Part+1

Summary (Jack)
 * 1. Hole, Simon and Grace Hall McEntee. "Reflection is at the Heart of Practice"**

This article advocates the practice of reflective teaching to present and future teachers. The authors believe that using Guided Reflection Protocol or Critical Incidents Protocol will help teachers improve their teaching in the classroom. The article first explains Guided Reflection Protocol. This reflection process has four steps. The first step is where the teacher writes down events that have happened during the school day in his or her classroom. The teacher chooses one event out of the day that he or she wants to reflect on and writes down what has happened without judgments or opinions about the event. The second step is for the teacher to examine the reactions of the students and his or herself because of the event. The third step is for the teacher to understand what the reactions might mean for his or her future classroom. This is the time where the teacher can reflect and find other options to his or her behavior during and/or after the event. The last step has the teacher decide how the reflection is going to impact his or her teaching in the future. The Critical Incidents Protocol is a reflection process needing two or more teachers to participate in the reflection. The first step is for the teachers to write down what has happened that day or week in their classrooms. Step two has the teachers choose one event from one teacher to review in the rest of the steps. Step three has the chosen teacher reads his or her account of the event. Step four and five have the listening teachers ask the reporting teacher clarifying questions about the event and question about the incident. Step six gives the chosen teacher time to respond to the comments of his or her fellow teachers. After the response, the group discusses the implications of the event to the classroom.

-Katie Reilly

Doubting Lens (Queen)

Within guided reflection protocol seems to be set up for bias. By reflecting alone, the teacher only points out the situations that they noticed while there could have been many more issues which are equally important. This could also lead to issues of figuring out why situations happened. One example, a student is not paying attention, the teacher calls on him to pay attention, the student then puts his head down which upsets the teacher and creates more punishment. If the teacher was to reflect on why this situation happened (with limited knowledge and personal bias) they might answer that the student is simply disrespectful or was tired and disengaged. However, the true answer could be that the student is ESL and therefore is having trouble understanding in the classroom. When the teacher called on him to pay attention, the student put his head down (a sign of respect in many Latin America countries). Thus, guided reflection can easily be a complete failure.

I touched a little on the bias issue in which people are going to naturally present themselves better in a situation if given the chance. An example of this is Simon in “The Geese and the Blinds”. Simon attributed most of his frustrations to outside forces such as administration and parents instead of thinking that maybe he has become a going-through-the-motions style teacher (just an example). And I would not expect him to think that but it doesn’t mean that isn’t exactly what is going on.

In terms of critical incidents for shared reflection, again I think the teachers, while sharing in a group, would present scenarios that would make them look better or even possibly remember the situation not entirely accurate (nobody wants to appear as the bad guy). Also there is a possibility for resentment towards the peers when told they might have been part of the problem and thus people may not be entirely honest with their feelings.

-Derek Boillat

Believing Lens (King) **I think the Guided Reflection Protocol would be very useful for teachers because it promotes a better understanding of the classroom environment. The steps are purposeful and help teachers examine every day events and allow them to explore the meanings and outcomes of their actions as educators. Guided Reflection encourages self-improvement and gives a “second look” at a situation that was unexpected, emotionally charged or overlooked; the steps are an opportunity to improve how teachers relate, perceive, and communicate with various student personalities and backgrounds.** **I believe the Critical Incidents Protocol is a great activity to help educators remain prepared to deal with a myriad of situations that could arise in the classroom. The ability to choose “critical incidents” from the classroom benefits teachers in two ways. First, teachers are able to share their critical incident and receive positive/negative feedback on how they handled the situation. This constant critique of teachers’ behavior enables teachers to learn from mistakes and adds a boost of confidence to ensure teachers are adapting well to changes.** **Secondly, by sharing critical incidents amongst teaching staff, others are able to gain theoretical experience in how to handle a wide variety of situations. Critical Incidents Protocol is a preparation tool which allows teachers to acquire a reservoir of “how to handle___” tactics and being more assured in the right/wrong way to address a situation. The protocol benefits by teaching other teachers about situations or issues that are bound to come up in their classroom, as well as, having a staff-approved reaction. Students will recognize expectations apply to all faculty.** **-Kylie McCollum**

Implications for Practice (Ace)

In a classroom setting, Guided Reflection would involve teachers taking time to consider the events that took place in their classroom that day. They would have to constantly be asking themselves “What?” “Why?” and “How?” in relation to the event and the effect it had on the classroom environment. Teachers would need to be willing and able to question their actions without bias, taking into account outside stressors and complications in their own lives. Ideally, this would be possible and teachers would be able to separate individual incidences from their own internal conflict in order to provide a better learning environment.

