So, You Want to be a Teacher?

Fall 2005

 

 

The Reflective Teacher

…a work in progress

 

 

 

 

The readings that we have done so far in the program suggest that teaching might be a difficult job.  There is much for teachers to keep in mind when dealing with a classroom of diverse individuals.  Girls and boys differ in their developmental processes and their needs at various stages in those processes.  Children of color are different from the white kids, and each race or ethnicity is different from the others.  Additional considerations include religion, disabilities, gender, sexual preferences … and the list goes on.  In spite of these complications, the books and films seem to suggest that good teaching is possible and that good teaching can make a difference in the lives of students. 

 

But the flip side is that it is also possible to do harm.  Cultural, religious, linguistic and behavioral differences between teachers and students can lead to clashes that can cause misunderstandings, engender stereotypes, bias and prejudgments, or lead to different expectations.  Over time, these sorts of clashes can adversely affect children’s success in school.

 

One way to minimize the chances of doing harm to students is for teachers to be aware of their own beliefs, attitudes, expectations, practices and understandings of themselves and others.  This self-awareness is not something that comes easily or immediately.  It is a life-long project that requires time, honesty, focused effort, a willingness to be self-reflective.  In a way, it requires some humble-ness, as well. 

 

This exercise is the first of many such steps on the long road to being a reflective teacher.  It asks you to identify some beliefs, attitudes or understandings about qualities of life that are part of who you are as a person.  Later in the program, in winter quarter, you will have an opportunity to build on this exercise and to think about your values and how those values might affect and be affected by your teaching.  The ultimate purpose of the assignment is to make you aware of your “hot buttons” or sensitivities that might lead you to make assumptions or take actions toward a student that could create clashes or foster misunderstandings.

 

 

 

 

The Assignment

 

Below are some qualities/issues/topics that many people hold beliefs about.

 

  1. Select three to five of these topics that are important to you as a person. 

 

  1. Reflect on and write specifically what your beliefs/attitudes are about these matters.  Be sure to clearly identify each issue/topic that you are addressing.

 

  1. Relate a story about you that illustrates your beliefs about each topic/issue and how those beliefs are important to your life.

 

  1. After you have identified an issue and described your beliefs about it, address where your beliefs/attitudes come from.  For example, think about what messages you received about the topics you identified.  Discuss where the messages came from [e.g., family members, significant adults in your life, circle of friends, and so on], how you got the messages and what you learned about these messages while growing up.

 

v     Conflicts/Arguments

v     Relationship To Authority Figures

v     Time/Timeliness

v     Personal Space

v     Competition

v     Cooperation

v     Individuality

v     Work ethic

v     Leisure

v     Spirituality/religion

v     Cleanliness

v     Honesty

v     Assertiveness

v     Confidence

v     Humor

v     Fairness

v     Patience

 

Your paper, including write-ups of at least three topics, should be 5 to 8 pages in length.

 

Due Monday, November 28, 2005