Chapter 14: Succeeding in Your Teacher Education Program--and Beyond

1. My concerns about becoming a teacher include whether I will be effective enough and able to explain the material to my students in a way that will engage them, and give them an interest in learning. I also worry if I will be able to get the students to respect me as a teacher, and if I will be able to manage and organize the classroom well. Lastly, I am concerned that I will be too ambitious and that I will not be able to fit in all the material in the limited amount of time I have with the students.

2. My concerns mainly fall under the “Task” category.  Most of my concerns were grounded in the physical act of teaching, as well as time management. Some of my concerns were “Impact” concerns, but I feel as though as a whole, they could be traced back to questioning whether I could teach and do the job well. The stage of “Management” was most present in my list of concerns. I am concerned with efficiency, time management, as well as organizing and managing in the classroom.

Chapter 13: Improving Teachers and Schools, and School Reform

            After reading this chapter, there are a few things that I would like to add to my resume to make it stronger. Before I graduate, I would like to attend a teacher-training workshop or volunteer in a classroom to learn more about effective methods of managing and organizing a classroom. I would want to do this before I graduated so that I could apply the learned and observed methods during my student teaching to learn what methods worked for me, and I believe it would look good on my resume, as I would have hands on experience. I would also like to attend a seminar or workshop based upon integrating technology into the classroom, to show that I am capable of intertwining different methods and styles of teaching to address all of my students’ needs.

            Following graduation, I would want to take advantage of professional development opportunities, to give me other perspectives and ideas about teaching, while keeping me learning at all times. I would also like to pursue a National Board Certification, as it would push me to continue to become a better teacher, even after I got a job and as doing well. Lastly, I would like to encourage and perhaps attempt to integrate a site-based decision making process into the school I work at, as it brings decisions and actions closer to the students and away from government officials.

Chapter 6: Social Context of Schools

My artifact is a visual presentation that I am going to do with the class to demonstrate the idea that bullying leaves scars and hurt that can never be taken away.

Are these actually the same?

            For my project, I decided to do a demonstration about bullying in general. Bullying affects many people, and at some point in our lives, I am sure that we have felt bullied or picked on in one way or another. I did not devise this activity however, I read about it online at http://tomrimington.blogspot.com/2011/11/bullying-and-crumpled-paper-story-view.html .

            Each person will be given two pieces of crisp paper, whether it is notebook paper or computer paper. Everyone in the class will be instructed to take of the pieces of paper and crumble it, stomp on it, fold it, and throw it. The only thing they cannot do is rip the paper. After a few minutes, all the children will take the “beat up” paper, and flatten in back out again, and apologize to it. Now, the children will compare the two pieces of paper. Although they are both paper and appear to have the same looks, meaning they are both flat and not ripped, are they truly the same? The “beat up” paper resembles a student that has been bullied. Although they appear to be okay and the student said they were sorry, the scars and hurt still remains, and stays with them forever. They will never be the same fresh face that they once were. We all start out as a blank, crisp piece of paper, and I believe that we should all finish as one too.
           This activity relates to all the groups of people who can be bullied, not just one. Although in the book Hall, Quinn, and Gollnick focus on certain groups of potential victims of bullying, the truth is that anyone can be a victim. I believe that all bullying is wrong, and this activity works to suppress bullying of anyone. Pointing out specific types of bullying brings more unwanted attention to those who suffer from it, whereas activities such as this, work to stop all forms of bullying without putting one group of people into the spotlight.

SOURCE:

Rimington, Tom. "My New Life: Bullying and the Crumpled Paper Lesson... The View...." My New Life. N.p., 9 Nov. 2011. Web. 26 Feb. 2012. <http://tomrimington.blogspot.com/2011/11/bullying-and-crumpled-paper-story-view.html>.

Chapter 7: Thinking about Teaching and Learning

Reading Chapter 7 in the Joy of Teaching really affirmed some of my beliefs and thoughts I incorporated into my teaching philosophy that I wrote earlier this year. I also came across some ideas that I disagreed with, and feel as though I could use them as arguments or examples in my philosophy of traits I do not want to portray as a teacher, enhancing my views and ideas.

