How do I start thinking like a teacher?

For the most part, I believe that I am still thinking like a student. However, I do not necessarily find this to be a bad thing. Thinking and being in the mindset of a student helps educators better understand their classrooms. However, after completing EDU 101, I believe that I am beginning to think more like a teacher.

Understanding the requirements and standards of becoming a teacher forced me to think as an educator and not as a student. Discovering the many different methods of teaching also initiated my transition from thinking like a student to thinking like a teacher. I'm exploring the possibilities of how I want to teach my class. The many projects assigned in class (such as "Building A School" and "The BFZO") were also exercises that forced me to think as an educator.

However, even though I am beginning to think like a teacher, I feel as if I am not fully thinking like one. Like I said, though, this is not a bad thing. Beginning to live in the mindset of a teacher is a process that every future educator needs to go through. I believe that taking Practicum next fall will be my true (and full) transition from thinking like a student to thinking like a teacher.

Formative Evaluation

Which Theories and Historical Influences Should Most Impact the Schools We'd Like to Have?
I truly believe that the theory and historical influence that should most impact the schools we'd like to have are the Socratic Method and the Project Method. The Socratic Method is perfect for students because we (the educators) are asking the students the questions. This leads the student to a logical conclusion and enables them to think for themselves and use their problem-solving skills. I believe that this method is so effective because when the students realize that they answered the questions for themselves, they are more likely to remember and take away its significance. They have a feeling of confidence, intelligence, and self-fulfillment. The Project Method is very effective, also, because it is the transition of learning from books and lectures to learning by participating in hands on activities that are directed toward a socially useful end for the purpose of developing moral character.

I would love to ask questions on how teachers and educators go about exercising and executing these methods effectively. I understand the purpose of the methods, now I would love to understand how they are implemented in the classroom.

Formative Evaluation

How Can I Use Knowledge of the Learner to Become a Better Teacher?
This is a category in which I feel I did not learn much in. Perhaps the information relayed to me was not covered in such a way that I could take anything away from it. If I could answer this question, I believe that using the knowledge of the learner will help me become a better teacher because I will understand the ways in which a student learns. I know that certain teaching methods are effective for certain students. Not every student will be the same and learn in the same way, therefore, I need to be able to know, understand, and use all teaching methods within my classroom.

Like I said, this was the only area in which I feel I did not learn all I could have. I have many questions and hopefully as my classes continue here at UMF, they will be answered and I will be able to fully understand how knowledge of the learner will help me become a better teacher.

Formative Evaluation

How Can I Be Successful at UMF?
I can be successful at UMF as long as I try my hardest and complete all the work that is assigned. Part of becoming a teacher is improving your organizational skills and time management. If I can master those skills with the help and guidance of UMF, then I will be successful. This class has definitely given me a better idea of how I need to attain these skills. Creating blogs, educational wikis, and my educational portfolio allowed me to experience the demands of these skills.

If I could ask one question about my success here at UMF, it would be about the history classes I should take to become fully educated on the subject that I plan to teach. What history classes should I take to get to that point? Should I take every history class offered? Or should I find a certain era in history that I plan to teach? I would love to teach all eras of history (if it was possible), so what classes do I need to take to be able to do so?

Formative Evaluation

How Do I Become a Teacher?
There are many requirements that I need to meet if I am planning to have a career in education. Before I enrolled into this class, I had no idea the steps I had to take in order for me to become a teacher. The activity that Dr. Theresa created for the class where we had to research the state requirements of teaching was extremely useful for me (the site that I obtained the answers is http://www.mainedepartmentofeducation.com/). After we researched the information, we had to blog a page on Chapter One: Becoming a Teacher. Reading this chapter was also extremely helpful. I need to become familar standards for P-12 students and teachers. I am assessed on the knowledge, skills, and dispositions of standards. Most states require that I pass one or more licensure tests before I am granted a teaching license (such as Praxis I, Praxis II, or even Praxis III). Teachers with three years of experience are eligible to apply for national certification by the National Board for Professional Teaching Standards.

The only question I have about becoming a teacher is how can I become involved in substitute teaching? The reason why I would like to begin substitute teaching is because I feel that it would add on to my experience in becoming a teacher.

Chapter 4: Schools as the Workplace for Students and Teachers

I worked with Sarah, Brad, Christina, and Alisha on "Building a School". We decided to create a charter school, because it is an ideal school for teachers. On picking to create this type of school, we had no idea that our school and similar it would be to other schools in the U.S.