Critical Incidents Protocol, on the other hand, would require teachers to share stories of events which they encountered in order for their peers to learn from their reactions. In this scenario, teachers would have to be willing to put themselves and their actions up for critique by their colleagues in order to better the group as a whole. Other teachers would then be inspired by or critical of the storyteller’s actions and a discussion would ensue.

If both of these concepts were effectively put into practice together, it would look something like this: Teachers would be able to step outside of themselves and their environments to access a situation that is occurring in order to control their actions. Should a teacher act without doing this, the teacher would later question his/her reaction to the event and how he/she could change his/her behavior in the future. The teacher would then bring this story up in a discussion with other teachers, who would listen and critique the storyteller’s reactions and thought process. This would lead to a group of teachers who have learned from the example of another how to approach a situation, and given a similar situation, would be able to act in a positive way.

- Kristy McPherson

What Happened / Why / Meanings / Implications (2)

The implications of reflection are key to successful teaching. Reflection is a practice that every educator should be using, no matter what his or her role in the school may be. Even principals should utilize reflective techniques. Reflection should occur on the individual level and on the group level. It may be hard to reflect as a group but each department should strive to make time to reflect on the occurrences of each week. What happened? What’s working? What needs to be changed? Etc. Group reflection is also a good time to solicit help from colleagues and to vent any frustrations. Individual reflection should take place on a daily basis and it would also be helpful to keep a reflective journal. That way not only can teachers be prepared to share concerns at group reflection but they can look at reflection notes for years to come.

-Kelsey Curlett

What Happened / Why / Meanings / Implications (3)

What Happened / Why / Meanings / Implications (4)

Summary (Jack)
 * 2. Ducharme, Edward R. "The Great Teacher Question: Beyond Competencies."**

This article focuses on the qualities of a great teacher. The author’s version of a great teacher is an individual with six major qualities: skill in relating one thing to another, fondness of questions over answers, growing knowledge, sense of aesthetic, willingness to assume risks and at homeness in the world. The first, relating one thing to another, the author gives the example of relating math to music. The author believes great teachers must have the ability to relate two different subjects. The thirst to provoke more questions instead of lecturing finite answers is the second quality of a great teacher. A great teacher must convince his or her students that the knowledge being taught in the classroom is important to them and their lives. Another quality is the sense of the aesthetic. A teacher should see and create beautiful settings etc. The article gives the example of having the classroom decorated to be visually appealing to the students. The fifth quality mentioned in the article is the willingness to assume risks. The author stresses the importance of teacher’s taking risks not just for their own beliefs but the beliefs or others. The last quality the author covers, athomeness in the world, demands teachers to live their life to the fullest in any situation and show their students this way of life. A teacher should always teach students that life is full of potential.

-Katie Reilly

Doubting Lens (Queen)

I have many doubts about this essay because first off all Ducharme states that he is being purely subjective and relying on no evidence or support. And for that reason I feel that we must take this essay with a grain of salt. For instance, he defines a great teacher as one who “influences others in positive ways so that their lives are forever altered” (7). As I agree this is a small component or better yet an effect of a great teacher, I believe he lacks aspects such as hard working, and help students reach new goals and improve academically (which is kind of important in the schools nowadays).

He claims that great teachers always fall a bit short of understanding the “thing itself” which to me does not seem beneficial in a test result important society. Because if they do fall short looking for life’s great metaphors and showing a disrespect for finite answers and focus more on developing the student as a person, then when the national/state test comes which gauge these finite questions and look for bubble style answers, if these great teacher’s students don’t perform well, well then they ultimately lose by cheating the student and cheating the school.

