In the comment
section below, share at least one "aha" moment (evidence) and "why." Read
comments by other group members and respond to posts by at least two other
teachers.
My "aha" moment was on page 19, where Ms. Welborn worries about "addressing each and every kid's learning style and individual strengths while helping them work to improve their weaknesses. How will I ensure that each of my students is getting enough of my attention, liking school, and not being bullied, while learning skills that will help him or her be successful." WOW! What a relief to learn that this in an impossible task! That reaching and striving for all of these things is something I can work toward every day, but I will never reach perfection and this is reassuring to me. Part of why I love my profession is that it challenges me to learn and grow every day!
I completely agree! I think this is something that is hard for some people to understand, too. Like you said though, it is nice to be in a profession that challenges us in different ways every single day!
I also tabbed that section on page 19, but the part that stood out to me was shen she said that many nights she lied awake wondering about it. I can't tell you how many sleepless nights I have worrying about these kiddos and how to make a difference to each one of them.
Stacey - My aha moment was the same as yours. I love the challenge and that is why it never gets boring. I don't know if it is possible to do ALL of this but I'm here to give it my best shot!!!
I agree with you Stacey! This profession reminds us daily that hard work is expected-we see it in they eyes of the individuals we work with. Our committment to always strive to be better is what keeps us moving and loving the job that we do.
I totally feel the same way as all of you. There are so many tasks that we are responsible for, at work and at home that it can be taxing to make it through the day. It is great to work in a district with such caring and determined people. Together we achieve many great things!
I found a lot of areas in Chapter 4 that I could relate to. One of my "aha" moments from that chapter was on page 35 when he was talking about our students in the classroom and how we are role models for them. He said, “Teachers are role models, and kids spend a lot of time observing who we are and how we operate.” This is so important for me to remember because being a first year teacher I find myself constantly worrying about different things and sometimes lose focus on what is really important. That importance is to be that amazing role model for each of my kids. On page 37 he talks about being yourself. If I am being myself in my classroom, it will help my students really understand me and help them feel comfortable with themselves. These were just good little reminders for me as I begin my teaching career and occasionally get “caught up” in all of the other things this job entails.
Regina, I couldnt agree with you more. Its so easy to get caught up in the teaching teaching teaching and we can lose focus on those little moments where the little ones are just soaking up our attitude or the way we respond and treat others. I really got alot out of 4 as well!
Trista and Regina ~ you both stated it so well. Recently getting a 5th grade Non-English speaking student from Korea has really opened my eyes to "see" the small basic things she is observing. She has re-taught me so much about life and views in her short time in the United States.
Well said Regina, this is also my first year so I can relate. There is so much to learn and plenty to worry about. However, it's important to just let go, be yourself, and see what happens. Lessons may work or may fail completely, but failures give us those opportunities to learn and try something new again.
I agree. Oftentimes we do get so wrapped up in all of the other things that are going on, that we lose sight of what is really important. Young students idolize their teachers and truly do emulate their teachers. We are often their best role models!!
Kathi, I totally agree as well! Not only are we teaching academics, but the life skills we teach our students through modeling are immense! I realize this each time I hear a student use the statements I have made in class, in the exact tone I used, with the exact infliction. It makes me analyze the moves I make on a daily basis, and ask how students are percieving my actions. We are often the frontline for helping to shape future generations. Overwhelming sense of responsibility lies on the shoulders of teachers!
Kathi and Jan, I agree with you both! I see this firsthand through my first grade daughter when she gets home and plays school and so MANY of the actions and movements are exactly what she sees and hears from her teachers.
So true! I first notice this in how my daughters played house. Then when they started playing school. Wow, there was a time or two that I had to stop them and ask if that was how school was for them. Hum.... Of course there were, and still are, many positives as well.