There are four key areas on which we compared the schools:

• Staff and Organization: The Clara Barton Charter School compared to other schools in the U.S. showed that the organization of the school staffs were extremely similar. With charter schools, principals, assistant superintendents, and chains of commands are the "top dogs". With other schools in the U.S. it is the same. The organization chart, line relationships, chains of command, and staff relationships are all similar in comparison to charter schools. However, with charter schools, the community has a much larger say in how the schools are run.
• School District Relationship with the State: With schools in the U.S., the state usually determines the district of the school by the number of schools within the school district. Extremely small districts may have as few as one or two schools. The largest school districts will have two hundred or more schools. Seeing as how we created our charter school within the state of New York, and considering its size, there would be many schools and the organization chart of the roles and functions of the school would be similar and extensive compared to that of other schools in the U.S.
• Role of the Federal Government: The federal government within U.S. schools has increasingly become engaged with and increasingly directive about what states, school districts, and schools should be doing. For the most part, though, states are responsible for expectations of education within their schools. With our charter school, the federal government plays an extremely small role within Clara Barton. The state has more of a say in what is being taught. Teachers are able to expand their curriculum with little reprimanding of the government.
• How Schools are Paid for: Schools within the U.S. require a large amount of money be found each year. Revenues are raised which states, school districts, and schools spend the money, with most of it being spent on instruction. The money of for the funding schools come from income, sales, and property taxes. With our charter school, Clara Barton is funded by the state of New York, the community, parents, and sponsors who donate money.

Chapter 6: Social Context of Schools

Unfortunately, I wasn't able to scan the brochure I created for my class. However, I am able to present each page of the brochure, and the lesson I am trying to teach.

I created a school program that students of all grades within the high school can be a part of. The Bully Free Zone Organization (BFZO) is an anti-violence program that emphasizes raising awareness of the diversity in each of us. Similar to a Civil Rights Team, the BFZO works towards eliminating violence and hate crimes within the school environment. These hate crimes include:

• Sexual Harrassment
• Homosexuals
• Low Socioeconomic Students
• Race
• Obesity
• Stereotypes
• And many more!

A survey of over 15,000 sixth to tenth graders found that nearly 1/3 of the males and six percent of the females had been bullies, victims, or both. Schools should be safe for children the the youth. They should not be afraid of the school environment and they should not have to desperately find excuses for not going to school. This is where the BFZO comes in.

Students who join BFZO participate in many social events and activities that all work for the purpose of educating students on the problem of school violence and its severity. Most children who harass others do it for a number of reasons such as attention, attaining power, to be funny, or because they simply do not understand the victim or his or her situation. Because of this lack of understanding, the bully can be scared of the victim. To eliminate this fear, the BFZO educates students on the variety of each other in creative, engaging, and fun ways!

Day of Silence: Members of the BFZO each year will organize a day in which everyone is not allowed to speak at all. What is the purpose of this? The purpose serves many reasons. This activity serves mostly the homosexual community and attempts to depict to others what homosexuals deal with everyday. They live in silence, in fear of others finding out their sexuality. By students participating in the Day of Silence, it allows them to fully understand the inability of being themselves and living in a world where they cannot have a voice. After the day is over, the students will be able to say that they lived in the shoes of another student. They will understand their situation and be aware of the respect that needs to be shown to these other children.

Culture Week: This is a phenomenal and fun-filled week where members of the BFZO takes each day of the week and picks a culture to focus on. They set up a site, either in the lunchroom or library or auditorium, focusing on that culture. For example, the members can pick African American culture or Jewish culture. At the site, the students are dressed like the people in the culture. Poster boards are put up with information on the religion, traditions, and facts about these people. There can even be food from that culture that is put up for students to sample. This enables students to see representations of the diversity of different cultures and allows them to actually experience their ways of living.

Fasting For You: This day is also set up by BFZO student members where the children will not eat for one whole day (each student needs to fill out a permission and consent form along with the parents). The purpose of this activity is to allow students to experience the pain of hunger that other students of low socioeconomic status live with everyday. The pain of being hungry for just one day, with the realization that some kids are hungry for more than just one day, will help other students realize how blessed they are.

Tally Today: This is an interesting activity that members of the BFZO present to their peers. In this activity, the students are asked to go about their day like they usually would, however, they are to keep a tally of each time they hear a demoralizing thing said. This comment can be a joke or a serious comment... no matter how it is meant to be taken, the student should mark the tally on a piece of paper. The next day, students should bring in their tallies and combine all of them. This activity will raise awareness among the students because they are seeing how much discrimination takes place in our lives.

Donations For Causes: Members of the BFZO also are able to find and pick causes that they want to raise money for (with the permission of proper school officials). For example, the students can host a can drive for soup kitchens, raise money for causes such as the Jena Six, Cancer patients, etc...