-Derek Boillat

Believing Lens (King) **Ducharme details six qualities which make a great teacher which all appear to be fully supported. He explains the first quality as great teachers being able to relate one thing with multiple other things. When I think back to some of my favorite teachers, they did have a knack of teaching me so much more than the designated subject. They were able to introduce new ideas, people, events, etc. by linking their commonalities to things we were talking about in class. Sometimes the other material helped explained what we were learning and other times the related information provided an exemplar. I believe great teachers are able to relate knowledge to other, supplementary information which develops more connections to the material being learned.** **He also states great teachers have a lack of fondness for closure; they are always looking for answers and sharing this enthusiasm with students. I believe that a great teacher is continuously learning, constantly improving their knowledge and understanding of their classroom environment. I believe students learn more if they aren’t always searching for a “black-and-white” answer. Questions which challenge students allow them to develop their own ideas or beliefs and give them an opportunity to express their creativity and opinions.** **The third quality Ducharme professes great teachers have is a commitment and a passion about what they are teaching. He states “Great teachers are driven by the power, beauty, force, logic, illogic, color, vitality, relatedness, uniqueness of what they know and love” (9). It makes sense; if one is passionate and fascinated by something, that energy will be obvious and infectious. Ideally, one’s students will see the genuine interest and be more receptive and excited about learning about the material. This is similar to his fourth quality great teachers’ possess—a sense of the aesthetic. Being able to see the beauty in the mundane keeps is a terrific quality because it allows a sense of refreshment which the teacher can pull from as inspiration.** **Durcharme’s fifth quality is willingness to assume risks. I believe this quality is incredibly important. In life, it is necessary to choose a path, take a side or make a critical decision and not all are easy. There are situations where teachers are going to have to invest in the best interest of the student or the school, and this might mean they will experience resistance. However, as an educator, one is a role model and representative to and for students. They have to take the risk to achieve something great. If no one ever did, we would still have segregation in schools. The education system and school environments won’t be perfect; but that doesn’t mean teachers shouldn’t try to make them.** **The final quality is at-homeness with the world. Ducharme believes great teachers make the most out of life; they enjoy life’s journey and find treasures in everyday experiences. I believe this quality is powerful because it is suggesting a teacher must have an understanding of their place in the world to help students reflect and appreciate life’s events. I agree that the more a teacher knows about what is happening in the world and how it affects their daily lives, the more they are able to relate to their students and aid them in perceiving their “version” of the world.** **Lastly, I believe Durcharme’s argument is convincing because I think most people can agree being knowledgeable, being competent doesn’t necessarily make the best teachers. There are many other qualities which aid the transfer of that knowledge from a teacher to their pupils.** **-Kylie McCollum**

Implications for Practice (Ace)

Implementing the six qualities of a great teacher into every teacher in one school would be key to utilizing this article’s point in a real school. First, in order to relate one’s subject to something else, each teacher would have to be very well-rounded and have background knowledge of more than just the subject they teach. Following the example from the book of relating math to music, a teacher would need to have both an interest in music that would allow them to talk about it candidly and a fundamental knowledge of how the different aspects of music function to create a song on the radio. It stands to reason, then, that without having a well-rounded education, one cannot be a great teacher.

Second, if every teacher must have a fondness for questions over answers then every teacher must be willing to do more that give students the answers to their own questions. They must be willing to let students stew about something while giving them little tidbits of information to push them in the direction that they feel the student is going. This means that teachers must be able to let students form their own answers to their questions and must be open to the ideas they produce without bias.

Third, teachers must be willing to accept that a student may view the world differently than others. If one understands the world through music (as the example in the book did), then the teacher must accept that using convention methods to explain something to that student may be ineffective. Therefore, teachers must be willing to change up the way they teach their students for each new class they encounter and must also have the ability to admit that they do not know everything about everything as the want their students to believe.

Fourth, teachers must be able to present things that reach their students’ aesthetics. While this may be as simple as adding a beautiful background on a PowerPoint slide, it may also be as difficult as teaching students to value the simple beauty of everyday life. This could be achieved through the idea of a caterpillar habitat; students could watch the everyday process of a caterpillar change into a butterfly and from it gain a sense of the beauty of the world around them in all of its simplicity.

Fifth, teacher must be willing to take risks in order to aid the students’ educational endeavors. This could mean holding class outside or causing a rift between oneself and one’s principal. Either way, the point is to do essentially whatever it takes (within reason) to help one’s students get the most out of their education.

The sixth and last point in this article is to be at home with oneself and the world, which includes living with inequalities and injustices and being able to still go into work every day with a positive attitude and a willingness to persevere. Students need to learn that even though the world is a scary place in which bad things happen every day, there are still things worth getting out of bed for. This is an important part of being a teacher – using the negatives of life and turning them into positive teaching experiences.

In practice, all of these qualities would lead to teachers who are very well-rounded yet never self-righteous in their teaching habits nor in their views of the world. They cannot be stubborn or feel that their outlooks on life are better or more correct than anybody else’s. They shroud themselves in beauty and do not let the world get them down while simultaneously going to the ends of the earth and pushing other people’s buttons in order to give their students the best education possible. This unfortunately means that the perfect teacher is a person who has emotions, fears, and opinions that they hide on a regular basis.

