaching world.

FOOTNOTE:
1 The students are not always in Jack's classroom. Some students take classes with the rest of the high school, as know as "mainstream" classes. Also there is another classroom designated for the Special Education students where another teacher teaches Math, English, and helps students with their mainstream classes. Jack does not teach in this classroom.

Eleanor Morrice's Interview with a Social Studies Teacher

My inspirational teacher smiled when asked if he minded being called an exemplary teacher. He said he was very sure that he is an exemplary teacher, knows it inside, even if his colleagues would not necessarily nominate him for the honor. He teaches seventh grade World History, Social Studies, in a middle school in one of the larger cities in this county. He says he is satisfied with the results he gets from his students, so his teaching techniques and skills are appropriate for the job. He uses what he feels is efficacious, and does not espouse any particular theory or pedagogy. Indeed, he could not articulate any specific styles or concepts, and denied having any structure other than what he has developed for himself in the 20 years he has been teaching.

The student population, 1,021 students in the seventh and eighth grades, is in a school built in the 1930s. The school has been added to and adapted to changing demographics in the area, which is considered a slightly more affluent one, near the downtown area. The majority of the students, however, are bussed in from the opposite side of town. The areas they come from are considered much lower on a socio-economic level, and are some of the most densely packed residential census tracts in the state. The community is predominantly a mix of Hispanic and Caucasian residents, but there are also Asian, Russian, Samoan, Filipino, Hmong, Afghanistani and several other eastern European cultural identities among the populace. There is a 67% rate on Free or Reduced price meals.

Mr. P got his emergency credential in 1990, as there was an immediate need for teachers in the South Central section of Los Angeles then. As he started his first year, he was not told of the true situation in the school. He had no true mentor, was never observed, and just started teaching without a period of student teaching or guided practice. Administrators did not tell him before he started that the classroom had been firebombed, and his classes were in the cafeteria the first semester. Then he had a rolling cart and ran from room to room, with kids, for the second semester. Declining enrollments meant a switch to a district near Watts his second year, where he experienced the 1992 LA riots. "Students behaved so badly that if you had 100% class discipline, you could teach anything, there was leeway for creativity." Now things are much more standardized, and more difficult.

Mr. P graduated from Temple University in 1987 with a B.A. in Journalism, and started teaching in Los Angeles three years later. He went to night school as he taught, at Cal State LA, getting his credential in 1993. His classes were in Literature, and not in Education, Theory or Pedagogy. His students were for the most part physically bigger than he was, and he quickly learned that disciplinary problems from students were "like a Hydra's head. Cut one off at the neck, and another swings into place." But he found a way to communicate his meaning, with a look, or a glance, or a bit of theatrics, and established classroom management. He does not believe in referrals to the office, choosing to deal with student discipline in the classroom as much as possible. And now he has his own children. He often thinks about how he wants to give the students in his classroom everything that he expects his children to receive in their school from their teachers. He keeps his family photos, by design, on his desktop, where he can view them at all times.

His philosophy of teaching "can be summed up in two words: kindness and strength." He feels that he is the kindest person in the room, and the strongest in spirit. His metaphor was of a piece of steel, which is smooth to the touch, but one can not break or bend it. This he compares to its opposite, a piece of sandpaper. Sandpaper is rough in texture, and it rips under pressure. At first, his classes may perceive his kindness as weakness, but he has a code posted on his wall. Its five points are, in order, Be Truthful, Be Kind, Be Respectful, Be Responsible, and Do Your Best. The ranking is a priority for him, and in this order for a reason. He refers students to the code chart, and has them read or reread it, as appropriate. He calls this method "positive reinforcement." He is preparing them for a job, or more important, for lives as an adult.

Now he teaches all seventh graders, but has taught sixth through ninth at different times in his 20-year career. There are big differences with each age group. It is not easy, and sometimes he feels broken-down, or questions himself (is he having an impact at all, let alone a good one?). The job can deplete a teacher. But he has a regimen, and feels that you owe yourself to fill up with something good, on purpose, and with intent, everyday. It is like a gas tank. He drinks water constantly, brings a nutritious lunch that includes lots of goodies like apples, bananas, strawberries or granola bars. He reads a section of the Scriptures every morning, and drives his kids to their school. They pray out loud on the way, thanking God for all their blessings, and asking God for the important things they need each day. He visits public libraries at least three times a week, reads books, listens to music, and carves out time to spend with family and friends. He is strategic in refreshing himself with loved ones, faith, culture and art, his tools to avoid teacher burnout.

