Education
is freedom, and education is power. Each student has the chance to be
both free and powerful, and teachers must facilitate this.
Every student is capable of learning.
Both the teacher (who is also always a student as well) and the
students must understand this about themselves and the people around
them. When we all understand that everyone can learn, we understand
that we each have responsibility: to ourselves to get the most out of
our educational opportunities, to each other to respect the work and
time that each person puts into the class, and to the class as a
whole to create a safe and challenging atmosphere.
Teachers should be a trustworthy, steady presence in a child's life. As a teacher I aim to be non-judgmental and open-minded and to encourage my students to do the same. Teachers are often the only safe, responsible adult a child may have in their life, and I take that seriously as an educator. My classroom will be comfortable and warm but rigorous and demanding, because I expect the best from my students. With clear expectations set out at the beginning of each year and throughout the year, students can have a learning community where it is safe to question, to play, and to feel. The relationship I have with my students is what my success as an educator hinges on. So I will not take my anger and frustration out on my students. I will not bring my personal life in to work with me. I will treat them all fairly, and I will be there for them when they need me.
Students will come from all different backgrounds, but I intend to work with at-risk youth. This means I need to remember that poverty does not automatically mean a student will receive a poor education, but that it needs to be considered when creating lessons, homework, and expectations for the students. I will not set them up to fail by expecting things of them that are unrealistic or unfair.
On this note, literacy is and has been deeply neglected in both English classes and content areas. If a student does not learn how to read effectively by third grade, they are often going to struggle with reading for their rest of their lives unless they get appropriate intervention. Even if I am not teaching a reading class specifically, I will always emphasize reading development and literacy skills, particularly for the striving readers. Even students who read at the appropriate grade level should receive intermittent intervention and instruction to elevate their skills. Literacy should be a focus from pre-K to high school graduation. Without solid reading skills, every content area can become a struggle.
Another important skill for students to master is critical thinking. Critical thinking can change or even save a student's life. When they learn to think for themselves by considering every angle and engaging in content creatively and intimately, they will be hard pressed to find a question or content area they can't solve or master. Critical pedagogy will color each of my lessons so that students will be able to understand concepts of freedom, authority (and rebellion), soul-deep knowledge, and power. I want to challenge them daily to think about the systems of power and oppression that influence their lives every day. I will know their progress in learning critical thinking by the way they approach their assignments, the way they will challenge me, and other formative assessments. I will have regular quizzes and tests that they can expect so they will not have to worry about being surprised by grades and can focus on the content instead. Quizzes will be used to measure success and understanding, not to punish.
I understand that critical thinking is hard for students to understand and get excited about, and the way they are typically taught can be boring for them. Motivation and engagement will be a key focus of my lesson planning. I will incorporate activities every day that highlight different intelligences to make sure each student has a chance to practice their favorite. I will allow them both group and indpendent work time. I will make sure they understand they have a place in making decisions about the classwork and that they have as much responsibility for their learning as I do. I think that when students are trusted with important tasks and respected to the extent that they have their own individual responsibilities, they will flourish and succeed. Students just need a reason to rise to the occasion.
The main factor for keeping students motivated and engaged is making sure the teaching remains fun but rigorous. Activities that allow them to be creative will break up longer or more complicated lectures. There will be time to get up and walk around, to visit the media center or even go outside. The work will be hard enough to keep them focused but not so hard they lose heart. This is an ideal and will only work if I focus on differentiation and keeping myself flexible and in tune with the students' needs.
I am especially passionate about books and literature. Literature and arts education help students become involved members of their community, and books can enrich lives. I love the classics as much as any teacher with a language arts background, but I think students can benefit from lesser-known books just as much, if not more. I will incorporate young adult novels, poetry, local authors, young authors, and others into the classroom library and during lessons. Students will always have a wide array of books to choose from in my class, from magazines to Shakespeare. There will be no excuses along the lines of “I couldn't find anything that looked interesting.” Young adult novels are misjudged in academia for being too light, but I hold that books that are written for teenagers to relate to can only be beneficial in a classroom setting, especially with striving readers.
Theory is crucial and guides my daily decisions, but being prepared with strategies and an understanding of the curriculum and Common Core Standards is just as important. My ideal classtime would include whole-class discussions, multidisciplinary approaches including art and public speaking, read alouds, book clubs and/or literature circles, and one on one time with the teacher. My ideal classroom is decorated with informational posters that help guide students into critical thinking and the essential question is always posted on the board.
As the year goes on, student work lines the walls proudly. Students will have a chance each week to create a physical product that relates to their learning so that they will have visual reminders. Lectures are short and discussions are long, and authentic, voluntary discussion from the students will never be stopped in favor of a bullet point on the lesson plan. Homework other than reading will be occasional and only assigned when it furthers understanding of a complicated topic or when students are working on individual projects. Reading homework will be daily but in small, manageable assignments. Discussions will remain productive and relevant to common core standards by teaching students to cite the text in their answers or support their arguments effectively.
Teachable moments will be seized whenever possible to open the students' minds to the world around them, including engaging them in difficult conversations regarding race, gender, and sexuality, when possible and appropriate. Students need a safe place to discuss these issues and learn about them from different points of view.
Every student in the class will get special consideration and differentiation when I design the lessons and create assignments, including ESE, ESOL, and gifted students. I will work with students, parents, and other teachers to make sure IEPs and individual needs are met every day.