I think you have brought up a good point with being and setting good examples for our students. A lot of times I feel as if kids give us the "I don't care" attitude when deep down they really do care and it is obvious by what they say, how they act, etc.. It is always interesting to me to find what they do care about and come up with a way to relate that to my sessions with them. I find that spending a portion of time on what they like makes them work harder and put more effort into the things they don't like that I have them do. School sometimes is the best part of these kids days so it is up to us to make it a positive experience.
I completely agree with you Rhea... I find that most of the kids that have behavior problems just need to find someone that gives an effort to care. They just want attention and someone to talk to about things that interest them. Like you mentioned this may be the only time that they get to do this. I look at this as a challenge to find a connection with each and every student that I encounter.
Rhea, I agree with your statement. Our sessions would be pointless if we didn't take the time to build trust with our kids first. It's through that trust that we are able to get to their core. When they feel safe with us, we may discover feelings and information that plays a major role in their daily struggles. And yes, school may be the only place they feel safe or cared for.
Chapter four really stood at for me. I guess my aha moment was just realizing like alot of you that we are role models 24/7 to our kiddos. Being a Kinder teacher its just amazing how influentail we are to them. I have caught myself thinking what do they really see in me when I come every day? Its just important for me to remember that they are watching me, not just what I am teaching, but how I am responding to them on a daily basis. Like Regina said in her post, I just need to remember to be myself and do my best to be the best for my kiddos.
Trista, I also liked how he went on to say that not only did he need to be himself and do things his way, but that he went on to explain the why...that Teaching is based on trust, and when students see me as a real person who genuinely wants them to succeed, strong bonds are formed. It reminds me of the saying in the teacher's bathroom..."They don't care how much you know, until they know how much you care." So true.
Trisa I totally agree! It is amazing what students pick up on as well, they are very aware of what you say or do in the classroom and definitely take it home with them. I agree that it is important to remember we are most likely their biggest role model in their life as of right now and to try and lead them down a positive path in their life from learning how to solve math problems to saying their please and thank yous.
My aha moment came in chapter 2. I could totally relate to The Accidental Teacher. On page 15, she described how she was a teacher twice before she finally committed herself to the profession. I have to admit I did the very same thing. I graduated from college with a passion for teaching, but I burnt out just shy of the five year mark. I left the profession for a "higher paying" job (still working with children, but in a more administrator role). It never quite fit for me, I enjoyed the pay, but I was missing "something." I went back to teaching Special Education, and then a couple years later I had my twin daughters and took a leave of absence. My prior job found out that I took another break from teaching and made me another "monetary" offer I couldn't refuse. When we pcs'd to Ft. Riley, my job transferred, and I still didn't quite feel that feeling I had when I was teaching. That's when I met some wonderful ladies through the Early Reading First Grant with Geary County. After lots of conversations with my husband about our financial future, I decided to go back to what I now consider what I was meant to do...Teaching! It has quite honestly been a life saver and game changer for me. I am happier AND healthier as a result of this decision. I am living proof that the reward is in watching the differences I make everyday in the life of a child and not in a high paying/high profile job!
I enjoyed reading your journey to where you are now. My journey is very different than yours. My mother always told me the best job is one that makes you happy and although money was such a concern when I was younger, I knew that a high paying job should not be priority for me. I grew up here and have taught in this district for 19 years-there is nothing I would rather do. I agree with you completely-I enjoy working with children and find the education profession very challenging and rewarding. How very lucky we are!
Jenn I admire your teaching story and your strength for getting through it. I too come from a non-traditional background but love everyday of teaching. I wish we were paid more but that is a different discussion!
My aha moment was when Jennifer Welborn talked about making sure that she...addressed every student's learning style, strengths, weaknesses, gave enough attention, make sure they like school, they are not getting bullied, learn skills to be successfull, feel appreciated, respected, and challenged! Then she talked about all the things she needed to learn. Just to name a few...cooperative learning, integration, differentiation, and writing across the curriculum. She said "In reality, I can't do all that." Whew!!! That is a huge relief for me. I always wonder how other teachers get all of this done because I don't...sometimes I feel like I'm a bad teacher for not getting it all done. I want to...but how? In Chapter Three, the last words Judith Baker wrote were "this job is too hard for any one of us to do well enough alone." I have to agree!!!
