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

    When I think about becoming a teacher, I am concerned that I will be a boring teacher, or that I will be bored doing it. I am concerned that my students will not be interested enough or engaged enough to understand anything, and that I will not be able to explain things well because I do not understand them well enough myself. I am also concerned that I will not know how to test them, or grade them fairly. I also worry that I will be nervous in front of the class, or that no school will hire me. Some of these things concern me more than others, and I am sure I will learn it eventually, but overall, I am concerned that I will be a generally crappy teacher.

1. The Area of Concern that was most present for me was the Self.

I think this is because I am worried about my ability to be a successful teacher, my doubt that I will have enough content knowledge, knowing how to teach a particular lesson, as well as being nervous.

2. The Stage of Concern in the Self was stage 2: Personal.

I think I am at this Personal stage because I am uncertain about the above things, and I wonder if I am inadequate to meet the demands of being a teacher.

Chapter 13: Improving Teachers and Schools, and School Reform

    In the next 4 years at UMF, I hope to add to my resume some teaching experience other than what EDU classes offer for me. I hope that maybe the next year or the year after I can be the Supplemental Instruction teacher for Botany. Additionally, I hope to have a science internship over one of my summers and maybe travel to the Virgin Islands for the Tropical Island Ecology (BIO 321) may term to my resume.
    In my first 5 years of teaching, I hope to add to my resume some kind of graduate program I am pursuing. I have not decided through which institution and if I want an advanced degree in either Education of Biology, but I like the idea of having more schooling and an advanced degree, I may even want to teach at the university level someday.

Chapter 7: Thinking about Teaching and Learning

Things from Chapter 7 I would like to incorporate into my Teaching Philosophy:

1. I would like to employ the Discovery Method. One of the ways I will do this is by employing a series of question to the student or motivating the student to ask questions about a concept to be able to grasp it better. I feel like this is a good way to teach because of the constant engagement and thinking that is required through problem solving.
2. I would like to add the mantra of Quality over Quantity to my Teaching Philosophy. This is because biology has a great quantity of material to cover, but all my students will forget it if it is taught quickly. All concepts and lessons must be taught qualitatively to ensure comprehension.
3. The last thing that I would like to add is that I do not want to cut myself any slack when I become a teacher. Too many a times have I heard from a teacher "well this is only my first year teaching this, so bear with me and keep that in mind." Even though I know I am going to grow with the more experience I have, I want to try to teach the first set of students I have with the same amount of lesson quality that I will be teaching with after 10 years. If it changes for the better after that, it will be a surprising bonus.

Chapter 4: Schools as the Workplace for Students and Teachers

Staff and Organization: 
     In our build-a-school school, King of the Gods High School (KGHS), there was very limited staff because there was only so much room on the spaceship to Jupiter, and there were not many teachers willing to uproot. Therefore, we only had History, English, and Science teachers. Compared to a national standard in all schools, it seems were were missing a math, art, music, technology, health, special education teachers, guidance counselors, librarian, teacher leaders, department chairs, and a superintendent  at the very minimum. Although, we did have a principal, Dr. Teresa Overall.
     We were not organized like most U.S. high schools for the simple reason that the students lived with their families on the ship in close approximation to the school. While compared to U.S. public high schools on Earth who use a schedule with periods that go straight through the day, KGHS uses a college schedule system to organize the education of the students. Additionally, KGHS has a heterogeneous, who class system, which is similar to public schools across the nation.

School District Relationship with the State:


     Schools in the U.S. have a very direct relationship with the State. Schools are organized into School Districts according to geographical area. All school districts in a state are accountable to that state and that state's department of education. Inside the school districts, there is a superintendent, maybe multiple assistant superintendents, principals, assistant principals, teachers, and students.
      However, when compared to the U.S., KGHS has very little. It has a principal, teachers, and students. The superintendent and all departments of education, etc, are in control of the federal government. We do have a school board and a PTA, despite the size of our experimental colony.


Role of Federal Government:
    In KGHS, the Federal Government has a very large role in our institution. The president approved the proposal passed by Congress to expand a colony to Jupiter, with the project being headed up by the department of  NASA's Extraterrestrial and Homeland Research (EAHR). All decisions are made by through this department, even down to the level of the superintendent. The EAHR also hand selected the principal, the teachers, and even the families selected to board.
    A normal school in the U.S., when compared to KGHS, is still largely influenced by the Federal Government. The education policy and funding is dependent on the U.S. Department of Education, the U.S. Supreme Court, the U.S Congress, and even the President of the United States. U.S. Public Schools and KGHS are also under control of the No Child Left Behind Act.


How Schools Are Paid For:


      KGHS is paid for largely by the U.S. Government and ultimately the U.S. taxpayers through an expansion tax that was made mandatory when the country became overpopulated. There was also a large fee from all families boarding onto the experimental colony. All money goes to EAHR and NASA.

      In comparison, public schools are paid for by income tax, property tax, sales tax, lotteries, and gambling. If The Department of Education cuts funding for a certain state, all public schools therefore get less money, and the school must fundraise for certain departments, often, the performing arts and music programs.

Chapter 6: Social Context of Schools

To celebrate the diversity of sexual orientation, educate those who are ignorant, and provide a safe environment to those who feel they may have no one to turn to, as a future teacher I will be the advisor to the school's  GSA and provide a Safe-Zone training to any and all teachers who are willing.
It is important to have a safe zone program in schools so those with differing sexual orientations who may be harassed will have a safe place to go and discuss their feelings and issues, in a place where they will not be judged.

