2250- The class as it e(a)ffects me-

We're here to make it clear

There's no Giants Helmet here

The three of us agree

another ring for the Brady

as for points spread to relate

Me and my posse say by eight

The Blog

I am quite sorry to announce that the original contributor to this blog was unable to be present to address this most important topic due to a series of events that are too numerous to recount.  Rather tragic actually, seems his significant other is a Giants fan and after seeing the above post, has apparently sent him to what you yanks refer to as the dog house.  None the matter, he sent me the comments in a rather extensive e-mail and asked that I post it in this sight. 

What is my purpose in being a teacher?  Let's see what he responded.  I allowed myself to take out all that altruistic and give back to society Erickson's Generativity nonsense and kicked out a few stock lines talking about changing the world and bettering others' lives, and got to the short and sweet answer.

His purpose is to turn full cycle and give back to a new generation what was given to him.  He goes on to talk about energizing students to feel accomplishments and putting the emphasis on seeing each child as a unique vessel that is slowly being filled with new ideas and challenges.  It seems he places himself in the role of facilitator of the presentation of this new found knowledge and (he used this silly line) as a  sort of cheerleader looking for progress in the class as a whole with mindfulness that all students will be different and the child who can go from a D to a C has made progress that should be praised.  He proposes that success as a teacher is preparing a child to have the confidence to adapt to society after the end of his formal education and to instill the notion that learning does not end at that point.  A subtle, but important I must admit, point made is it is not his duty to create a student body that has equal knowledge or will all become doctors or lawyers, it is his duty to challenge the child to progress at his or her level and attain the skills to maximize his or her potential.

He describes his classroom as a theatre with many different programs running.  Philosophically, education is teaching how to learn, how to respect others and how to work collectively in a manner that allows each student to excel.  Praise is given, but not at the expense of others who may have not grasped the concept.  It is given individually and his classroom techniques will emphasize those rewards.  Lectures and presentations will be presented on several levels, those who have mastered a concept will thus get confirmation of their skill and those that have trouble may gain mastery through a different overview of the subject.  Small and hand picked groups of leaders and quick learners mixed with children of other levels will be mixed to allow for mentoring student to student.  This also allows him the time to go from group to group and observe and formulate each child's level of mastery.  A chance to identify those that have need of more one on one learning time.

He believes that there is a strength in each child that can be developed and enhanced, a cognitive or social positive where praise can be given to work on self esteem and to avoid embedding the concept of learned helplessness.  He believes that the shy should be called upon to boost their social growth and that to understand the strengths and weaknesses of a student allows one to not put a child on the spot, but to ask of that student to answer to the class areas of mastery first. 

Foremost he (and this blog puts him in a precarious place to tout this idea) should be a role model of honesty and leadership, punctuality and preparedness and to foster early in the school year a relationship of respect, even to the child who may show no interest in the class at all.

Lastly, he thinks that the first weeks of any school year are the sowing of the seeds of the student-teacher dyad and that the devotion of extra time for evaluation of the characteristics of each student, contact with each parent by phone as introduction, reflection on what techniques each child will benefit from most and self assessment on a daily basis of any personal bias or misinterpretation of the initial portrait of the student is paramount.

Well that was what he wrote.  Idealistic little sot, probably likes Spam and British humor. 

As for my thoughts on his wisdom, and I do think he mentioned it earlier, there will be days when the class is a jolly feast of learning and days when the only sound is that of the hamster running on its wheel.  That is teaching, no attaboys for the good days and when a day just doesn't work, reflect and self assess and hit the next day with the vitality and enthusiasm inherent in the passion to teach.  It's a new day and until proven otherwise will be a good day. 

Like how those Giant football players will find, when the day is done and you did your best but the outcome was less than desired and you fall down- you just get up again no one but yourself can ever keep you down.

Well the kettles boiling, off for some tea- John will be back next week and I am quite sure out of the doghouse (because the Giants are actually going to win).