- Kristy McPherson

What Happened / Why / Meanings / Implications (2)

I agree with Ducharme when he says that he is weary of competencies even though he believes a need exists for specific indicators to show that teachers posses certain skills and knowledge. Unfortunately, I think it is very hard to prove that teachers are competent without using high stakes measurements. Take Atlanta Public Schools for instance, they told teachers they would be paid a larger salary if their students performed highly on state mandated tests. It seemed like a great idea at first, but then principals started demanding high test scores to the point that teachers felt they had to cheat on the exams in order to keep their jobs. It was (or is) believed that high student achievement means higher teacher competency but in reality sometimes even the greatest teachers have a large number of failing students.

Thinking back on the few great teacher's I've had in my career as a student I can agree with the qualities that Ducharme has set aside for excellent teachers. My cooperating teacher seems to be loved by all of her students and one of her greatest qualities aligns with one of Ducharme's -- the ability to see relationships among seemingly unrelated things. She will do whatever it takes to relate even the most boring story to the urban student's lives in her classroom. The connections she has a talent for making constantly set off visible light bulbs in the student's heads. The other day, she explained the process of elimination as fouling out in basketball. All of the students were eager to hear her explain this test taking concept because they love everything and anything to do with basketball. Many of the qualities that make teachers great, such as the ability to form connections, are not tangible and are very difficult to measure.

I can also agree with Ducharme that great teachers are willing to assume risks. However, I also believe this quality is often reserved for veteran teachers that don't have to be scared about losing their jobs. For example, my CT challenged a novel that her students were mandated to read. When the novel still made it into the required curriculum the following year she simply refused to teach it. New teachers can most likely never pull something like this, even when it's in the best interest of the students.

-Kelsey Curlett

What Happened / Why / Meanings / Implications (3)

What Happened / Why / Meanings / Implications (4)

Summary (Jack)
 * 3. Mawhinney, Thomas S. and Laura L. Sagan. "The Power of Personal Relationships."**

The relationship between teachers and students is always a fragile but important element to a student’s success. Thomas Mawhinney and Laura Sagon article discusses how personal a teacher should be with his or her students. They stress how vital it is for students to see their teacher as a human being and not just an authoritative figure in the classroom. To gain this positive relationship, Mawhinney and Sagon have six different strategies or categories a teacher should cover in his or her classroom. The authors show the importance in a teacher using active listening with his or her students. One suggestion to prove to the students that you are listening as their teacher is to repeat a comment they have made later in the class period with their name attached to it. The article advocates about teacher involvement in the school’s activities such as being a chaperone on trips or a dance. When students see teachers outside of the classroom, the authors believe the students relate to the teacher in a more positive way. Mawhinney and Sagon give teachers four categories of how to relate to their students. Teachers should respect their students, practice fairness in the classroom, give students courtesy and show caring and understanding towards their students. Humor is a powerful tool for a teacher according to the article. Appropriate humor, usually directed towards the teacher, relaxes students and sometimes makes their flight/fight response leave the classroom. The last advice in the article is about risking closeness. Teachers have a delicate balance between being close to a student and going too far in that relationship. The summary also warns new teachers that the tendency to look for being liked instead of respected is something to watch out for in their new careers.

-Katie Reilly

Doubting Lens (Queen)

By the teacher not taking action when Donta arrived late to class again, the teacher is setting an example that the students can get away with not following the rules.

The authors state that teachers should shift away from spending the first days of class going over classroom rules and routines because it causes negative reactions within the students who will then not be able to learn at their best. However, students also thrive in a classroom where there is organization, they know the policies and what is expected from them as well as what they can expect from the teacher. And since it has become commonplace for students to consider the first day “National Syllabus” day, I doubt this type of first day interaction will deter from their abilities in the class.

I disagree with the section detailing that teachers should let their students get to know their personal lives. There must be boundaries in a classroom in order to keep the dynamic of the relationship teacher-student. Also they state in this part that “when faced with child care problems, bring their young children to school” (14) but I believe in keeping personal issues out of the work place (which is an age old mantra).

When it comes to expectations, I felt the authors focused too heavily on the expectations teachers place on students while neglecting the expectations the teacher should have of themselves.

