Friday Reflections - Part Four

1. Describe one thing that you learned: As each table was going through its case history, I was struck with the recurring theme regarding the assumptions and biases that we all bring to the classroom. Why I think of myself as a fairly tolerand and open-minded person (although I do have a predisposition against right-wing evangelicals, and am not expecting to encounter too many of those in a sixth-grade class), I realized that I also have certain biases that I bring to the classroom. For instance, I have always assumed that a very messy, disorganized piece of writing, with bad handwriting, was also evidence of a thoughtless or careless mind, but there is one student in our class that has the most atrocious handwriting, yet he constructs very articulate, grammatically correct work. There are also students who make very neat and creative presentations, but are often sorely lacking in any substantive content. I wonder how many teachers automatically award higher grades to neatly typed or written papers, without spending the extra time to read if there is any merit to the content.

2. What questions do you have and/or what do you still want to know: One situation that presented itself this week brought this question to mind: what do you do when a parent wishes to volunteer his or her time and energy to assisting in the classroom or on a project, but where they may have ulterior motives (i.e., actually want to be in a situation where they can assist their own child). If what they are offering is of value to the rest of the class, does outweigh any considerations a teacher may have with regard to any conflict-of-interest issues. I wonder whether the parent would be as eager to volunteer the same services to a classroom where their child was not a student.

3. What are you anxious about regarding student teaching/ teaching? As I finish the third week of student teaching, and am doing some actual interraction with students, I am wondering how I handle an increasingly obvious difference in teaching styles. In particular, where the master teacher is a bit parsimonious in giving out praise, whereas I may be a bit more prone to giving enouragement and support, I am concerned of creating a conflict within the classroom. I certainly don't want to create a good cop/bad cop situation, and I don't want to underminde the master teacher's central authority, but I also don't necessarily want to emulate his style. I am wondering (and hoping) that there is room for both of our approaches.

4. What are you excited about regarding student teaching/ teaching? Having gotten a small taste of actual teaching this week, I am truly excited about returning to my school in January, and of course actually taking over the class for six weeks. I am feeling increasingly comfortable with the kids, and I think I have developed a presence and personality in the past three weeks, to the point where many of the kids feel comfortable coming to me with questions or help.