Module 12

Wow, I can’t believe we are at the end of the course! I have learned a lot in this class, and working in this group has been good. I think overall we had a great group, and I am glad some of you were already teaching. It’s good to have a few different viewpoints. I still want to be a teacher, but I still want to stick with my original plan of teaching at a community college. I understand I may have to teach a few years in lower levels, and that is fine with me. I will be as prepared as I can be, and give it my best. I think that I can keep up with the demands of teaching with help from my friends and family. I have relatives who have been there, done that, so that helps a GREAT deal.

I think that I have said it many times before, but to me one of the most important roles of a teacher is to see each student as an individual and connect with them. Class’s are not a mold, and should not be treated as such. A teacher prepares children for the future – they spark learning. They inspire and help the children want to ask questions.

I did not realize how many rules teachers had to follow. I did not know as much about NCLB as I do now. I didn’t realize the demands a teacher has on them to meet so much criteria.

Good students are not those that make straight A’s. Good students are those that want to learn, try to learn. Good teachers are the one’s that realize A students are not the only good students. Good teachers want to help all students, teach them all that learning is important in life.

Module 11

Wow, this class has flown by! For my first question I chose "Are teachers born, or made?" Having been raised around a few teachers I have some insight on this. One of my family members became a teacher, got into her classroom and was not happy. She struggled the first few years and was not happy in her life. My mother told her that maybe teaching wasn't meant for her. My aunt was mad at first, but those turned out to be the best words she heard. She wanted to prove my mother wrong. Today she will tell you if you go into teaching because you 'can't think of anything else to do' then you will hate it. She told me that when I first mentioned becoming a teacher. I thought about it long and hard. My aunt was not born a teacher, but over the years she was made into one. I myself had her twice, in 4th grade and again in 7th. Her teaching methods have changed over the 20 years she has been teaching, and today she loves her job. It's evident in the students she's helped. She loves what she does now, and has grown into a wonderful teacher. To tie into another question, "How can teachers best tap into different student learning styles?" The same aunt read an article on it years ago, before there was much research on it. Since then the learning styles had her hooked. I remember in my 7th grade class she would read out loud, have students read, presentations, movies, posters, she went through everything and would note each students responses and what they learned best at. I didn't know at the time, but our class was a gunnie pig class for her. She loves using different techniques to help each learning style learn.

I want to say that some people, like Mrs. P, one of the teachers I interviewed, are born for teaching. I had her the first year she started to teach - and she was wonderful then. She had a knack for it from the start. So while most teachers are not born teachers, some are. It doesn't make one any better than the other.

Module 10

In the Teachers' Rights and Responsibilities I choose Situation 1. I think all of these situations were hard and had two sides. For this issue the teacher is asked questions she should not have to answer. She is asked "Are you planning to get married or have children in the near future?"

I understand both points of view. I see how if she is in the system for a short time and has a child, she has to take leave. That puts the school out of money and time by having to find a sub to stand in for her. However, I have to side on the side of the teacher. Her business is her business, especially getting married. I would be furious and disappointed if I was turned down because I was married - it does not seem fair. The questions asked are now inappropriate and illegal, and do not have to be answered.

For the Students' Rights and Responsibilities I chose Situation 15 to write about, because I remember this from high school. Searching students for drugs happend occasionally and there was always outrage. The strip-search is very, very immoral and wrong. I'm glad that that it is illegal. However, I do not thing there is a thing wrong with searching lockers, cars or even book bags. If the student has nothing to hide, then why care? I saw many things happen in high school that never should have - steps have to be taken to make the school safe.

Field Experience 2

I just complete my field experience requirements at SFL elementary. I observed Ms. A at SFL, and her 4th grade class. The school is a very small school, very personal and welcoming. I was very welcomed in the classroom by the teacher and the students. Ms. A has a rotating classroom, her student's being split between two teachers. She teaches science and math - with exceptions. Today they did a math project where they went outside and measured certain items to get the area and perimeter. Then it was time for lunch, recess, then Radical Reading. Ms. A does an amazing job with her students. She knows them all very well, along with most of the other students at the school. She has a good relationship with many of the parents along with the other teachers. The class was very orderly and quite. It was interesting to see the 'behind the scenes' during lunch and recess. I also got some insight on other teachers, and dealing with difficult parents.

Module 9

This is hard to decide. I know that every child should have a good education, regardless of how much their parents make - but this raises some other questions and problems. Resources should be available for students, but all of this costs. Where does the money come from? Who pays for it? How is it determined that a student needs financial help? Where is the line drawn? I

Judge Manning had a tough case, but I agree with the fact that he ruled on the side of the at-risk children. I also like how he suggested that the locals may be at fault too.

I wish I could have seen him talk at UNCP. I love the quote, when he said "It's not about the buildings. It's about delivering sound basic education to kids."

I think there is so much more behind the sceans that needs to be considered. I'd love to just say, "Everyone needs a good education. And they will have that right" but it's not that easy.

Field Experience 1

I observed a High School English class at PCH. It was interesting to go back, things look diffrent now. My teacher was actually one I had in 8th grade! Ms. P is amazing, and I still think so. I loved watching her teach, you can see it very clearly that she loves what she does. She has been teaching for many years, and for 3 years at PCH. She has had 9 at risk classes during that time!! One of the classes I got to observe was such a class. She explained to me some of the students that were in the class. Including one who's IQ was less than 60, but was in all normal classes. Each and every student that walked into her room she greated, and asked "How was the basketball game last night?" or "How's you dog doing?" or any number of questions. She knew each students name, something about their life, and got them all engaged with her by asking questions. She makes everyone feel welcome in her room.

I don't think I would do anything diffrent. I would like to know more about her at risk classes, and how she handles them. Which I get to for an interview with another class! That I'm looking forward to.

Her AP class was not as interesting to watch, but she treated them no diffrent than her other class. She knew them all. She had the classes under control at all times, but she would let them talk out if it was appropriate.

Module 8

I agree that a student is not an empty vessel, and seeing every student as an individual human being. I like the idea about the ‘voyage of discovery’. And not all students are the same. I understand what he was saying about being different and the same. I liked most of what this guy said. Asking questions, creating curiosity, etc.
I think a line has to be drawn because he said something about relaying our morals, values, etc onto the students. That’s fine as long as the teacher has the proper morals and values, but what are the proper morals and values? Universal ones are fine, doing good to others, etc. But nothing like beliefs or religion should be pressed upon a student. When he explained about beating the students down, that was a great point. Everyday we have the chance to shape moral’s, I agree too. I like what he said, I just think that the line needs to be clear. He brought another one up again is the truth, and teaching the truth. The same thing applies here.
I love that he said we don’t know everything, and we shouldn’t think that. I think that overall his ideas are great, but caution needs to be applied.
Having took the test, which someone had taken before me, I was surprised at how different my answers were on this. Unlike before, when my answers were right along with everyone else - now it’s different. “Each student should determine his or her individual curriculum, and teachers should guide and help them.” The person before me disagreed. I strongly agree with this! What gives us the right to dictate what our students become? I think that individualism is one of the key factors in teaching.
Not everyone is the same. So why have the same curriculum for everyone? I’m not saying that if the student thinks they shouldn’t do any work then that’s ok. I’m saying that we should cater to the students skills, if they have an interest then go with it. Make learning fun. Don’t we all do better in the classes we enjoy? Everyone should be involved with this, not just the teachers.