Anita, This was my "aha" moment as well. I always feel like I am surrond by a group of "Super Teachers" and I often wish I could emulate all of their "super human abilities to reach students". I also realize that we (teachers) set huge expectations for our students as well as ourselves. And like you stated "how do we fit it all in?" I think we can't underestimate ourselves, our abilities as teachers, or our students and the abilities they bring to the table themselves. Maybe we have to remember that we aren't alone in the process to insure it is achievable. I agree that we need to have support, not just from colleagues but also from students, parents and other staff and community members. If we had the buy-in from these various entities, think about the goals we could reach!
I also would like to comment on Judith Baker's words on page 28. "I am worried that we teachers constantly interrupt the kids' own thinking-to the point where thinking becomes subordinate to, often limited to, guessing what the teacher thinks on the topics that the teacher is thinking about." This reminds me of a class I took in college where we discussed student centered learning. Students decided what they wanted to learn and how they were going to learn it. They had to create a portfolio to show their work and what they learned. Teachers were there to coach/guide students.
Anita, this really got me thinking about how I need to help kids learn how to ask questions and drive the discussion, not sit back and wait to find out what I think is the important part. So cool!
I have to say that my "aha" moment was also on page 19. While Ms. Welborn and I have very different backgrounds, when she frets about "addressing each and every kid's learning style and individual strengths while helping them work to improve their weaknesses. How will I ensure that each of my students is getting enough of my attention, liking school, and not being bullied, while learning skills that will help him or her be successful." I felt like she was reading what goes through my mind on a constant basis. How do I help each and everyone of my students? The impossibility of this statement is overwhelming and though I struggle with this thought almost daily, it hits me most when summer vacation starts. I ask "What could I have taught that student that would have helped him or her reach their goals?" or "Did I take enough time to make insure I met his/her individual needs?" or "Did I really prepare that student for what lies ahead?" Overwhelming and impossible diescribe this feat-I know-but I don't think we can say that overwhelming and impossible are acceptable. As a person who likes to "people watch", I stand in awe of the colleagues I work with at my school-I have never thought of them as having this similar worry-because they just exude the confidence in their own abilities and the abilities of their students! I see these teacher setting such great expectations for not only their students, but also for themselves, that I don't think they see the impossibility of helping each and every student on each of their individual levels. These colleagues strive to always learn better ways to help students or more innovative ways to help students reach their goals. So maybe, the word impossible needs to be deleted from the text of our brains when it comes to our students. I hope I can try to remember that all of the goals we set for our selves and our students are attainable and that it just takes effort and patience on my part as a teacher. I think most of my colleagues have that thought in their mindset-all goals are achievable. Our own underestimating often gets in the way of that achievement.
I enjoyed the statements on page 51 in which the author states, "John Dewey often said that we learn not simply by doing but by reflecting on what we do" and that some of the most important learning happened when we didn't know we were learning. This is so true! As educators, we work diligently to create lessons based on good teaching practices and expectations. We do not work in a profession where perfection is expected. For some, this is seen as a downfall however, we know that a growth mindset allows us to continuously set goals and work hard to achieve them. By reflecting about our decisions, actions, and behaviors we are able to improve our teaching craft. Our students are changing all of the time and we need to do the same to accomodate those changing needs. As I work with student teachers, I emphasize the importance of being reflective. This is often difficult because of their lack of experience and knowledge but they begin to by the end of the semester. It is my hope that they see the value in reflecting-they will learn as much thinking as they do anything else.
