Making the Journey...

Christenbury, if nothing else, gives us many ways to look at our teaching styles in this chapter. We can be maniacal and devote 110% of our time to our class and end up hating our students, our job and ourselves, or...

We can take the road less traveled for new teachers. Balance our workload, keep grading and planning work at school (including griping to your spouse), and find someone at school you can share with when times are hard.

I find this to be a successful bit of advice in any profession. As a much older student, I've had numerous jobs where I have attempted to do my best, but have been hampered by rules, mandates, and bureaucracy. My solution has been to find someone who you can gripe to. You don't want to find someone who is overly negative, as they may push you to the "disgruntled" personality. You want someone who can agree when they should and help you find that light at the end of the tunnel when it's there. This will keep you balanced, but feeling like you have a true avenue for venting.

~Stan

20 years down the road...

Can you imagine that in 20 years, you will be sitting at your computer reflecting on all the times you put into your classroom? 20 years in a classroom...in any place...seems like a long time. Do you know how many students you will have in 20 years of teaching? Do you think it is important to make a connection with each of these students throughout the time spent in your classroom? Well, I do. I know that after 20 years of teaching, i will be able to look back and reflect on the fact that i touched almost 2000 students lives. I think this will be an amazing feeling. For a feeling like this, do you really think it will be easy? No- it will not be easy. In fact, the first 5 years are going to be the hardest, but we must return to the classroom every day, year after year, because we have students lives to affect. My favorite teacher in high school (one who i still talk to every week) was in the classroom for 30 years before i had her as a teacher and she still seemed enthusiastic about her material every day. Yes, she has probably been teaching the same information year after year for the past however many years, but she still loved it and still did it every day. Now that she is retired, she is back in the classroom subbing at least 3 days a week because she loves it so much. I hope that in 20 or 30 years i will be as excited about teaching. I know that seems like a long way away-- but i am excited for that feeling!

Wow.  I can't believe it is about that time where I can replenish my wallet with green and see my lists of things to do become less daunting.

It is weird to be done with both Gallagher and Christenbury, and now I am nervous about student teaching, and I fear that I'm not going to be a natural at this whole teaching thing.  I have always had this idea in my head that most people who come into this profession chose it because a parent or family member is a teacher.  You know - "my grandma and mom are both teachers and I have always wanted to follow in their footsteps" type thing.  It seems like they are meant to be in the classroom and will be so natural at it. Well, I definitely don't have anyone in my family that was or is in the teaching profession, and as a little girl, I remember saying that I didn't want to be a teacher.  All this goes to say that the people who knew that they were going to be teachers all along intimidate me because it seems so natural for them and something that they have wanted for so long. Sometimes I still wonder if I'll succeed in this profession and if I will love it.  I was so encouraged when Christenbury quotes Susan Ohanian when she states, "It is possible, I suppose, to have an inborn talent for teaching, but I am sure that those teachers who endure and triumph are made - rigorously trained - and not born" (297).  It is good to be reminded that becoming a teacher is a constant learning process and something that you aren't born with.  Sometimes it may not come naturally, and that is okay.

I also think that to "love" my job also means having a life separate from it.  Burn-out is a scary thought for me, and I think that one of the hardest things to do will be to make sure that I am taking time out for myself and enjoying my life, apart and away from my job.  I like that Christenbury says that you should buy season tickets or schedule social times so that you make yourself get out once in a while.  I think it can be so easy to just stay home and claim "I'm tired."  If we fail to make ourselves "get out" once in a while or spend time on ourselves, eventually we may find that we are unhappy, and ultimately our jobs will become less than enjoyable.

Self-Explanatory

Another Article TELLing You What to Do

This post is in homage, so to speak, to another blog reel I write, which everyone should check out and comment on whenever you are able: Half the Gladdness Thy Brain Should Know.

Now, I say this because on that blog I put articles within paragraphs of my own opinion and it's up to the reader to follow the link and gather more vital information. Because of the controversy from last week, I've decided to put a link to a website that TELLS you what to expect in the first year of teaching... to not scare you away. Now, if you've read the last big story "The Job is the Fight," then you may realize quickly that I don't really take to too many of these quotes. But I think they're fun and worth discussing (especially if you want to argue with some of them as much as I do).