-Derek Boillat

Believing Lens (King) **The authors first address the importance of establishing a positive, personal relationship with the students. I agree and see the benefit of getting to know the students the first couple of days; this information could be an advantage in understanding their life and background. The student’s personal information could also reveal a lot about how they filter, comprehend and learn material. In addition, they suggest revealing personal information about oneself to help the students see you as a human being. I think this is great advice because I believe teachers are often seen as robots that are locked away in the closet at the end of the night. I believe students might be more willing to participate in class if they feel more comfortable—simply by knowing a bit about the teacher.** **Perhaps subtle, the concept of reestablishing contact seems like a very important concept. I believe all teachers should take the time to have a positive interaction with a student who has been reprimanded to make them aware the negative event is in the past. This will make the students more receptive to the teacher knowing they don’t hold grudges and that they see them in a positive, not negative light. Students will be motivated to continue trying. Also, high expectations lets the students know as a teacher, they believe all students can accomplish great things if they work hard. There is no judgment to upset, scare or alienate students from wanting to learn.** **Active listening also promotes a comfortable learning environment by letting students voice their opinion or ideas. By listening instead of lecturing, teachers are able to develop a respectful and trusting relationship, ensuring that they will treat each other as equals.** **The authors also discuss how teachers should be involved in their student’s lives by attending school events. The act of being involved after school demonstrates the teacher has an understanding of student life; there are many aspects and academics is just one. Additionally, it shows students the teacher cares about them as a person and is investing in their personal well-being. I fully agree teachers should be fair, respectful and honest in order to foster and maintain a positive relationship with their students because students will be more willing to learn.** **Furthermore, caring and listening can build personal relationships with students. If students see the teacher genuinely cares about their life, “they [will be] actively committed”(16). Students might take more responsibility for completing their assignments, or feel compelled to participate in class to push a discussion along because they recognize the teacher would help them out the same way.** **Overall, developing a positive, personal relationship with students is imperative to constructing a classroom environment that is conducive to learning.** **-Kylie McCollum** Implications for Practice (Ace)

The implementation of this article would look something like this: teachers would actively listen to their students on a constant basis in order to show respect for the students’ thoughts. They would make themselves present outside of the classrooms, volunteering at school dances and attending football games. In the classroom, teachers would offer compliments to students who do well and encourage those who do poorly without ever putting students down. The teachers would show the students that they care about them as individuals and want to see each of them succeed. Humor in the classroom would be commonplace, but never directed at a particular student or person. Teachers would earn the respect and favor of students without being overly personal or inappropriate. Students would feel at ease in the classroom and absorb more information without feeling as if they are unimportant or not cared for.

- Kristy McPherson

What Happened / Why / Meanings / Implications (2)

I will always be frustrated when educators or peers tell me that you can't befriend the students. Why not? Of course I absolutely believe that a professional relationship must be established, but sometimes, all a struggling student needs is a hug or a listening ear. I have been in classrooms with the stereotypical disciplinarian and also in classrooms where the teacher never raises his or her voice. Which one has been most effective is the big question. I think many students that require extra help will instantly shut down when the teacher is overbearing or too strict. When the teacher is open and kind, the students are not afraid to be vulnerable to the learning process. The teacher is certainly a leader in the classroom but it's okay to be facilitative instead of authoritative. In many instances the teacher can learn just as much from the students as the students can learn from the teacher.

The idea of the "self-renewing teacher" was the most enlightening part of the article for me. Every teacher should be self-renewing. Every day, every week, every month, and most certainly every year. It is necessary for teachers to reflect on their work and to make changes in places where it's necessary. Many of the educators that are placed in the dull or poor category have been teaching the same way year after year. Students change year after year and it's part of the responsibility of the educator to adapt to the new group of students. It's also part of the responsibility of the educator to keep up on current research and teaching methods so they can make sure their work is fresh and up-to-date.

I found it very disheartening that the article had to mention that teachers ought to love children and should show respect, courtesy, and fairness to their students. If educators don't automatically love children or are not capable of showing respect, courtesy, or fairness to students then they should not be educators. That might seem brash but if educators are entering the field without those simple prerequisites than that may explain why many view the education system as failing.

