Critical Voice

Having a "critical voice", or standing up for what you believe is right, is one of the most important qualities anyone could ever have, especially teachers, because often times they will need to serve as advocates for their students. Situations will arise at some point, sooner or later, that you feel strongly about and hopefully your conscious will urge you to allow your critical voice to be heard. Personally or professionally, there will come that time in every one's life. The surest way to become unpopular with people these days is to stand up for an absolute standard of right and wrong. You'll probably be ridiculed or flat out rejected for saying certain things are right or wrong, but staying true to your beliefs always wins in the end. Right?

Is it always a good idea to let that critical voice speak? I thought about this the other day in class when we were discussing some of the scenarios from the first article. (I can't think of the name right now!?) The sad truth is that new teachers have virtually no job protection. That's scary, because we all want to get and maintain our positions as newbies. It's possible for someone not to be selected to be rehired for next year based on anything that may have upset their colleagues or administrators. I would think that some administrators would welcome a fresh, new teacher who stands up for what his or her students need, yet some would not and could see this as "bucking authority."

I guess everyone has to judge their own situation and act accordingly. I would love to say, "O'h yes, I will defend what is right 100% of the time, no matter what," but I admit that I don't want to be the one that rocks the boat. Yet, as I continue to argue with myself, I think of a quote, "If you don't stand up for what you believe in, who will?"

Tenure! Now, that's what I need before speaking up, right? It seems to provide a safety net for job security at least. In the meantime, I'll have to read my administrator carefully and ultimately remember to do what's best for my students. After all, they are the reason I am there!

Just venting...

Ugggggggg! Grrrrrrrrr!

I just need to take a minute and vent somewhere other than Facebook (it's evil!) I am working on the math remediation plan and I am going out of my mind! If I have learned anything this semester, it is to always provide clear directions and direct expectations for my students. How exactly am I expected to compile 5-10 pages for a remediation plan when I am not even sure what I am suppose to be doing. Am I the only one struggling with this assignment?!?

Field Placement

Well, as I stated in a previous blog, I was so nervous about my field placement, especially since it was 6th grade...that just seems more intimidating than the younger ones. However, my first day was GREAT! My mentor teacher is so welcoming and helpful, and she talks to me like I am "someone", rather than just another thing to deal with in her busy day. Her warm personality is going to make this experience so much more enjoyable. I'm really looking forward to going back next week. I hope every one's placements are going well so far! This semester is tough enough and a poor mentor and/placement would just be horrible!! Good luck to all.... let's keep pushing forward!

Mixed Emotions

I have been anxious to find out my placement for this semester... for Mrs. Dossier class, that is. Well, I found out today! SCIENCE? OK, I guess. SIXTH GRADE? Hmmmm, ok, I can do that, right?! YIKES!

Yes, I did request my placement to be in the upper grades, because I have quite a bit of experience already in the lower grades, so I wanted to try something different, like the older students... but 6th grade!?! My daughter is a 6th grader, so I know exactly what I'm getting.... ATTITUDE (& I think she's one of the quieter, nicer ones!) I can deal with one emotional, smart-ellic, and "not-a-child-but-not-quite-an-adult" youngster, but a whole classroom full!? Don't get me wrong, I am so excited about being in the classroom, but it's a bit scary to be the new kid on the block in front of a bunch of 6th graders. It seems like younger children just accept you as you are, but older kids can smell fear!! LOL! O'h, I'll get over the fear and anxiety soon, but for now I just needed to vent a bit before I start this exciting journey. To be continued....

Why Teach?

Teaching is so much more than just a "job" – what is it then that calls us to teach?

The profession of teaching is far more complex than many people realize. To be a successful teacher, you must be a leader, a mentor, a friend and an expert. Knowing how to blend these roles into a consistent, public personality is a huge challenge, the response to which will determine your future as a teacher.

Very often in our culture, people don't think of their work as a calling. For many people, their work is a means to an end. They work for a paycheck in order to live their lives. But those of us who are called to teach have a true vocation. Our mission is to increase the world's capacity for growth by enabling each of our students to fully maximize his or her talents, imagination, analytical skills and character. We are like gardeners who plant seeds in the fertile earth. Add a little intellectual fertilizer, let the sun and the rain bring life to the seeds, and then we get to watch the seeds become flowers and plants and sometimes even towering trees.

I'm not entirely clear why some of us are called to teach. Perhaps it's our own desire to nurture our own talents, perhaps it's our social commitments or perhaps it's simply a love of children. Probably the most exciting thing in a teacher's life is to see the "lightbulb" go off in a student's head as they suddenly grasp the meaning of a word, the logic of an equation, or the relationship of history to their lives. Central to our vocation is that we bring a joy that cannot be measured, but must be seen, felt and heard.


Taken from an article from Professional Development : Your First Year
November/December 2005, Vol.36, No.3