It was my first day in the schoolroom. I was sitting in the back of the empty classroom talking to the teacher I would be helping throughout the semester. Ms. A* began teaching in 1991. Unlike me, her family had been in the teaching world for years; her mother was a teacher and her grandma was in education. Ms. A thought it would be “cool” to be a teacher. She had substituted in her mother’s kindergarten classroom. She did not like how clingy the students were, but she really liked teaching. We both had similar motives for wanting to be in the classroom. She explained how she wanted to make a difference in kid’s lives. She wanted to help kids feel good about themselves.
Ms. A spent four years in Louisiana teaching 8th grade Language Arts. She then moved to Oregon and substituted while she was getting certified to teach in her new home. She got called in to substitute for a life skills class. Ms. A didn’t know what that class meant…but she quickly learned that it was for students with disabilities. It became her permanent sub job and it was quite the challenge. She ended up getting a special education degree.
Ms. A was then moved to LRC for four years, which is a class for students with mild disabilities. She taught them reading, writing and math. However she didn’t like all the paperwork that went along with special education. She took a great deal away from the experience, though. Teaching those students gave her experience and techniques to deal with all types of students. Now, she is in a 7th grade Language Arts class.
She described her weakness as not disciplining her students. She believes that kids should be given the opportunity to be respectful. If someone is misbehaving she asks them to step out into the hall so there is not an audience for their bad behavior. Since it is the third week of school for them, Ms. A said that she still has some work to do with the kids.
Lessons are flexibly structured. The kids have an idea of what to expect and learn each day, but it’s the kids that drive the class. Ms. A explained how as a teacher, one plans for the average, but has to adjust along the way. In 7th grade they focus on social justice. This teaching strategy brings up social constructivism views.
*name has been changed
I think we did a great job finding a lot out about her past and how she operates. It's good that we have a lot of background information about her. I thought it was interesting that she centers her class around the idea of social justice - I didn't understand that concept until my Junior year in high school! I am excited to see how our classes work with these comcepts and wha they have to say about them.
ReplyDeleteYour teacher seems to be a really interesting person. I like that she has experience outside of Oregon and with many different students.
ReplyDeleteI liked that you talked to her about discipline, because it was nice to see the comparison between our teachers. I think the differences will help to learn the skills needed to be a good teacher. It is interesting that she gives the students so much freedom for the lessons. That is something I would have really liked in my LA classes. It should be interesting to see how she handles the students as the year progresses. I agree with Lee, the social justice element is interesting. The students can feel safe and respected by their teacher, something middle school students often do not get.
I found it interesting how she said her weakness is not disciplining her students well enough, I wonder if this is because of her special ed. experience. That definitely sparked my interest. I think it is awesome she has so much experience with different areas of teaching im sure it will make aiding fun. Have a good time.
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