There are many more activities that students who are members of the BFZO participate in. They do community volunteer work, work with younger children, etc... Not only does the BFZO work towards eliminating violence within the school system, but it also improves the students' communication skills and ability to work in groups with their peers of many different varieties.

The BFZO also has other benefits other than the elimination of violence. Students who become members of the BFZO will receive half a credit that goes towards their requirement of credits to graduate, they receive experience with their peers and younger children, they fight against violence in their schools, they see the improvement within the environment, and the membership looks great on their college application!!

It's easy to become a member of the BFZO! Any student who is interested in the cause can go to the school office and receive an application. Once they are finished with filling in the application, they turn it back in to the office and wait for an email confirming their membership. Along with the email they receive will be information on the first meeting of the group.

Chapter 7: Thinking about Teaching and Learning

In the beginning of the semester, I was assigned to write a philosophy paper on methods I would practice within my classroom. The paper turned out to be a page and a half, due to the fact that I had little knowledge pertaining to the philosophy and methods of teaching. I had a small idea of how I would educate my students, but I did not hold enough knowledge to create a solid philosophy of my own. After reading chapter seven, I was able to expand my ideas and philosophy of teaching.

My focus within secondary education is social sciences... particularly history. Therefore, I would love to use the Socratic method of teaching within my classroom. The Socratic method is a method of teaching or discussion in which the teacher asks a series of questions that lead the answerer (in this case, my students) to a logical conclusion. History is an extensive and always-changing topic in society today. Asking my students questions that force them to think outside of the box and create their own answers will enable them to understand fully the importance of history. Also, to practice idealism and perennialism within my classroom, would not pertain to the subject of history, in my opinion. I would practice realism and the tabula rasa methods because these methods do not focus on everlasting ideas. Ideas within history are always changing because poilicies, governments, government officials, events, political groups, etc... are always changing. There cannot be everlasting ideas when it comes to a changing history and world. There can be common-held beliefs, but everything always changes. This is why I would practice the Socratic method, the tabula rasa method, and realism. The students can create their own ideas, while also taking away the bigger picture of history and its significance.

I would also love to have a constructivist approach to teaching. Using this teaching strategy within my classroom will allow the student to actively create, interpret, and reorganize information in ways that are unique to them. This strategy also allows the student to experience the ideas, phenomena, and artifacts of history, instead of just having it explained to them. I would love to design and sequence lessons that encourage the learners to use their own experiences to actively construct meaning and acquire understanding that makes sense to them.

Although I've come away from this chapter with a larger idea of the philosophies that I would practice within my classroom, I also know that it would be nearly impossible to use only one teaching strategy strategy in a single lesson. I know that selecting the best teaching strategy to match the students is a teaching skill that is not easy to master, but it can be accomplished when a teacher keeps in mind the needs and abilities of the learners, the content of goals to be achieved, and the time and resources allowed by the context. This is what I hope to encorporate in my philosophy of teaching: a variety of teaching methods and skills. Besides, all methods and skills work for certain students. I need to be able to practice all of them so I can meet the variety of my students' learning abilities.

Chapter 14: Succeeding in Your Teacher Education Program- and Beyond

I have many concerns when it comes to thinking about my future as an educator. Surprisingly, one of these concerns does not include salary. I have always known that educators do not receive a high paying salary, therefore, I resorted earlier on that I would hold a second job to equalize my income.

One of my biggest fears in becoming a teacher is being prepared for all I need to know and incorporate in my classroom. How do I go about making my resume? What programs and activities should I participate in that would enable me to gain a more extensive knowledge in my teaching career? How do I go about organizing my educational portfolio, preparing my lesson plans, coordinating my schedule? How do I become involved in tutoring and in subbing?

Other fears of mine include concerns of my adequacy as a teacher. I am afraid of not having enough knowledge in the subject I am teaching. I am afraid of not being able to control the class, or being able to know how to teach a particular lesson. Also, what if I am not able to engage my students and motivate them to participate in class? What if I am not able to increase my students' learning? I am so afraid that my effectiveness as a teacher will not have a significant impact on my students, as well as my fellow coworkers and community.

The area of concern that was not stated above is the "Unconcerned" model. I have no fears of family problems, getting along with a roommate, or an upcoming event. I have no fears similar to these such as money problems, etc... My main concerns were on my ability to succeed, the management of teaching, and what the students are learning. Another main concern that was noticeable was the fear of not being prepared. I found three models of the Stages of Concerns within my statement: Self, Task, and Impact.

I suppose, though, that these fears are common within beginning a career in education. My hope is that as my career at UMF continues, that these fears will disappear and be replaced with a fulfilled and prepared sense of self.