A teacher with high expectations for his or herself will ultimately pass that quality on to their students. Caring comes naturally for great teachers. When a teacher genuinely cares for the students entrusted to them, they are able to reach them with greater ease. Great teachers make their classroom a place where caring is the norm. In a climate of care, students are more inclined to take up for each other, protect each other, and teach others how to care.
In high school I was in the future educators association. As well as the class that was involved in the group. We went to schools in our area and helped the teachers and helped us decide if teaching was right for us. This meant that we had to make lesson plans, keep peace and order in classroom, as assist students when help was needed. This was a very pleasant and unforgettable experience for me and my fellow classmates.
The veteran teachers where in pleasantly surprised when they recognized there was a possible new way to introduce content beyond his or her normal delivery. This is considered peer to peer coaching. The coaching sessions were relevant and had a positive impact for both teachers involved. An element contributed to the success of peer to peer coaching sessions powerful was because of the planning. The coaches came prepared to answer questions regarding their implementation, which is a form of
Peggy Orenstein proved this in her essay, "Learning Silence: Scenes from the Class Struggle," in which she did field research in junior high schools interviewing and observing the interaction of teachers to their students. I think the reason teachers unknowingly give more attention to a particular gender is because of the way that the teachers were brought up to think. The roles of each gender have already been laid out and embedded in the minds of the teachers from their own teachers and parents while growing up. I think that teachers have many preconceived notions of the gender relations of their students. The teachers unknowing pass the ideas that they learned as a child onto their students, who also do not realize that it is being done to them.
In the article “Fear of Heights: Teachers, Parents, and Students are Wary of Achievement.” Author Bob Chase, who is president of the National Education Association pointed that teachers and parents should more worried about the students who involved in many extracurricular activities after school. He called these students are the “C” students. We know in all of the school teachers like the “A” students because they concentrate in class, serious write notes and review, all of the test result are also very good. Instead, the “C” students very busy every day. Since they into the class, they don't stop talking, send messages and also have a lot of function in school clubs.
As well did I when I first read Gatto's piece against school. But after reanalyzing this article I was able to pick it apart. By going to school you are able to learn and improve the skills you need for future commissions. But Gatto refuses to believe in the public school educational system. Gatto says that school diminishes creativity; if anything kids discover their hidden creativeness in class while at school.
Every teacher that I have known has taught me a lesson, but a significant amount of what I have learnt and implemented in has come from Mr. Ansley. Mr. Ansley and his morals has had the greatest influence on me, which, in turn, has taught me responsibility. This instruction of responsibility has empowered me to discover who I am and what I can do. His sense of support is an aspect that has had a profound effect on me. I believe that his push broaden my opportunities because it requires that a person be confident in his identity and that he know his necessities, intent, and limitations.
Everyone has had a teacher that they loved when they were younger, they would wake up for school and be excited to go and learn. As a result of liking your teacher you also did better in that class. On the other hand everyone has had a teacher that they absolutely hated. It makes you wonder how did they ever got that job as being a teacher in the first place? Almost anyone could become a teacher.
My skills in reflecting on my own work have developed and I set myself daily targets, ensuring I meet them. The staff that I have worked with at both of my placements have been motivational. The English departments constantly endeavour to be better, to achieve more and to support each other. I have modelled myself on the good practice I have seen around me consulting with other members of staff to discover the best ways in which I can support students. I am interested in working in a dynamic, forward thinking and inspiring environment and I believe NCHS School would provide that.
My fear that student's wouldn't take me seriously lead me to make choices that were far from loving. The result of those poor decisions with students meant that as they walked into my classroom this year, I was fearful. I decided to take Hawley's advice and use my head, heart, and spirit to fix this fast. Needless to say when I read