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.