- learn the ways to help "fix" all the problems we are going to be facing as teachers.
- we are told a lot about the problems that we are going to encounter as teachers, but aren't too often given the tools and techniques to learn how to deal with these situations.
- learn more effective classroom management techniques
- understand how students learn better, so that I can teach better,
- the reading from the 21st century lit book touched upon the different types of learning theories, most being "student centered".
- After reading the article by Fleming I can see how a lot of teachers would steer away from teaching in high-priority schools. In all honesty if it came between choosing a job in a nice school district verses a high need school, I would pick the nicer school district. That being said, after a few years under my belt I feel as if I would be more fitting for the task of working in a high need school.
- Within the article it talks about how many teachers aren't prepared to work in urban schools, and fail to recognize how much a child's socioeconomic status affects their learning and learning environment. It also explains how most teachers within these schools have only 1-3 years under their belt.
- As much as I would love to think I could run to the rescue straight out of college and perform as a top teacher and help students living in these areas I know I'm going to be facing enough challenges just being a first year teacher in itself to attempt to tack on all the other conditions that come along with being in an urban/high need area.
- In terms of what I want to learn to help me reach my goals, would be more techniques to become a better at teaching literacy
- figuring out ways to better teach students who are are struggling with literacy
- The jigsaw readings aligned with my initial expectations of what to expect as a teacher when it comes to urban areas and ell learners.
- The article that addressed ELL learners and the way to accommodate for them relates to my original desires to become a teacher. I originally was Special ed: Deaf ed major, but the program was cut during my freshman year and I was no longer able to complete it. . I realized while I was in the deaf ed program that my desire was not necessarily to teach at an all deaf residential school, but moreover if there were to be a deaf/hearing impaired child in the district, to be a classroom that student could be mainstreamed into. I realized a lot of the ways the ELL's were talked about in the article could be related to deafness and that bridging the gap between communication in both should be the ultimate goal.
- Being placed in an urban area showed me a lot of things that the article explained in terms of school conditions, home life, etc- ex. my teacher has to bring her own paper to school for the students
- The kind of teacher I want to be is one of which that can fix all of the problems within urban ed schools and with ELL learners, and although that isn't realistic, I want to be the kind of teacher that is making a difference in some way, and promoting learning/ instilling hope in students.
In regards to your last bullet point, I think it i is important to realize that you you can't fix everything. I think prepare for the worst and hope for the best fits. It takes a certain level of maturity to realize your limitations as a teacher and person in general. I think this is critical especially for teachers because it keeps you in check and honest with your students. It's better to tell a student you don't have an answer and then find out about it and inform them as oppose to bending the truth or telling them an incomplete fact.
ReplyDeleteI share a similar feeling and agree 100% about wanting to rush in with all the answers to all the students problems. I want to know how to balance what is my ability with what is my expectation
Like we talked about during class, I think intrinsic motivation to learn is one of the biggest challenges for students in urban schools. There are so many factors from students' lives outside of school that play into them not valuing school or not believing they can succeed.
ReplyDeleteI think that students' motivation to learn is a big determinant in behavior and classroom management. I would love to learn effective classroom management techniques, but motivation might be more important in certain contexts. If they want to learn, they will focus on the learning.
I agree that I would not feel prepared to work in a high-need area my first few years of teaching, but maybe it would prepare you so much that you could handle anything after that.
This article was really discouraging and drove me away from wanting to explore positions in urban areas. I never really pictured myself in one but now I would steer away for sure my first few years. How much preparation can teachers really get for high-need areas and the challenges that come with them? They're so varied that all a teacher can really do is spend the extra time to get to know each student and give each student the extra help he/she needs.