Chapters 1-3 are packed full of valuable information, and I could write an entire essay just on how imperative everything discussed actually is.
I definitely feel that the "Four stages of teaching" discussed in chapter one are realistic. I feel that I can only place myself in certain stages hypothetically, though, seeing as how I am not yet in a classroom of my own. I definitely hope to reach a level of mastery within my first year so that I can impact student's lives... but, I know that may be easier said than done. I don't want to be a teacher for the paycheck or benefits, but that doesn't mean that I won't feel that I am in constant survival MODE my first year. I understand the necessity of being accountable for your students, and understand that activities and lessons serve a purpose far beyond entertainment... and should serve to spark inquiry above simply relaying factual knowledge. I guess I just realize that mastery takes work, and that in order to reach that stage a lot of time and energy has to be put into creating efficient and effective practices. I have the passion to put in the time and work, and I am therefore hoping that it will pay off for both myself and my students in my first year.
The most important thing I am taking away from this text has to do with the teacher/student relationship. A lot of my students ask me if I am their "friend". As a young teacher, I am still trying to figure out how to correctly respond to this question. A lot of times I say "I am your friend because I can help you learn something, so in that case I am like an 'adult friend'. But it is a different kind of friend than the friends you have in class, in your neighborhood, through your family, or in extra curricular activities. I am your teacher, but your friend because I help you learn"
I don't know if that is what I am supposed to say. But I know that every teacher has always told me, "DON'T BE YOUR STUDENT'S FRIEND" I always understood why that was important, but not the reasoning behind it. Now I get it- if you are a student's friend, they will expect you to act similarly to the way their other friends act. They will "expect favors" from you that you just cannot give without maintaining neutrality amongst the class and remaining fair. If you do not grant them certain things they want, or act toward them in ways that they consider to be imperative to "friendship", they will resent you. This makes me think of how hard it has been to live with roommates who are friends for the very same reason! Anyway- now I feel that I have a better grasp on just why everyone has told me "don't be your student's friends".
Also- I never thought of it this way, but it really is true that in your first year of teaching you are expected to "perform your full complement of duties immediately while learning them at the same time." I realize this is why it is imperative to keep in touch with my peers so that I can share experiences, and also "beg borrow and steal" from more seasoned teachers who know what they are doing.
Efficient: Doing things right
Effective: Doing the right thing
"The effective teacher affects lives"
The following notes are for my benefit:
The Effective Teacher:
1) Establishes good control the first week of school.
2) Does things right, consistently
3) Affects and touches lives.
4) Exhibits positive expectations for all students
5) Establishes good classroom management techniques
6) Designs lessons for student mastery
7) Works cooperatively and learns from colleagues
8) Seeks out a mentor who serves as a role model
9) Goes to professional meetings to learn
10) Has a goal of striving for excellence
I definitely feel that the "Four stages of teaching" discussed in chapter one are realistic. I feel that I can only place myself in certain stages hypothetically, though, seeing as how I am not yet in a classroom of my own. I definitely hope to reach a level of mastery within my first year so that I can impact student's lives... but, I know that may be easier said than done. I don't want to be a teacher for the paycheck or benefits, but that doesn't mean that I won't feel that I am in constant survival MODE my first year. I understand the necessity of being accountable for your students, and understand that activities and lessons serve a purpose far beyond entertainment... and should serve to spark inquiry above simply relaying factual knowledge. I guess I just realize that mastery takes work, and that in order to reach that stage a lot of time and energy has to be put into creating efficient and effective practices. I have the passion to put in the time and work, and I am therefore hoping that it will pay off for both myself and my students in my first year.
The most important thing I am taking away from this text has to do with the teacher/student relationship. A lot of my students ask me if I am their "friend". As a young teacher, I am still trying to figure out how to correctly respond to this question. A lot of times I say "I am your friend because I can help you learn something, so in that case I am like an 'adult friend'. But it is a different kind of friend than the friends you have in class, in your neighborhood, through your family, or in extra curricular activities. I am your teacher, but your friend because I help you learn"
I don't know if that is what I am supposed to say. But I know that every teacher has always told me, "DON'T BE YOUR STUDENT'S FRIEND" I always understood why that was important, but not the reasoning behind it. Now I get it- if you are a student's friend, they will expect you to act similarly to the way their other friends act. They will "expect favors" from you that you just cannot give without maintaining neutrality amongst the class and remaining fair. If you do not grant them certain things they want, or act toward them in ways that they consider to be imperative to "friendship", they will resent you. This makes me think of how hard it has been to live with roommates who are friends for the very same reason! Anyway- now I feel that I have a better grasp on just why everyone has told me "don't be your student's friends".
Also- I never thought of it this way, but it really is true that in your first year of teaching you are expected to "perform your full complement of duties immediately while learning them at the same time." I realize this is why it is imperative to keep in touch with my peers so that I can share experiences, and also "beg borrow and steal" from more seasoned teachers who know what they are doing.
Efficient: Doing things right
Effective: Doing the right thing
"The effective teacher affects lives"
The following notes are for my benefit:
The Effective Teacher:
1) Establishes good control the first week of school.
2) Does things right, consistently
3) Affects and touches lives.
4) Exhibits positive expectations for all students
5) Establishes good classroom management techniques
6) Designs lessons for student mastery
7) Works cooperatively and learns from colleagues
8) Seeks out a mentor who serves as a role model
9) Goes to professional meetings to learn
10) Has a goal of striving for excellence
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