1.       One of the ideas that I greatly disagreed with in the chapter was the laissez-faire classroom style approach introduced by A. S. Neill. I personally feel as though this approach, which allows the students to decide for themselves when to work and when to play, would never and could never be feasible (Hall, Quinn, Gollnick, 264).  My kindergarten took this approach, and honestly, when you are five years old and are given the choice between doing a worksheet or playing with blocks, the vast majority is going to choose playing. I feel as though a classroom needs structure and that the teacher needs to have a sense of authority and control over the students. By putting students in charge of their own education, we are leaving important decisions up to very young children, which may affect them for the rest of their lives.
2.           However, I also do not believe in having an authoritarian style classroom either. I was really intrigued and interested in the Socratic method of teaching. In this type of teaching, teachers utilize questions that allow for a logical discussion to take place, culminating in the students coming to the necessary or logical conclusion (Hall, Quinn, Gollnick, 264). I really think that this concept of the teacher having authority, but the students sharing in some of that authority and control over their and education is a perfect mix, that can help students get the most out of their educational experience.
3.        “A well-informed teacher understand and respects the diversity of cultural and ethnic thought in any community and uses this knowledge to help all students learn.” (Hall, Quinn, Gollnick, 273). This quote really exemplified and encompasses all the aspects of teaching I want to portray that does not directly relate to the subject material. In my new teaching philosophy, I really want to stress the idea that I want to create an equal, safe, comfortable environment in which all students can feel comfortable and open. Reading this quote encouraged me to emphasize these values in my philosophy.

Chapter 4: Schools as the Workplace for Students and Teachers

Staff and Organization

•        In the book, they talk about how schools are organized in a chain of command, with line relationships and staff relationships. Line relationships are those which one position has direct authority over another, and staff relationships are when a position does not have authority over and there is an assumption that they will work together and communicate. They key reasoning as to why schools are organized the way they are is to make communication easier. Communication is key in the education field, to express opinions, share good ideas, and keep in touch with the school’s needs and goals.
•         In my group, we discussed having the same type of organization. Without a system of organization and a chain of command, people would have no guidelines to follow, or anyone to answer to. I feel as though it is very important to keep a hierarchy, as people need to feel a responsibility to do their job well and right. Although many teachers would do their job for the students in the absence of a higher authority, others would not. Within my school, I would set up a very similar chain of command, with the only difference being a slight change in the school board. Typically school boards can be made up of anyone in the community, but I believe that only experienced teachers should serve on this committee, although community members and parents could attend meetings and have a chance to state their views and opinions. No one knows the students better than the teachers who spend five days a week with them. There would be very few differences between the way the book explains school organization and the way I would organize my school.

School District Relationship with the State

•        Schools districts, as it says in the book, have a very strong relationship with the state. All three branches of the state government are actively involved with public education. Governors tend to express visions and hopes for the educational system, and typically have a strong say in the state budget, as well as policies. The state legislature is known as they primary policy-making body for education within the state. They determine curriculum policies, hiring standards and also the state budget for education. The last branch, the courts, rule on issues that arise regarding education, and can have a drastic impact in shaping education in a state. The State Board of Education is responsible for making sure that all schools are following state policies and regulations. They organize test data and also review cases of teacher malpractice. The members of this board are either elected, or appointed by the governor.
•        My group did not discuss this, but if I were designing a school, I would make drastic changes to this. I understand that at some level, the state does have to be involved to regulate all the schools in the state, and ensure that all the children are getting the same education. However, I feel as though the people making the important decisions, such as budget, policies and especially curriculum, should be people who have experienced classroom life as a teacher. They should have experience and know the inner workings of a school, because how can someone who is uninformed possibly make a reasonable and accurate decision? I believe that the school board only should make decisions regarding education, and that although the government has to be involved, such as the courts, their influence and decision making abilities should be limited. The school board however, has to be made up of members who have been teachers, or held prestigious positions at a school prior. People who make decisions regarding what happens and is taught in schools must have background knowledge and experience. You would not let a politician make a medical decision, so why let them make a decision on what schools should do?