My "aha" moment definitely came in Chapter 5, On Re-Becoming a Teacher. Laila Di Silvio talked about her struggles with one student named Roscoe. She asked herself the question, "When are the actions of one individual student just too much?". Even though this question may seem rude I'm sure it is one that many of us have had to ask ourselves. I really liked how Silvio explained how she connected with Roscoe through Harry Potter books. This one connection made a huge difference and she had that marvelous moment when Roscoe brought his copy of Harry Potter for her to use. This connection made her realize that there is a lot more to students than what she sees daily in her classroom. I could not agree more and I feel that making connections with each student is one of the most important things we can do as educators. Children need to know that they are loved and cared for. It reminds me of the quote that is in our school that says, "They don't care how much we know until they know how much we care." This speaks volumes and is so true. Before we can really begin teaching and engage ALL students, they need to know that we CARE truely about them as individuals and not just another student we are teaching. Another part I really liked in Chapter 5 was when she said, "I relish the title teacher. It is an honor to be entrusted with the education of so many children." I hope that all teachers look at their jobs as an honor and not a burden. This book definitely has made me fall in love with teaching again and I feel privileged to be in the profession.
I connected with the paragraph on pg. 37 that discusses being yourself, building trusting relationships with the students, not giving in to insecurities, using support of collegues,and "experiencing the confusion and disorientation that force us to prioritize, build on our successes, and develop a system that works." This being my first year, I find it vital to get to know my students and build those relationships. Without that trust, our sessions will not be successful. I also have found that I ask many questions of peers to get a sense of how they do things, but I indeed had to come up with my own system. I maybe pulled something here and there from a co-worker, but it was in the "disorentation and confusion" that I learned for myself and created something useful. It reminds me of a quote I am all too familiar with, "Baptism by fire." LOL Sometimes you just have to jump in and see what happens! The worst you can do is fail, but it's through our failures that we are able to change and grow.
I love the premise of this book coming from a qualitative narrative research perspective. I have connections with each of these teachers as well as more than a few ‘aha’ moments. I have always felt like a non-traditional teacher as I sat out of teaching for eleven years while I stayed home to raise my own babies. I also began in a Catholic school. This made my shift to public school a learning experience. I am currently working on a graduate degree in curriculum and instruction so feel like I am constantly learning about learning. The second author’s comment about not asking questions was a bit of paradigm shift for me. For the first time I understand the importance of not directing students to answer my questions but to have them come up with their own question to self-direct their learning. This has been the shift in CCSS Math. It is hard to break old habits! I was surprised at her questioning authority but recognize that that is exactly what makes her a revolutionary thinker and teacher! I connected with Bob Ames’ team approach. Every fall I marvel at the differences in classes I have from year to year. Every year there is a process of learning how each group works and doesn’t. I thought it was a great analogy comparing the school year to a sports season and learning each students or players strengths and weaknesses to help them along the way. The last Di Silvo spoke about her struggles of feeling that she didn’t measured up as a teacher. I think all teachers experience those seasons along the way. I know I have had some challenging students, parents and working environments throughout my 15 as a teacher and have doubted my abilities on several occasions. I think that’s ok because it drives me to be reflective and to make changes and continue learning. I had several connections with Patty Bode’s story and was again challenged by her words. I too come from a Catholic family of 7 girls and 2 boys. I was from a very white Midwestern farming community though. I think this challenged my own thinking about other races and ethnicities I encounter here at USD 475. I am not as demonstrative in teaching cultural differences as Bode but understand and admire her work.
I know that this is way way late and I apologize! My aha moment was when I was reading Jennifer Welborn's portion. She said that the more she teaches to more she realizes how much she she still has to learn. All I can say to that is amen! This is my 16 year and I still have so much to learn.
My "aha" moment was on page 19, where Ms. Welborn worries about "addressing each and every kid's learning style and individual strengths while helping them work to improve their weaknesses. How will I ensure that each of my students is getting enough of my attention, liking school, and not being bullied, while learning skills that will help him or her be successful." WOW! What a relief to learn that this in an impossible task! That reaching and striving for all of these things is something I can work toward every day, but I will never reach perfection and this is reassuring to me. Part of why I love my profession is that it challenges me to learn and grow every day!