-Kelsey Curlett

What Happened / Why / Meanings / Implications (3)

What Happened / Why / Meanings / Implications (4)

Summary (Jack)
 * 4. Baldacci, Leslie. "Why New Teachers Leave..."**

Leslie Baldacci writes about her first experience in teaching in this article. Her story is one of nightmares for young teachers. The students in her classroom did not show her respect and she did not have the knowledge on how to gain respect and authority over her classroom. The other teachers and principal in the building were so exhausted and distracted with their own problems that none of them would help her succeed in her assigned classroom. The article gives an account of how not every teaching job will be the ideal young teachers have in their mind.

-Katie Reilly

Doubting Lens (Queen)

This essay is hard to look at through the doubting lens because it is based on raw emotions rather than claims or opinions. The main issue I take from this is that the teacher lacked any support. It seems that most of the blame was place on the principal and rightfully so. If the school leader is unorganized, apathetic, and disengaged, it’s hard to imagine the school being anything but that as well. However, in addition to the principal I doubt the teacher received any support from her mentor and Advisor other than coming in to her class to focus on what missing from the class rather than all the hard work she was putting in. Also fellow teachers seemed to lack a support net.

In the end, I don’t blame her for leaving; in fact I would have done the same. However, I find it strange that she sets up her essay making the teacher who leaves these students out to be bad but then follows in those exact footsteps. It’s almost self-incriminating in a way.

-Derek Boillat

Believing Lens (King) **Baldacci addresses many issues that exist in impoverished school districts. Many schools struggle with financial and staff problems; her accounts seem realistic. If a school is unable to afford more teachers, it means fewer teachers who will have to assume more responsibility. This results in less face-to-face time with students and prevents teachers and staff from having the ability to create positive, personal relationship with students.** **In addition, the high poverty level means the student body will be coming from the working class. These students could have many behavioral and learning problems due to parents’ unavailability because they are trying to support their family. Baldacci asserts the children are poorly behaved and have no respect for those in a position authority which makes her job as an educator more difficult. The students show no value in learning and stifle, or prevent, learning for other students by disrupting class.** **Baldacci statements are believable because they show the breakdown of all parts of the school. The principle is withdrawn, overworked, unorganized and forced to deal with ever-changing staff. The teachers feel as though they are unsupported, unappreciated and unable to make a significant change regarding the operations and policies of the school. Also, they lack access to necessary teaching aids and supplies which could help facilitate learning. Lastly, the school is falling apart beneath their feet and above their heads. It does not provoke “school pride” or offer comfort to establish a safe learning environment. Her viewpoint is believable because, like most things in life, the failure of one aspect in a process results in the malfunction of all things connected or related. Teachers who are motivated, dedicated and have teaching experience leave because they want to feel like they improving the minds and lives of their students. . Ultimately, students are the ones who suffer from the breakdown of the system.** **-Kylie McCollum**

Implications for Practice (Ace)

This article depicts a new teacher’s worst nightmare, but it also arms first-year educators with some important information that they can use in their own first-year experiences. Essentially, this article tells teachers what to expect when going into a school like the one in which Baldacci taught. New teachers must learnt to speak to colleagues even when the classroom doors are shut and must be adamant about making their issues known to the administration even when the principals are only making things worse. They must be willing to stand up when they know things are wrong and must do their best to make things better for0their students. This may mean being creative in terms of lesson planning or speaking to local store owners to raise money for a fieldtrip. While this article give a sort of worst-case scenario about a teacher’s first year, it does allow for others to prepare themselves for the worst and be ready to work without the support of fellow teachers or administration.

- Kristy McPherson

What Happened / Why / Meanings / Implications (2)

I feel that Leslie Baldacci's short teaching career in Chicago schools was a worst-case scenario. If educators that complete a traditional teacher prep program in four years or more have a hard time surviving in urban schools then of course a newspaper journalist with only six weeks of intensive training in education is going to have a really difficult time. I have to wonder if it is even ethical to hire teachers that don't hold a teaching degree to help some of the most troublesome schools. These types of schools Baldacci mentioned need every ounce of qualified help they can get. Six weeks of training doesn’t sound very qualified to me.

Baldacci, along with her students, was definitely failed by the system. A teacher with years of experience in a suburban school might have a hard time with little support from her colleagues and administrators. I can’t imagine how Baldacci survived as long as she did while virtually working with no support at all. Schools cannot function unless everyone collaborates as a team. If the administrators or leaders of the school didn’t care about their staff then the staff will have no motivation to succeed in their challenging roles. Principals should function not only as leaders, but also as mentors and counselors to their fellow teachers.