Still, don't fret, Stan and Kevin, I'm working on another post that's sure to get under someone's skin. Keep your gloves up and no hitting below the belt... let's get it on!

Chapter 11

As I was reading the "Staying in the Classroom" section of chapter 11, there was one part that really stuck out to me. The statistic that 30-40% of beginning teachers do not return to their classrooms. I realized that not 100% of teachers always return to the classroom, but I had no idea the number was that high, especially for beginning teachers. Honestly, that's pretty scary. I really don't think I will be one of those statistics, but you never know. The section says that many of the reasons that teachers don't return to their classrooms is because of isolation from other professionals, pressure, the workload, and the constant demand from administrators, teachers, students. etc. I feel I am pretty prepared for those things, although I guess I don't know until I actually find out. My practicum teacher did emphasize how much work she does and how she feels it takes away from her family. She told me numerous times how she stayed up till 1 a.m. grading papers and she still isn't done.. or how she has this to grade and has this time limit to do it in...
All I can do is just try to do the best I can and deal with everything one at a time. And hopefully, I won't be another statistic.

Some Food for Thought...

I have been reading through the blog, trying to go from beginning to end. It is really interesting reading what people have written. However, while reading I was reminded of something that I think most of you will enjoy.

Many of our post include sayings like "I want to make a difference' or "I want to be there for my students." Reading these comments and ones like them reminds me of a student teacher I had when I was in ninth grade. Every morning while she was there, before beginning the class, while we were doing our daily reading, she would make cards. Simple things really, made out of pieces of construction paper, and would write encouraging messages on them. The messages would be of so many different aspects. They could be some thing like "your hair looks really pretty today," "that shirt is awesome," and could go to something like "your comment about X was really interesting yesterday." Sometimes she could tel our moods and write comments that reflect what we were thinking and give us encouragement if our mood was not a pleasing one.

I have to say that I really appreciated those little comment cards. In fact she left such an impact with me, even though she was only a student teacher, that I kept in contact with her for years after ninth grade, and I believe I still have most of the cards that she gave me almost ten years ago.

Many of you talk about making an impact with your students. By simply showing that you care enough about them to write them personal notes every day (sometimes she didn't get a chance to write them every day but it was most days), you make an impact. I guess you could say that it is the "little things that count."

One More Thing

I didn't understand what the big deal was with the teacher who let her studen write about Wicca. I'm no 1st ammendment scholar but I'm pretty sure the Supreme Court has covered religious expression in student papers.

Chritenbury is Out of Her Mind

I am all about rule bending but I think that Christenbury was insane for allowing Ray to skip her class and forge her attendance sheet. I think of it as a bit of an injustice that she allowed this kid to skip class everyday while holding every other student in her class accountable. This is where my sense of justice outweighs my rebellious side. This was completely unfair to every student that she did not give this opportunity to. I can guarantee you that Christenbury has had students a lot worse off than Ray and still failed them for their poor attendance. I think that if I were in her position I would have tried to meet with the administrators early on and worked something out. I do appreciate that she chose to include this story in the text. It shows that ethical dilemmas are a part of the job.

Fun Times

I'm glad that we finally started delving into some controversial topics on this blog. This is honestly the first time that I have read more than a couple of posts since we started this blog. It has been interesting reading all of the various comments over the past few days. I think that this is an important topic to think about before going into this career. I'm always wondering how seriously I am going to take school rules and policies. I just can't see myself enforcing dress code with a vengeance or slapping a kissing couple with a detention. I think that many policies are made by people who have no respect or trust for young people and I just don't see myself blindly following policy that I see as ridiculous or counterproductive. However, I also think that Dr. Franklin has an excellent point about taking it easy in your first year.

I think that some of us may be underestimating just how freaked out we're going to be when we take control over our first class. I have a feeling that I am going to be too busy trying not to frack up to fight back against the Man. And I will say this; there are ways that you can fight back as a teacher without losing your job or alienating yourself. Many communities hold these things called "school board meetings" and "city council meetings" that welcome all members of a community including teachers. I plan on attending these meetings and I will speak out if something is going on that I think needs to be addressed. Don't forget that even though you might be considered a public servant, you are still a citizen of a democracy and have a right to petition your views.