ReplyDeleteI completely agree! I think this is something that is hard for some people to understand, too. Like you said though, it is nice to be in a profession that challenges us in different ways every single day!
DeleteI also tabbed that section on page 19, but the part that stood out to me was shen she said that many nights she lied awake wondering about it. I can't tell you how many sleepless nights I have worrying about these kiddos and how to make a difference to each one of them.
DeleteStacey - My aha moment was the same as yours. I love the challenge and that is why it never gets boring. I don't know if it is possible to do ALL of this but I'm here to give it my best shot!!!
DeleteI totally agree with Stacey and Antia and this being an "aha moment". Jenn I am right there with you on the sleepless nights!
DeleteI agree with you Stacey! This profession reminds us daily that hard work is expected-we see it in they eyes of the individuals we work with. Our committment to always strive to be better is what keeps us moving and loving the job that we do.
DeleteI totally feel the same way as all of you. There are so many tasks that we are responsible for, at work and at home that it can be taxing to make it through the day. It is great to work in a district with such caring and determined people. Together we achieve many great things!
DeleteI found a lot of areas in Chapter 4 that I could relate to. One of my "aha" moments from that chapter was on page 35 when he was talking about our students in the classroom and how we are role models for them. He said, “Teachers are role models, and kids spend a lot of time observing who we are and how we operate.” This is so important for me to remember because being a first year teacher I find myself constantly worrying about different things and sometimes lose focus on what is really important. That importance is to be that amazing role model for each of my kids. On page 37 he talks about being yourself. If I am being myself in my classroom, it will help my students really understand me and help them feel comfortable with themselves. These were just good little reminders for me as I begin my teaching career and occasionally get “caught up” in all of the other things this job entails.
ReplyDeleteRegina, I couldnt agree with you more. Its so easy to get caught up in the teaching teaching teaching and we can lose focus on those little moments where the little ones are just soaking up our attitude or the way we respond and treat others. I really got alot out of 4 as well!
DeleteTrista and Regina ~ you both stated it so well. Recently getting a 5th grade Non-English speaking student from Korea has really opened my eyes to "see" the small basic things she is observing. She has re-taught me so much about life and views in her short time in the United States.
DeleteWell said Regina, this is also my first year so I can relate. There is so much to learn and plenty to worry about. However, it's important to just let go, be yourself, and see what happens. Lessons may work or may fail completely, but failures give us those opportunities to learn and try something new again.
DeleteI agree. Oftentimes we do get so wrapped up in all of the other things that are going on, that we lose sight of what is really important. Young students idolize their teachers and truly do emulate their teachers. We are often their best role models!!
ReplyDeleteKathi,
DeleteI totally agree as well! Not only are we teaching academics, but the life skills we teach our students through modeling are immense! I realize this each time I hear a student use the statements I have made in class, in the exact tone I used, with the exact infliction. It makes me analyze the moves I make on a daily basis, and ask how students are percieving my actions. We are often the frontline for helping to shape future generations. Overwhelming sense of responsibility lies on the shoulders of teachers!
Kathi and Jan, I agree with you both! I see this firsthand through my first grade daughter when she gets home and plays school and so MANY of the actions and movements are exactly what she sees and hears from her teachers.
DeleteSo true! I first notice this in how my daughters played house. Then when they started playing school. Wow, there was a time or two that I had to stop them and ask if that was how school was for them. Hum.... Of course there were, and still are, many positives as well.
DeleteI think you have brought up a good point with being and setting good examples for our students. A lot of times I feel as if kids give us the "I don't care" attitude when deep down they really do care and it is obvious by what they say, how they act, etc.. It is always interesting to me to find what they do care about and come up with a way to relate that to my sessions with them. I find that spending a portion of time on what they like makes them work harder and put more effort into the things they don't like that I have them do. School sometimes is the best part of these kids days so it is up to us to make it a positive experience.