His teaching techniques can be categorized by a quote from Bruce Lee, "Use what works." There is no orthodoxy he follows. He is skeptical and wary, yet open to all modes of teaching. His methods are the result of trial and error, and he admits to "having fallen into the way he does things." It is just what works. When he first started teaching, he used to have his students line up outside the door. But no one size fits all, for all teachers have different strengths and weaknesses, just as students do, and this is important to acknowledge. He watches to see how different kids interact with teachers and other students, and senses the mood of the classroom. He thinks that discipline is what he wants from his students, in the concept of the stem of the word, 'disciple'. He wants kids to look at him, and without him saying any words, eventually be able to consciously or unconsciously think, I see what I should be. Without ever explicitly saying so, he wants to get them to want to be like him, or even, someday, be a better version. This can not be learned from textbooks.

In his view, public education is the foundation of society. In fact, the Teacher, the Policeman, the Reporter, keep civilization alive. Without all three we are doomed. But the current political situation drives him nuts, and he finds it hard to express his political view aloud. Nevertheless, he votes. He is amazed that the same people who spend hundreds or thousands of dollars on entertainment will complain when taxes are raised even one dollar. We need to raise taxes to pay for things we need. But on an immediate level, he is happy. His classroom is warm and sunny most days, with a bank of windows on the southeast side, two doors to an interior corridor, with a drinking fountain outside one and the faculty lounge (with a rest room) outside the other. His classroom walls are neat, but student work is prominently displayed, with many posters of animals, scenic panoramas, timelines and cultural aspects of various peoples and countries. All is inviting, with student desks paired in three rows, and his resource materials neatly organized.

He ended the interview with his philosophy of History. "It is no accident that the root of the word (History) is 'story'." This is lacking in many current Social Studies classes, the concept that kids need to hear stories. History is a long, rambling, interconnected story, all real. It is the greatest story ever. His voice tells the stories patiently, passionately, and respectfully.

His passion for teaching and for the discipline, coupled with his care for himself and others, will be a treasured asset to the faculty of this middle school, the lives of his students, and our community for many years to come.

Saul Ruiz's Interview with a Social Studies Teacher

Wilmore high school is one of three high schools in this small agricultural city Wilmore high school uses a block schedule. Students have three classes a day and an advisory. The classes are an hour and fifty minutes long. The school is centered on small learning communities known as academies. The school has over two thousand students. Wilmore High has a large Hispanic population. It is a reflection of the community where they are centered and because of this Hispanic teachers can have a large influence. That is why the teacher I interviewed has had such a positive effect on his students.

Mr. Ramirez has been teaching at Wilmore High for 32 years. He started when he was 24. He started out teaching English and Social Studies. In his early years, his peers did not look upon Mr. Ramirez favorably. He had a different way of teaching that didn't involve a stand and deliver approach. His tactics were ahead of their time. Mr. Ramirez is now a World History and U.S. History teacher in the video academy. The video academy allows Mr. Ramirez to integrate technology into many of his projects and has taken his projects based assessments to another level.

Walking into Mr. Ramirez's classroom is a quite a sight. The walls are covered with posters and images. Prominent Hispanics, such as Cesar Chavez, litter the walls. The rest of the room has students work. The variety of posters, timelines, and other poster projects shows the project-based curriculum that goes on in Room. 8. The desks are set in a U shape to facilitate discussion. The classroom has a bank of 8 computers and a projector.