I want to be the kind of teacher that inspires students to work harder because they feel smart in my class. I want to challenge them to rise about standards and tests, as well as stereotypes and glass ceilings. In my classroom they will learn self-worth along with literature, metaphors and vocabulary.
Teachers should be a trustworthy, steady presence in a child's life. As a teacher I aim to be non-judgmental and open-minded and to encourage my students to do the same. Teachers are often the only safe, responsible adult a child may have in their life, and I take that seriously as an educator. My classroom will be comfortable and warm but rigorous and demanding, because I expect the best from my students. With clear expectations set out at the beginning of each year and throughout the year, students can have a learning community where it is safe to question, to play, and to feel. The relationship I have with my students is what my success as an educator hinges on. So I will not take my anger and frustration out on my students. I will not bring my personal life in to work with me. I will treat them all fairly, and I will be there for them when they need me.
Students will come from all different backgrounds, but I intend to work with at-risk youth. This means I need to remember that poverty does not automatically mean a student will receive a poor education, but that it needs to be considered when creating lessons, homework, and expectations for the students. I will not set them up to fail by expecting things of them that are unrealistic or unfair.
On this note, literacy is and has been deeply neglected in both English classes and content areas. If a student does not learn how to read effectively by third grade, they are often going to struggle with reading for their rest of their lives unless they get appropriate intervention. Even if I am not teaching a reading class specifically, I will always emphasize reading development and literacy skills, particularly for the striving readers. Even students who read at the appropriate grade level should receive intermittent intervention and instruction to elevate their skills. Literacy should be a focus from pre-K to high school graduation. Without solid reading skills, every content area can become a struggle.
Another important skill for students to master is critical thinking. Critical thinking can change or even save a student's life. When they learn to think for themselves by considering every angle and engaging in content creatively and intimately, they will be hard pressed to find a question or content area they can't solve or master. Critical pedagogy will color each of my lessons so that students will be able to understand concepts of freedom, authority (and rebellion), soul-deep knowledge, and power. I want to challenge them daily to think about the systems of power and oppression that influence their lives every day. I will know their progress in learning critical thinking by the way they approach their assignments, the way they will challenge me, and other formative assessments. I will have regular quizzes and tests that they can expect so they will not have to worry about being surprised by grades and can focus on the content instead. Quizzes will be used to measure success and understanding, not to punish.
I understand that critical thinking is hard for students to understand and get excited about, and the way they are typically taught can be boring for them. Motivation and engagement will be a key focus of my lesson planning. I will incorporate activities every day that highlight different intelligences to make sure each student has a chance to practice their favorite. I will allow them both group and indpendent work time. I will make sure they understand they have a place in making decisions about the classwork and that they have as much responsibility for their learning as I do. I think that when students are trusted with important tasks and respected to the extent that they have their own individual responsibilities, they will flourish and succeed. Students just need a reason to rise to the occasion.
The main factor for keeping students motivated and engaged is making sure the teaching remains fun but rigorous. Activities that allow them to be creative will break up longer or more complicated lectures. There will be time to get up and walk around, to visit the media center or even go outside. The work will be hard enough to keep them focused but not so hard they lose heart. This is an ideal and will only work if I focus on differentiation and keeping myself flexible and in tune with the students' needs.
I am especially passionate about books and literature. Literature and arts education help students become involved members of their community, and books can enrich lives. I love the classics as much as any teacher with a language arts background, but I think students can benefit from lesser-known books just as much, if not more. I will incorporate young adult novels, poetry, local authors, young authors, and others into the classroom library and during lessons. Students will always have a wide array of books to choose from in my class, from magazines to Shakespeare. There will be no excuses along the lines of “I couldn't find anything that looked interesting.” Young adult novels are misjudged in academia for being too light, but I hold that books that are written for teenagers to relate to can only be beneficial in a classroom setting, especially with striving readers.
Theory is crucial and guides my daily decisions, but being prepared with strategies and an understanding of the curriculum and Common Core Standards is just as important. My ideal classtime would include whole-class discussions, multidisciplinary approaches including art and public speaking, read alouds, book clubs and/or literature circles, and one on one time with the teacher. My ideal classroom is decorated with informational posters that help guide students into critical thinking and the essential question is always posted on the board.
As the year goes on, student work lines the walls proudly. Students will have a chance each week to create a physical product that relates to their learning so that they will have visual reminders. Lectures are short and discussions are long, and authentic, voluntary discussion from the students will never be stopped in favor of a bullet point on the lesson plan. Homework other than reading will be occasional and only assigned when it furthers understanding of a complicated topic or when students are working on individual projects. Reading homework will be daily but in small, manageable assignments. Discussions will remain productive and relevant to common core standards by teaching students to cite the text in their answers or support their arguments effectively.
Teachable moments will be seized whenever possible to open the students' minds to the world around them, including engaging them in difficult conversations regarding race, gender, and sexuality, when possible and appropriate. Students need a safe place to discuss these issues and learn about them from different points of view.
Every student in the class will get special consideration and differentiation when I design the lessons and create assignments, including ESE, ESOL, and gifted students. I will work with students, parents, and other teachers to make sure IEPs and individual needs are met every day.
I want to be the kind of teacher that inspires students to work harder because they feel smart in my class. I want to challenge them to rise about standards and tests, as well as stereotypes and glass ceilings. In my classroom they will learn self-worth along with literature, metaphors and vocabulary.