I was discouraged when Baldacci said she looked for another job. Baldacci quickly became another statistic representing urban schools with bad retention rates. I know it wouldn’t have been easy to stick around under such dismal conditions but how will failing schools ever improve if everyone keeps giving up on them?

-Kelsey Curlett

What Happened / Why / Meanings / Implications (3)

What Happened / Why / Meanings / Implications (4)

Summary (Jack)
 * 5. Johnson, Susan Moore. "...And Why New Teachers Stay."**

Susan Johnson’s main theme in this article is support. She first compares the profession to how it was in the 1960s to today. She informs her readers how the teachers of the older generation are life teachers while the teachers of the new generation, with its many options in careers, are usually committing for a while but not a lifetime in the classroom. Next in the article she breaks down different but common problems new teachers are facing in their workplace and why without support they are leaving the classroom to pursue other careers. First she looks at the relationship between the principals and new teachers. She reports how principals are not allowing new teachers to learn but when the new teacher has a problem the principal just fixes it. The article informs its readers how new teachers are given the same or bigger load in their teaching assignments without the help or support from veteran teachers. New teachers are frustrated by not having the supplies or the equipment they need to be a success in their classrooms. Johnson writes how new teachers are sometimes not given the support needed with policing student behavior and do not have time to sit down and discuss with their mentor teachers within the school. The last problem that bothers new teachers is how they have little room to grow in the profession.

-Katie Reilly

Doubting Lens (Queen)

The problem I see in the beginning section about Esther and the MSBP is that it rushes unqualified “teachers” to the front line without the required experience or skills that schools demand. In addition, a program like this sends these less experienced teachers to inner cities which usually need the most help and thus does not help those schools improve. And as we see with Esther, even though she had this fast track program, she ultimately decided to leave for a suburban district thus negating the program altogether.

I highly doubt some of the statistics as an actual representation of the teacher population when it comes to new teachers committing for a while rather than a lifetime. They found that, “only four of the 26 first-career entrants said that they planned to remain classroom teachers until they retire” (27). That is roughly 15%. Now with most teacher programs ranging from four to five years, and the average tuition on the incline, it seems doubtful at best that people are planning on paying tens of thousands of dollars only to switch careers after a while.

In terms of the principal, I think the essay quotes a teacher who is in a school where there is a lot on the plate for administration (low income, large, 70% reduced lunches) and expected the principal to have more free time to ask questions they should already know such as, “What are the consequences that the school has for this?” (28). That is a type of question the teacher could easily find out for herself via the handbook or veteran teacher. Instead of putting more work on the principal, there should be a teacher mentor program in place where a veteran teacher assets the new teacher the first year. I guess I was a little confused by the title of the essay. I figured it was a counterargument to the essay by Baldacci and it would highlight some of the positives to why teacher do in fact stay (which is what the title alludes to). But I doubt that now. Instead Johnson simply highlights some of the same reasons to why teachers leave the career, lack of support, new assignments, etc. It isn’t until the bare end that we see an example of people wanting to stay (Fred).

-Derek Boillat

Believing Lens (King) **Johnson argues new teachers are more likely to remain at a public school if they receive support. She asserts thorough support from staff is one key component to ensuing new teachers feel appreciated and sense stability in their environment. I agree that new teachers are faced with many challenges and have many questions or concerns about how they will run their classroom. Therefore, it is only natural they would be more likely to remain in a school that functions smoothly and is easy to adapt and adjust to a successful plan currently in place.** **Additionally, Johnson’s suggestions about freedom vs. restrictions seemed to make me believe why new teachers are willing to stay. She claims new teachers feel comfortable with a standard curriculum they will be expected to teach. This allows the teacher to have some knowledge of how the school works and narrow, as well as, specify educational goals they must accomplish. A new teacher might fear freedom at first because they have little to no experience and require a framework to help get them starting to develop a teaching style. However, experienced teachers might reject restrictions to how and what they teach because they desire creative range when comprising their curriculum.** **Furthermore, besides an immense passion for teaching and the life-long dream of becoming an educator, most new teachers look for this supportive network which allows them to envision themselves at the institution long-term. The example of the new teacher Fred demonstrates how the principle, discipline system, collaborative work-time with peers all combine to create an enjoyable learning and teaching environment—even though the school is a low-income community. A new teacher that experiences rewards for educational accomplishments, mentors taking a genuine interest and administration that are willing to lend a helping hand or support the teacher’s decision, will consider the school a lifetime home, a “career” choice.** **-Kylie McCollum**

Implications for Practice (Ace)