When I opened the book to chapter 10 I expected to read about the normal topics: Don't date your students, don't talk about your personal beliefs/religions, and if your student is being abused notify a counselor. In all actuality I was met with an informative and interesting read. I thought that the section about teacher/student relationships was written exceptionally well. As a teacher we must remember our number one responsibility to the student and that is to fulfill our role as the teacher. Last week Dr. Franklin stated in some form, "If you dislike a particular student you just haven't spent enough time with him/her." I find that statement to be true for school and in one's personal life. The reading that shocked me the most was the section about breaking the rules. I do think that there are circumstances that allow teachers to bend/break the rules. An appropriate time for breaking rules could be allowing a student one more chance before writing a referral, but I believe Christenbury's approach with her absent student was wrong.

Emms' Journey 10 Response

Like some of my fellow classmates have already mentioned a lot of this chapter was a reiteration of ethical aspects we already know. However, it is nice sometimes to be reminded of these since we cannot remember everything and now they are "fresh" in our minds. Something that I really liked Christianbury reminding me of is being fair to students. I think that this is something we all need to keep in mind. Every student is going to create a new and unique relationship with us. Some of these we will like and some of them we will dread. These differences in our relationships should not persuade us to treat our students different from another. We are there to teach them and not be their friend, or build lasting relationships. We are a breath in time for them and we need to do what is best for them.

One Can Make A Difference

It's funny what one person can start with few paragraphs. If you haven't noticed lately, there has been an uproar on this blog ring that I started. After thirteen comments and three other posts about the original post, I feel that I've done something right. I might not win the battle on my own but I can start something by myself. I can stir the energy with words and let others do the action. This is why I want to teach. I want to stir up the raw energy the students keep tapped from their teachers and have them battle it out in the classroom and eventually the world. Thanks Stan for helping me bring energy to our blog and a battle between the students. My confidence in my stride has improved.

For those who don't know yet, you need to read "The Job is the Fight" and continue the fight until the end of the class. I, for one, would like to know everyone in the classroom's opinion on the issue. Don't stand by and let your fellow students bicker without your input. Make your stand!

Okay, I know I said I didn't want to write anymore but I just got finished reading Stan and Michael's debate and I think everyone else should as well. I don't agree with either of them but I think when you see two sides of an issue and the arguments they make it can help form a new opinion outside of the parameters of the original argument.
Hopefully, we're all willing to fight for something worth fighting for...for me, the only thing I can think of so far is the students. I will fight if I think the students are being cheated, which puts me on Michael's side but I also think it's slightly immature to think that we're going to change the world...I'm not sure anyone that has ever changed the world has set out with the express purpose to do so...it seems like more often than not it happens on accident.
That being said, if people are idealistic, thats great. Hold on to idealism as long as possible, just be careful, because like Stan said, it's hard to make a difference in the classroom when you're unemployed...

Valerie mentioned in her post that she thinks the chapter on Ethics is all common sense. In most ways I agree with her but the problem is that common sense simply doesn't exist or everyone. We all know (or hopefully all know) how to protect ourselves and our students from innappropriate situations and yet you see things all the time where a teacher simply did something stupid in a moment of passion (I'm not talking physical passion, but emotional) and yelled at a kid or said something stupid that ends up destroying their career. It's scary how simple it is to screw up in the teaching world. Hopefully we will all be able to keep our heads on straight and not make any mistakes, but I can see how easy it would be sometimes to mess up. Fortunately we have other teachers to fall back on and ask advice. Students are essentially good kids in my opinion, so I hope I can manage to stay calm in all situations, over all I once again enjoyed the reading, but I just finished my Unit plan and don't feel like writing anything else, so that's the end of my post.