This is me, in my dorm room (which is a safe zone), with duck tape over my mouth, symbolizing those who feel silenced by homophobic bullying:

And this is me, removing the duck tape, the safe zone freeing to speak those who may have felt silenced and alone:

And this is me, displaying the training manual which trains others to create their own safe zone:

How do I start thinking like a teacher?

To be honest, I never feel like I am thinking about a teacher. Maybe after mentoring these feelings will change.
In class I would encourage us to try to think of specifically, how would I teach this to a class?

Which theories and historical influences should most impact the schools we'd like to have?

The history timeline class activity really showed the historical influences that have developed what teachers are nowadays. Also, the textbook reading help expand these concepts. Additionally, the 5 quotes assignment opened my eyes to some teaching theories I was not aware of.

I have no questions, but I am concerned that we will not cover some of the earliest teaching philosophers.

How can diversity in the classroom help me become a better teacher.

It was in our reading textbook reading, and we talked about why diversity is important, however I wish that we could have a class activity or that shows how different students learn better when the teacher is more aware of diversity. I have already learned this specifically for each gender.

Could we talk about diversity beyond socioeconomic status and race?

How can I be successful at UMF?

We discussed the different resources that campus has to offer such as the writing center and the math clinic. We were also told that it is good to get to know our adviser and peer adviser if we have any major specific questions. I can be successful at UMF by being aware that everyone here wants me to succeed.

My peer adviser is off student teaching this semester, so I no longer have a peer adviser. Will I be okay?

How do I become a teacher?

I know more now about becoming a teacher than I did last semester. This is because in class we have talked about the required classes we need to take and what programs we need to enroll in. Also we were informed about the Praxis and fingerprinting that is required. Additionally, we learned the teacher certifications for the state of Maine, and also how to become a nationally accredited teacher.

What are the next dates for Praxis/Fingerprinting?

Chapter 5: The History of Schools in the United States

Expectations for education have come a long way since colonial times. In the past 300 years, we have gone from schools that only taught religious texts to schools today that are embracing banned books. In the beginning, we has no schools, but then we only created schools to teacher children to read and write so they could read religious scriptures. Then, we only had male teachers and didn't get female teachers until the late 18th century, and di not move from dame schools to public schools until the 1840's. Schools then advanced to have reading, writing, grammar, etc in public schools known as common schools in the Common School Era of the 1830's.Moving ahead, in the 1960's the public school system desegregated because the nonwhite schools were not deemed as different but equal, they were lesser. After the students were happier with their education conditions, graduation rates increased and students were more likely to go on to higher education.

Chapter 3: Families and Communities

Resolved: All students can achieve at high levels regardless of the structure of their families.

I believe that all students can achieve at high levels even if their home environment is not involved in their learning. There are resources in the schools that can help lead to academic and personal success.
There are teachers, guidance counselors, tutors, writing centers, and people who generally support the students even if the people in their home do not. However teachers should encourage parents to get involved in their child's learning. Parents should attend parent teacher conferences and ask questions about their child's effort and academic performance, for example, "Has my child missed classes?" or "Does my child participate in class?" Even if the students family is not "perfect" - two parents, two kids, a nice house, a picket fence, a golden retriever; they can still become successful academically. I turned out just dandy.

Chapter 2: Today's Students

Kelci O’Neill

1/29/12

How does gender influence students?

                Although intelligence tests show no difference in the general intelligence between genders, studies have found boy and girls do have different skill levels in mathematical, verbal, and special skills. This is because females tend to use the left hemisphere of their brain more, so they are better with speaking, reading, writing, language, and other sequential skills. Males tend use the right hemisphere more, so they are better at mathematics, science, and tests of spatial visualization. In addition, boys prefer being more deductive, moving from general to focusing on details, while girls prefer to be more inductive, the opposite. Boys are also more likely to be bored in the classroom, and they need to be stimulated by movement, girls are more focused and social, and prefer working together on a project or assignment. Because of these reasons, teachers must be aware of the strengths and weaknesses of both genders and may need to adapt their lessons accordingly. 

Chapter 1: Becoming a Teacher

Chapter 1 of Joy of Teaching Assignment

Brought Me Joy

·         Mentoring/Induction Programs: When I read about Mentoring/Induction programs they have for new students I was very happy. This is because I knew that even though I would be nervous, there would be someone with experience to help me.

·         Rewards of Teaching: After looking at Figure 1.1, I knew that there were lots of good qualities of the teaching profession to negate the low salary. A couple of my favorites are: gives a sense of being respected and appreciated, has job security, and contributes to society and helps others.

·         Opportunity for National Accreditation: I was brought joy when seeing this because I was surprised that there was an opportunity for advancement, room for more salary, and that it would be easier to teach in other states if you are selected. The portfolio seems like a lengthy process, but I am sure it is necessary.

Did Not Bring Me Joy

·         Qualifying Scores: The fact that I may score high enough to teach my subject in one state but not in another made me real nervous. I was worried that I would be smart enough in one place but not in another.

·         Teacher Shortages: I was unhappy when I read that teacher shortages led to teachers teaching subjects that they are not qualified to teach. This seems unfair for anyone involved, especially for the students.

·          Salaries: I really could not find another thing that did not bring me joy. Hence, I picked the obvious one.

My First Blog Entry

However, this is only my first blog entry on blogger.com. I made a personal tumblr over winter break. I waited until winter break because I was trying to resist it. I wanted to be more studious. However, I have done most of my assignments this semester, so I hope it won't get in the way that much.

I am not thrilled about using blogger instead of Tumblr, but I will have to get over it.

I chose this name because in the official Pottermore site, I have taken the official quiz. It told me I was a Ravenclaw. Ravenclaws are suppopsed to be witty, intelligent, and creative, so in my opinion, we make the best teachers.

Hasta luego.
Kelci