ReplyDeleteI completely agree with you Rhea... I find that most of the kids that have behavior problems just need to find someone that gives an effort to care. They just want attention and someone to talk to about things that interest them. Like you mentioned this may be the only time that they get to do this. I look at this as a challenge to find a connection with each and every student that I encounter.
DeleteRhea, I agree with your statement. Our sessions would be pointless if we didn't take the time to build trust with our kids first. It's through that trust that we are able to get to their core. When they feel safe with us, we may discover feelings and information that plays a major role in their daily struggles. And yes, school may be the only place they feel safe or cared for.
DeleteChapter four really stood at for me. I guess my aha moment was just realizing like alot of you that we are role models 24/7 to our kiddos. Being a Kinder teacher its just amazing how influentail we are to them. I have caught myself thinking what do they really see in me when I come every day? Its just important for me to remember that they are watching me, not just what I am teaching, but how I am responding to them on a daily basis. Like Regina said in her post, I just need to remember to be myself and do my best to be the best for my kiddos.
ReplyDeleteTrista, I also liked how he went on to say that not only did he need to be himself and do things his way, but that he went on to explain the why...that Teaching is based on trust, and when students see me as a real person who genuinely wants them to succeed, strong bonds are formed. It reminds me of the saying in the teacher's bathroom..."They don't care how much you know, until they know how much you care." So true.
DeleteTrisa I totally agree! It is amazing what students pick up on as well, they are very aware of what you say or do in the classroom and definitely take it home with them. I agree that it is important to remember we are most likely their biggest role model in their life as of right now and to try and lead them down a positive path in their life from learning how to solve math problems to saying their please and thank yous.
DeleteMy aha moment came in chapter 2. I could totally relate to The Accidental Teacher. On page 15, she described how she was a teacher twice before she finally committed herself to the profession. I have to admit I did the very same thing. I graduated from college with a passion for teaching, but I burnt out just shy of the five year mark. I left the profession for a "higher paying" job (still working with children, but in a more administrator role). It never quite fit for me, I enjoyed the pay, but I was missing "something." I went back to teaching Special Education, and then a couple years later I had my twin daughters and took a leave of absence. My prior job found out that I took another break from teaching and made me another "monetary" offer I couldn't refuse. When we pcs'd to Ft. Riley, my job transferred, and I still didn't quite feel that feeling I had when I was teaching. That's when I met some wonderful ladies through the Early Reading First Grant with Geary County. After lots of conversations with my husband about our financial future, I decided to go back to what I now consider what I was meant to do...Teaching! It has quite honestly been a life saver and game changer for me. I am happier AND healthier as a result of this decision. I am living proof that the reward is in watching the differences I make everyday in the life of a child and not in a high paying/high profile job!
ReplyDeleteI enjoyed reading your journey to where you are now. My journey is very different than yours. My mother always told me the best job is one that makes you happy and although money was such a concern when I was younger, I knew that a high paying job should not be priority for me. I grew up here and have taught in this district for 19 years-there is nothing I would rather do. I agree with you completely-I enjoy working with children and find the education profession very challenging and rewarding. How very lucky we are!
DeleteJenn I admire your teaching story and your strength for getting through it. I too come from a non-traditional background but love everyday of teaching. I wish we were paid more but that is a different discussion!
DeleteMy aha moment was when Jennifer Welborn talked about making sure that she...addressed every student's learning style, strengths, weaknesses, gave enough attention, make sure they like school, they are not getting bullied, learn skills to be successfull, feel appreciated, respected, and challenged! Then she talked about all the things she needed to learn. Just to name a few...cooperative learning, integration, differentiation, and writing across the curriculum. She said "In reality, I can't do all that." Whew!!! That is a huge relief for me. I always wonder how other teachers get all of this done because I don't...sometimes I feel like I'm a bad teacher for not getting it all done. I want to...but how? In Chapter Three, the last words Judith Baker wrote were "this job is too hard for any one of us to do well enough alone." I have to agree!!!