I love the way Christenbury is her own person. Even though she sincerely believes that teachers should be ethical in and out of the classroom, showing a positive view for others to live by; she also has taken it upon herself to help students in need and give them hope for a future when it has meant breaking rules. Ray's story was heartbreaking because I have always held a view that administrator's should be ever so careful to give students' every reason to continue their education. To hear about one verbally abusing a student, making them feel worthless, makes me want to put them through the ringer. I know this happens more than we hear of. I know good ethical standards are important for teachers, and when we go against our authority it's a chance we take. Noone wants to lose their job. I don't know that I could work with him on things after losing the respect for him as I would in this case, though.
Chapter 10 leads you into chapter 11 well, going on in 11 to talk about the 30-40% of teachers that don't last after their third year. After the Ray story, it would make you feel like your school administration really needs counseling. What will make us stay? The book says "love of students, intellectual engagment, the chance to make a difference...shape futures." I think these things are why I want to make a difference in education, too. Maybe I can help the system weed out people who are willing to break an innocent student's spirit, such as this V.P. did, somehow. I have already heard several teachers use the language detecting teachers that will continue and not that Christenbury discusses. Luckily, my language has been the continuing teacher, so maybe I'm a keeper.
Just as Christenbury talks about teaching as relating to her favorite metaphor that portrays it "Making the Journey," I'm going to pursue it as such. In chapter ten, when she explains how education has changed, and education has stayed the same, it motivated me to make the best of it. Whether it changes, or not, I think the key to continuing the journey might possibly be being able to change as education does. We need to keep up with the changes in certain areas, but be able to adapt in others to the old school notions. Hopefully, the areas that need to change will, and the areas that need to stay the same, likewise.

Priscilla

Music to blog by. Really, just music.

Is your Child a Future Axe Murderer?

I'm glad Josh agrees with me. It's nice to be agreed with. Josh, you get a gold star for the day.

I think Christenbury brings up some valid points, as some others have pointed out. She says some things that may sound redundant to us, as it's constantly reinforced in ED classes and rhetoric. But it doesn't make it any less important. Teachers must act like professionals, at the very least; in some towns teachers must be the epitome of morality. No joke.

But the attitude I am concerned with is excessive caution out of fear. Last spring I received a mailing from the NEA about classroom ethics that included something to this effect: The most valuable and important asset you have as a teacher is your reputation. Don't ever do anything that might jeopardize it. Ever. It made me scared to death to be a teacher, as if I was going to accidentally brush up against some high school boy in the hallway, get sued for sexual harassment, be fired and retire humiliated to a hermitage in the woods.

Consider this: The actions we take as teachers, both on-duty and off-, contribute to our reputation. Build your reputation deliberately - don't let it happen to you by chance.

Ethics

I felt like the majority of this chapter was common sense. I think that it is extremely important for us to realize that many of the assignments, especially the use of journaling and free writing, are set up in awhile that students will/should/could express themselves and things about their lives. As English teachers, we are essentially setting ourselves up in way in which are assignments may be seen as "therapy" and therefore there may be times when we, the teachers, need to call on extra help from those around us. Like Christenbury discusses on page 276, we have an obligation to our students and their to report anything we might deem necessary. We cannot focus on our teacher-student relationship that might be a jeopardy by doing this, we must focus on protecting our students. It is just another reminder to what an huge job teaching can be?! I do not believe in being friends with students, but I like how Christenbury says that being kind and supportive is important. I have experienced too many classrooms where this is not the case. You cannot go around acting like your students and joining in their activities and what not, but you can be an adult supporter of their ideas, activities, etc. There is a fine line that hopefully we will all be successful at finding and eventually will help us in becoming successful, amazing teachers!!!

Making The Journey

While some people believe this chapter was a no-brainer and others thought it was essential, this is something that future educators are often reminded of.  We are basically going into a hostile environment where one misinterpreted move or act can bring in to question our integrity and our job.  If a students says a teacher said or did anything to them without any evidence the teacher is pretty much screwed.  The issues this chapter discusses are important for us as teachers to remember.  As we are changing students lives and trying to help them make a deeper connection to the world we still have to be aware of all of our actions and how they may look to others including students, parents, teachers, administrators.   

One item that stuck out to me from this chapter is where she talked about not getting a long with all the students and how teachers can not take it out on them with grades.   I believe for me this would be something very easy to do.  If there was a student I did not get a long with I think it would be very easy to punish them through grades.  It is good to be reminded of how to deal with things such as that.