Mr. Ramirez's philosophy of education is that it is the great equalizer. He believes, "it allows them to take control of their futures." Teaching in this city has really shaped Mr. Ramirez's perspective on education. Many of his students come from poor economic situations and he tries to help his students understand that education can open many doors. "It opens tremendous opportunities that they would not have under their current economic situations." Mr. Ramirez does see many issues in our education system today. He believes that modern day education does not have the best interests of the students at heart. He fears that the education system is more structured for the institutions rather than the kids. Most of all, Mr. Ramirez cares about his students, "I believe all kids can learn and I take the job seriously."

Mr. Ramirez is a firm believer in Gardner's Multiple Intelligence theory. He tries to structure his lessons around this theory and assessments are project centered, "in order to engage all my students." The book is used more as a reference than a bible. Mr. Ramirez believes in a student-centered classroom where he is more of a resource or "a coach," as he puts it. Mr. Ramirez is a firm believer in the introduction of technology in his classroom. Many of his students are challenged to extend their learning by using the Internet to explore subjects further.

When I asked Mr. Ramirez how he stays enthusiastic about teaching his response was, "the kids… the youth of the kids gives me energy to continue teaching the way I attempt to teach." Mr. Ramirez feels he has a responsibility to his students because "education is the last best chance many of our kids have." The belief that he is making a difference in the lives of these students is what drives him. Despite all the things modern day education can throw at him he manages to really focus on what is important, the kids. The final most rewarding thing for Mr. Ramirez is that he never knows which students he touches with his teaching until much later but he needs to believe he is making a difference and helping them to change their lives.

I think I have learned that the teaching profession can be a thankless job. As Mr. Ramirez has mentioned, you don't see the rewards of what you have done until much later. You have to believe that you are affecting these students and making a difference in their lives. Teaching is one profession where you can impact the lives of other people and help them to change their situations drastically. Recognition can be non-existent but you have to believe you are helping change their lives. If you don't, then you should leave the profession.

I have also learned that you should never compromise your beliefs on education just because you are feeling pressure from your colleagues. Mr. Ramirez cares for his students and because of that he will not allow them to fail. The kids really respond to that and it shows in the work they do for him. The children trust him and they have fun because of that trust. Trust is extremely important to your success as a teacher. If you show your students that you understand that their lives can be difficult, they respond.

Reina Montante's Interview with a Social Studies Teacher

Mrs. Jones (pseudonym) has been a high school teacher for almost eighteen years. She has worked both at public and private high schools. She has always taught 9th through 12th graders. Mrs. Jones has primarily been a social science teacher. She has been teaching World Cultures for seven years and used to teach Freshman Geography. Mrs. Jones has been activities director at two of the three schools she has worked at. During this time she also taught the leadership class and was in charge of ASB. Mrs. Jones has worked at three high schools with very different settings and demographics. The first high school she worked at was well maintained and had a mixture of very wealthy White students and middle to poor Mexican-American students. There seemed to be a clear divide between the students at breaks and school events. She did not always have access to the resources and supplies needed. At times, it was challenging for her to stay motivated and enthusiastic. She stayed at this school for two years.

Next, Mrs. Jones took a teaching position at an all girls private school. Mrs. Jones loved the environment at this school. The campus was closer to her home and well maintained. She had a lot of support and all the resources that she needed. The students worked very hard and were dedicated to their school work. She said that "the girls weren't embarrassed to share and be smart. They weren't distracted by boys" and the many other distractions that go along with being at a co-ed school. The students were very productive and well behaved. The parents were very involved in their kids' education because they were paying for it. Mrs. Jones also liked starting each class with a prayer, "it set a tone," she said. Mrs. Jones enjoyed her time at this school but left after seven years.

Last, she was offered a position at her alma mater, so she took it. This school is a standard public high school that educates students from ninth through twelfth grade. The high school is a public school within a relatively small school district, especially in comparison to the school districts surrounding it. This school is in its first year of program improvement. The enrollment is approximately 1300 students, which is a moderate enrollment compared to other high schools in the county. This school is located in the heart of a mid-sized agricultural town. The local community is prized for their vegetable production. The immediate area that surrounds the school is artichoke and strawberry fields that encompass the school on all sides. As a result of the agricultural focus of the area, there are many students whose families work in agriculture. Typically the students range from poor to middle class. This high school is nearly seventy percent Hispanic students, so Hispanic students are the majority on campus. Many of the Hispanic students speak English and Spanish and are classified as English language learners. Over fifty percent of the students on campus are on the free or reduced lunch program.