ReplyDeleteAnita,
DeleteThis was my "aha" moment as well. I always feel like I am surrond by a group of "Super Teachers" and I often wish I could emulate all of their "super human abilities to reach students". I also realize that we (teachers) set huge expectations for our students as well as ourselves. And like you stated "how do we fit it all in?" I think we can't underestimate ourselves, our abilities as teachers, or our students and the abilities they bring to the table themselves. Maybe we have to remember that we aren't alone in the process to insure it is achievable. I agree that we need to have support, not just from colleagues but also from students, parents and other staff and community members. If we had the buy-in from these various entities, think about the goals we could reach!
I also would like to comment on Judith Baker's words on page 28. "I am worried that we teachers constantly interrupt the kids' own thinking-to the point where thinking becomes subordinate to, often limited to, guessing what the teacher thinks on the topics that the teacher is thinking about." This reminds me of a class I took in college where we discussed student centered learning. Students decided what they wanted to learn and how they were going to learn it. They had to create a portfolio to show their work and what they learned. Teachers were there to coach/guide students.
ReplyDeleteAnita, this really got me thinking about how I need to help kids learn how to ask questions and drive the discussion, not sit back and wait to find out what I think is the important part. So cool!
DeleteI have to say that my "aha" moment was also on page 19. While Ms. Welborn and I have very different backgrounds, when she frets about "addressing each and every kid's learning style and individual strengths while helping them work to improve their weaknesses. How will I ensure that each of my students is getting enough of my attention, liking school, and not being bullied, while learning skills that will help him or her be successful." I felt like she was reading what goes through my mind on a constant basis. How do I help each and everyone of my students? The impossibility of this statement is overwhelming and though I struggle with this thought almost daily, it hits me most when summer vacation starts. I ask "What could I have taught that student that would have helped him or her reach their goals?" or "Did I take enough time to make insure I met his/her individual needs?" or "Did I really prepare that student for what lies ahead?" Overwhelming and impossible diescribe this feat-I know-but I don't think we can say that overwhelming and impossible are acceptable. As a person who likes to "people watch", I stand in awe of the colleagues I work with at my school-I have never thought of them as having this similar worry-because they just exude the confidence in their own abilities and the abilities of their students! I see these teacher setting such great expectations for not only their students, but also for themselves, that I don't think they see the impossibility of helping each and every student on each of their individual levels. These colleagues strive to always learn better ways to help students or more innovative ways to help students reach their goals. So maybe, the word impossible needs to be deleted from the text of our brains when it comes to our students. I hope I can try to remember that all of the goals we set for our selves and our students are attainable and that it just takes effort and patience on my part as a teacher. I think most of my colleagues have that thought in their mindset-all goals are achievable. Our own underestimating often gets in the way of that achievement.
ReplyDeleteI enjoyed the statements on page 51 in which the author states, "John Dewey often said that we learn not simply by doing but by reflecting on what we do" and that some of the most important learning happened when we didn't know we were learning. This is so true! As educators, we work diligently to create lessons based on good teaching practices and expectations. We do not work in a profession where perfection is expected. For some, this is seen as a downfall however, we know that a growth mindset allows us to continuously set goals and work hard to achieve them. By reflecting about our decisions, actions, and behaviors we are able to improve our teaching craft. Our students are changing all of the time and we need to do the same to accomodate those changing needs. As I work with student teachers, I emphasize the importance of being reflective. This is often difficult because of their lack of experience and knowledge but they begin to by the end of the semester. It is my hope that they see the value in reflecting-they will learn as much thinking as they do anything else.