Role of the Federal Government

•        In the book, the role of the federal government in education is slowly, but surely increasing. The book points out that the power of education was left to the states in the tenth amendment. However, as time went on, the President, the Congress, and the Supreme Court all began to exert power and influence over education. The book states that all three branches have taken an interest in education, but yet, the federal government provides very little funds to public education. The President and Congress, in combination are capable of passing legislation, such as the NCLB act, which can directly and heavily influence every school in the nation. The Supreme Court has the final say on all legal issues, and when the Court rules, that is the final decision. When the federal government gets involved, their word is final, and all states must obey.
•        I feel as though again, I understand why the federal government has an interest, to ensure all the kids in the nation are learning what is necessary, but I do not agree with the fact that they can make decisions regarding education with no prior experience or background to back up their views and opinions. I believe in the very least, if the federal government is going to create policies and make laws about how what and how things are carried out in schools, they need to at least fund those programs. You cannot expect a school to implement a new program if you give them no funding. It is unreasonable to allow people who have no idea what it is like to work in a school, or teach students, and are so far removed from individual states and school districts, to make decisions and laws that so drastically influence and shape the educational system in America. In my school, I would try to limit the federal government’s power and influence as much as possible, relying instead upon experienced teachers and school workers opinions and practices.

How Schools are Paid For

•       Schools are paid for in a variety of ways, including income tax, property tax, corporate tax, sales tax and lotteries. Also, schools can charge students to participate in athletics and extracurricular activities. Schools receive funding from local governments, the state government and also the federal government. However, the federal government only provides about eight and a half percent of a school’s total revenue. State and local governments through taxes raise the remaining ninety one percent of revenue.
•           In my school, I would hold the level of government that is imposing the laws and rules regarding education responsible for providing the funds. I agree that the citizens tax money should be used to pay for schooling, as public schooling is very expensive and a service provided to all kids for free. However, I would expect the federal government, especially with their recent interest in education, to provide more funds as well. If a body of people is going to force you to follow their programs and laws, they should provide you the means necessary for the ends. In my school, I would encourage activities, such as talents shows, contests, and bake sales to help raise money as well. I believe that all levels of government should contribute an equal percentage of funds to schools, especially if all the levels claim an interest in education. Education prepares our future, so I think the federal government should allot more money to invest in schooling.

How do I start thinking like a teacher?

      My junior year of high school, I had an internship with my history teacher from the previous year. For the first time, I had to think not like a student, but like a teacher. I was no longer looking at lessons as a student, asking myself if I understood the lesson, but instead, looked at lessons and asked myself if others would understand the lesson. I would grade tests and quizzes and instead of wondering why I got a question wrong, I would ask how could I have made the question clearer, or if I really covered the material well. Then, on Friday, I began my experience as a mentor in the Art Class at Mount Blue. I have wanted to be a teacher as long as I can remember. No other job ever appealed to me as much as teaching. I was nervous to begin mentoring, but the second I met Ms. Guerrette I knew everything was going to be great. While in the class, I learned how to really stop thinking like a student and more like a teacher. When someone was having trouble, I would ask myself "How can I make this make the most sense to them?" and "How can I explain this in a way they can relate to?". I honestly, for the first time, felt as though I was thinking like a teacher. I love mentoring, and I feel as though it is truly helping me to see what it is like to be a teacher.

Which theories and historical influences should most impact the schools we'd like to have?

      For this question, I turned to Chapter Five and the timeline I created that outlined the important historical happenings in the history of education and schools. I think the most important event that happened in regards to what should most impact the schools we would like to have, is the creation of Head Start in the Economic Opportunity Act in 1964. I believe that the intentions and beliefs behind the program of Head Start are the practices that should be vital to our schools. Head Start is a program that provides a variety of services to preschool children of low income families, aimed at preparing them to start school evenly matched with the middle class kids of their same age, emphasizing the importance of education. Behind this program is the idea of equality and education for all. If schools embraced this message, I feel as though students of all backgrounds and academic abilities would be given the same amount of attention, which would increase the number of students who care about their schooling and want to succeed. Sometimes, a little attention and help can go a long way. Giving kids an equal opportunity at education and putting them on an equal playing field, takes away stigmas and stereotypes, as now no child is drastically more prepared, or "smarter" than another. They are all given the same chance, and then it is up to the child to embrace the opportunity and take advantage of education. The only question I would have, is if all children were given an equal playing field, meaning all the same access to education, including tutors and college, how many of those students would actually take advantage of it?