Currently, Mrs. Jones teaches World Cultures and Freshman AVID (a program designed to help underachieving middle and high school students prepare for and succeed in colleges and universities). Although her current school can be very challenging she really enjoys teaching history because it is her passion. She enjoys teaching AVID class because it gives her an opportunity to help "freshmen get acclimated to high school" and start them on the path to college early. She is very active and involved on campus. She is the co-director of the Alumni Association and currently working on a project to finance the replacement of the school's track and field. Mrs. Jones feels that the facilities at her school are in poor condition and need a lot of work.

Her professional philosophy is based on respect. She believes that "If you treat students with respect, that respect is usually returned." She does not believe in embarrassing her students. She believes the purpose of a public education is "to create intelligent young people who can contribute to society in a positive way." She feels that school is practice for real life, and it is important for students to learn skills like being on time, meeting deadlines, and coming prepared to work. Although Mrs. Jones enjoys working at her current high school, she struggles with having many students who are apathetic and do not want to be there.

She tries to create a comfortable learning environment for her students. This can be seen by the way her classroom is set-up and organized. She has the desks set-up in a unique way so that the focus of the classroom is the center, rather than the front. They are in a small u shape within a larger u shape of desks. She has created a wall all about her behind her desk. She has different awards that she has won, pictures of her family, and souvenirs from when she was in high school. She also has a part of the wall in front of her desk for pictures of her students from school or dances that have been given to her over the years. Along another wall she has examples of student work like posters and different projects, which she adds to all the time. Overall the classroom is a very comfortable and friendly place.

Mrs. Jones' classes are embedded in procedure. Mrs. Jones' opens her door when the passing bell rings and welcomes the students that our waiting to come in. Many elements of her class occur on a daily basis and have started to become routine for the students. Her classes always start out with a bell assignment. Every day the agenda is written on the board in the same place. The agenda starts with the bell assignment, the lecture or lesson with its topic, and assigned homework if any. She likes to make each day different when she can. She uses many different strategies to help her students learn. She uses think-pair-share, strategic grouping, exit tickets, and creative methods of lecture. In addition, she has an effective method of positive reinforcement where she gives out raffle tickets that can be used by her students to "purchase" candy and other rewards. Mrs. Jones has many diverse learners in her classes. To support these learners she does a lot of scaffolding, group work, outlines, study guides and visuals. She uses various types of assessment including presentations, projects, posters and written work. She starts at the beginning of the year by helping the students learn to work effectively in pairs and groups.

Mrs. Jones is very well organized and a highly effective teacher. She is liked and well respected by all of the faculty and staff. She has a very positive relationship with her students and is a favorite teacher on campus. She always seems to be very enthusiastic and motivated. She says that she is satisfied with her career and stays enthusiastic about teaching by developing positive relationships. She enjoys collaborating with her colleagues, working with student teachers, and developing long lasting relationships with her students. She also values her downtime and vacations with her family. She says, "Finding a work-life balance is very important. Don't let your job be all you have." According to Mrs. Jones the most rewarding parts of teaching are "the moments you get through to your students. You see a student be successful who came into class thinking they hate history and have never been successful in a history class. They begin to work harder, show interest, ask questions, smile, interact with you. Those positive rewarding experiences make your day."

I am grateful to Mrs. Jones for taking the time to answer my questions. It was great to talk with Mrs. Jones and hear all of the events that have helped make her the teacher she is today. One of the reasons that I chose to interview Mrs. Jones is because of her classroom management styles. She has so many positive attributes and skills as a teacher that I hope to develop. I never thought teaching was going to be easy, but I never realized how challenging it could be. Especially in this economy and as a new teacher there are many obstacles to success. I wanted to get more insight into how she stays so motivated and creative. It is nice to know that her first few years of teaching were a constant struggle. Ultimately, her hard work and persistence has helped her develop a strong and fulfilling career. I have had a few of those rewarding moments myself, and they are essential to staying enthusiastic about teaching.