ReplyDeleteReflection is key, for the students and for us! Why don't I take the time to allow for their reflection, as well as mine?!?!
DeleteMy "aha" moment definitely came in Chapter 5, On Re-Becoming a Teacher. Laila Di Silvio talked about her struggles with one student named Roscoe. She asked herself the question, "When are the actions of one individual student just too much?". Even though this question may seem rude I'm sure it is one that many of us have had to ask ourselves. I really liked how Silvio explained how she connected with Roscoe through Harry Potter books. This one connection made a huge difference and she had that marvelous moment when Roscoe brought his copy of Harry Potter for her to use. This connection made her realize that there is a lot more to students than what she sees daily in her classroom. I could not agree more and I feel that making connections with each student is one of the most important things we can do as educators. Children need to know that they are loved and cared for. It reminds me of the quote that is in our school that says, "They don't care how much we know until they know how much we care." This speaks volumes and is so true. Before we can really begin teaching and engage ALL students, they need to know that we CARE truely about them as individuals and not just another student we are teaching. Another part I really liked in Chapter 5 was when she said, "I relish the title teacher. It is an honor to be entrusted with the education of so many children." I hope that all teachers look at their jobs as an honor and not a burden. This book definitely has made me fall in love with teaching again and I feel privileged to be in the profession.
ReplyDeleteI connected with the paragraph on pg. 37 that discusses being yourself, building trusting relationships with the students, not giving in to insecurities, using support of collegues,and "experiencing the confusion and disorientation that force us to prioritize, build on our successes, and develop a system that works." This being my first year, I find it vital to get to know my students and build those relationships. Without that trust, our sessions will not be successful. I also have found that I ask many questions of peers to get a sense of how they do things, but I indeed had to come up with my own system. I maybe pulled something here and there from a co-worker, but it was in the "disorentation and confusion" that I learned for myself and created something useful. It reminds me of a quote I am all too familiar with, "Baptism by fire." LOL Sometimes you just have to jump in and see what happens! The worst you can do is fail, but it's through our failures that we are able to change and grow.
ReplyDeleteI love the premise of this book coming from a qualitative narrative research perspective. I have connections with each of these teachers as well as more than a few ‘aha’ moments. I have always felt like a non-traditional teacher as I sat out of teaching for eleven years while I stayed home to raise my own babies. I also began in a Catholic school. This made my shift to public school a learning experience. I am currently working on a graduate degree in curriculum and instruction so feel like I am constantly learning about learning.
ReplyDeleteThe second author’s comment about not asking questions was a bit of paradigm shift for me. For the first time I understand the importance of not directing students to answer my questions but to have them come up with their own question to self-direct their learning. This has been the shift in CCSS Math. It is hard to break old habits! I was surprised at her questioning authority but recognize that that is exactly what makes her a revolutionary thinker and teacher!
I connected with Bob Ames’ team approach. Every fall I marvel at the differences in classes I have from year to year. Every year there is a process of learning how each group works and doesn’t. I thought it was a great analogy comparing the school year to a sports season and learning each students or players strengths and weaknesses to help them along the way.
The last Di Silvo spoke about her struggles of feeling that she didn’t measured up as a teacher. I think all teachers experience those seasons along the way. I know I have had some challenging students, parents and working environments throughout my 15 as a teacher and have doubted my abilities on several occasions. I think that’s ok because it drives me to be reflective and to make changes and continue learning.
I had several connections with Patty Bode’s story and was again challenged by her words. I too come from a Catholic family of 7 girls and 2 boys. I was from a very white Midwestern farming community though. I think this challenged my own thinking about other races and ethnicities I encounter here at USD 475. I am not as demonstrative in teaching cultural differences as Bode but understand and admire her work.
I know that this is way way late and I apologize! My aha moment was when I was reading Jennifer Welborn's portion. She said that the more she teaches to more she realizes how much she she still has to learn. All I can say to that is amen! This is my 16 year and I still have so much to learn.
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