Chapter #2: Respect, Trust, and Fairness

Does a teacher need a pet? Should his or her favorites be known? On page 22 of Fires in the Bathroom, we encounter sticky situations like these.
I believe if a teacher has a favorite student, it should stay private and should not affect grades and discipline. When a “pet” is known he or she may become a slacker and that is not breeding respect in the classroom. Instead, it teaches students that if they are liked they are then better than the rest, they have power. A teacher should not want their students to have more power then they themselves endure. Besides, students don’t like their peers to know that they are “pets,” they could end up getting bullied, teased and etc.

Chapter #1: Knowing Students' Well

On page one of Fires in the Bathroom, where Tiffany conveys the fact that teachers should not force themselves to make a connection with their students’ was something I could really relate to.
Teachers do not know everything and have not been through everything each student faces, so they should not try to soothe them by saying, “I understand” when clearly they don’t. One of my teacher’s in high school was just like the teacher Tiffany described and came off more fake then anything because she could relate to my dad’s drinking problem, my parent’s divorce, my grandfather’s stroke, my grades slipping, etc. Teachers should help, but not make their students’ problems feel small because God-forbid they can relate. Sometimes it’s nice to just get a hug or know that you have a listening ear there to guide you.

Chapter 4: Schools as the Workplace for Students and Teachers

• Staff and Organization: The schools in the US are based on a linear system and they follow a chain of command protocol. Students are on the bottom, with teachers, then the principal and finally the superintendent of the district. The teacher must run anything by the principal before it is brought to the attention of the superintendent. Our 'build a school' works in this manner as well except the parents and the community also have a lot of say in their child's education due to the mere fact that they are paying for this higher education.
• The School District's Relationship With the State: The school district is a geographical area on the map that includes all schools in it's borders. The state is simply divided into more manageable sections. At our charter school "The Clara Borton Academy of Achievement" all underprivileged students in the 'ghetto' of NY could attend with fee waivers the district gave to parents to choose the best school that suits their students needs. Every five years the school would get evaluated and teachers would receive a compensation if the students were fully striving.
• Role of Federal Government: In the US constitution the role of education is reserved for the states jurisdiction. The federal government can influence education through the different branches of governing and the Supreme court however they cannot force funding to the district. In our school the federal government hands out fee waiver that all charter schools accept so that parents get a say and forces education to no longer be about the money. This causes less of a burden to parents and children the opportunity to achieve anything.
• How Schools are Paid For: The US funds schools through different taxes, including, income, sales and property. Our school is based in the US so it runs as smoothly as most schools do anyhow through the taxes of the community.

Chapter 6: Social Context of Schools

I created a slideshow to show how important it is to teach equality and to strain from judgment. It also examines the effects of different classes, races, genders and religions to show through perspectives of others judgment can be eleviated. I showed this through defining sociology and coming up with a technique to teach it. I will bring a hand printed copy to class and if my technology is coorperating I will show it.

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

What are your concerns?

• I am concerned that I won't be able to accomodate all my students needs.
• I am concerned parents and other teachers will interfere with my teaching skills and technique, like what happened to Mrs. Gruwell in Freedom Writers.
• I am concerned I won't have the ability or strengths to do my job to my full potential.
• I am concerned about being well-prepared and organized for each day.
• I am concerned that I won't be able to answer some of my students questions.
• I am also concerned that I won't be able to make enough money to support myself.

I hope that in the school I decide to teach, I will be respected and that my opinion will matter because it's not only one person that builds a community it takes everyone working together to be strong enough to withstand anything.

1) Which area of concern is most present? Which was not reflected? Were your concerns about teaching or other things? Were your concerns centered mainly on your ability to succeed, the management of teaching or what your students are learning?

My main concerns are between self, task and impact. I am concerned about self in the sense of acceptance, and well-being outside and inside the work setting. I am concerned about task in the sense of being organized, prepared and well-knowledged on the subject so that questions can be answered fully and correctly. I am concerned about impact in the sense of getting everyone to understand and to be remembered. I want to be a force to be reckoned with--that teacher that everyone likes and wantst to be enrolled in more of his/her classes. None of my concerns were unconcernable because everyone needs to be concerned about something in order to improve. My concerns were mainly about my ability of being succeedful, teach with understanding and being accepted.

2) Which stage of concern was most present?

1. Self
2. Impact
3. Task

I want to do the job that is best for me, be prepared and leave an impression on every student I teach. Is this easy? I think not, but I will do whatever it takes to improve my abilities and succeed.

Chapter 7: Thinking About Teaching and Learning

Chapter 7 on thinking about teaching and learning in the text Joy of Teaching, has given me a lot of insight on my philosophy. I have learned that there not only one way to learn or teach, teacher should be involved in everyday discussions and constantly thinking of new and creative ideas. Some things I would include in my second philosophy paper that I got from reading would be:

1) Tyler's basic priciples of curriculum and instruction that was published in 1949. He states, that these serve as a framework for selecting appropriate strategies to use to connect the learner and the content. In order to teach properly and in care of the students so that they understand fully you must

• Define appropriate learnign objectives
• Establish useful learning experiences
• Organize learing experiences to have a maximum cumulative effect
• Evaluate the curriculum and revise those aspects that do not prove to be effective

In later years Hilda Taba revised these structural rules and they are still used in the classroom to this day.

2) I believe the practice of existentialism is important. Existentialism is a school of philosophy that stresses the free will of others. I want my students to know that it is OK to be different. Those who are rebels don't back down and are not afraid to change the world (like in Jen's quote from the day of quotes). Being unique makes you who you are. Why would anyone want to conform?

3) I really liked reading about Breakfast with Jeremy. This shows that teachers really do care about the best interest of their students. Rick Smith, the 5th grade teacher made an everlasting impact on Jeremy's life. He taught him the importance of being on time. One of my teachers took time of his schedule to help me learn how to cook a nice meal for my mother's birthday when I was in 8th grade. My mom and I lived together and it was the first full year she and my dad had been separated. I wanted to do something special, but didn't know how to cook and didn't have a lot of money. So everyday after school, Mr. Boucher would teach me how to do something and by the end of the week I knew how to make the perfect meal. My mom was so surprised and from his extra help, I learned how to cook and will take those skills into my adult years. Teachers need to be more than just a teacher, they need to be a friend. I hope to bring Mr. Boucher and Rick Smith's character traits into my teaching experience and be a great friend and provider of knowledge.

Chapter 13: Improving Teachers and Schools and Reform Schools

Over my next four years at UMF, I hope to keep at least a 3.0 average and have the oppurtunity to work with kids and learn how to achieve a higher understanding for teaching as well as learning. Learning should never stop. I think it would be neat to work at a summer camp or a park program to add to my resume. I hope my accomplishments will help me become a great teacher.

During my first five years of teaching, I hope to get a name for myself. I want to give the children something to look up to. I always admired my teachers that took the time to chat becasue those are the one's we remember. I want to be remembered and I want to chair meetings and committees to show I'm not there just for the money, I'm there to make great people out of mere students.