Obviously, this article advocates support in schools from both administration and fellow teachers. Because Fred’s story was a good example of what the ideal implication of support in a school looks like, it’s important to see how support can be implemented in a school which has none. While there is really no way to force a principal to be friendly or willing to communicate to teachers, the educators themselves can keep communication flowing through the school by making time to speak and plan with one another. They could discuss issues that they have in the classroom or with the school in general and cause enough attention to be directed toward it that the administration would have to get involved. They could open communication between one another possible by breeching the closed doors that seem so foreboding and threatening and use that gumption to show other teachers that communication is important and that their opinions and experiences matter. If a lack of support and communication is keeping teachers down, it makes no sense to wallow in one's loneliness. It is up to the educators themselves to instigate opportunities for personal and professional growth in order to help their students.

- Kristy McPherson

What Happened / Why / Meanings / Implications (2)

As we witnessed in the Baldacci article, teachers will inevitably stay if they are treated fairly. Fair means having a support system composed of other teachers, principals, and support staff. It means adequate time for preparation and collaboration. Fair means having access to supplies and it also means a decent pay. Even if teachers aren’t making decent money they are still a lot less likely to leave if they feel their co-workers are supporting them.

As mentioned by Johnson it is crucial to have a principal that is both supportive of teachers and active in the facilitative role. At my placement (Riverside Middle, GRPS), I have been fortunate enough to witness the importance of having a great principal. This year Riverside received a new principal and she was teaching in the classroom just two years ago. I have yet to go a day without hearing the staff mention how nice of a change it is for them to have someone who truly understands the teacher’s role in the classroom. One teacher commented that they felt like they actually had someone on their side as opposed to previous years. They especially appreciate that she takes their suggestions about school policy seriously. At each of the professional development days she set time aside to address any concerns or questions the teachers might have. The teachers also think she is great because she makes time to get to know the students, apparently a rare occurrence for most principals.

After reading both of the articles about why teachers stay and why they leave I keep wondering about the implications of accelerated teacher prep programs. I understand they can help fill vacancies, especially in troubled schools with high retention but are the accelerated programs adequately preparing teachers?

-Kelsey Curlett

What Happened / Why / Meanings / Implications (3)

What Happened / Why / Meanings / Implications (4)

Summary (Jack)
 * 6. Giroux, Henry. "Teachers as Transformative Intellectuals."**

Henry Giroux’s article is a plea out to teachers. He writes how society is reducing teachers to specialized technicians and it is up to the current and future teachers to gain their important role in the classroom back from the “experts on education.” Giroux explains to his readers how standardizing education across schools harms not only the teachers but more importantly the students because it ignores the individual needs of the students in the classroom. He wants teachers to reinvent themselves in the public eye as transformative intellectuals. Grioux defines this term as a teacher who uses reflective practices, questions what he or she teaches and how it relates to the larger goals of education, and gives students an active voice in their learning experience. He also states that these teacher need to critique themselves with solutions to their problems to prove to society that teachers can be in charge of the classroom.

-Katie Reilly

Doubting Lens (Queen)

I doubt this author as a credible source. I state this because Giroux claims that teachers are being trained to prepare students for standardized tests and are shied away from critical thinking procedures (36-37). However, the future teachers I know studying at universities such as Western Mich, Central Mich, and Grand Valley are all being taught the importance of critical thinking over standardized tests and we are conditioned to despise those tests. And it appears through many of my former professors that incoming teachers are bringing with them a fresh, progressive mindset that veteran teachers find radical and not test appropriate (Lit circles, wikis, technology, blogs). So maybe education seems to be moving towards more and more standardized tests but as of now, teacher prep programs are not deskilling future teachers.

Giroux then goes on to state that we are shifting away from raising questions about principles and theories. And again every single class I have this semester deals with educational theories and classroom application. As an English major, our Capstone dealt with theories and criticism in terms of literature. It just seems that the author is ill-informed and quite possibly too caught up in the educational debate and less focused on what is actually happening.

-Derek Boillat

Believing Lens (King) Giroux appears to have a Marxist approach to defining the educational system which highlights the degradation of the teacher’s role in the classroom. I think it is sensible to say teachers are taught to become “objects of specification” and learn, as well as, master only one area of study. As Giroux would claim, this specialization helps the allocation of resources in order to allow schools to function as an assembly line. For schools to save time and money, the compartmentalization allows each teacher to have their “role,” their part in imparting specific knowledge to the students. However, this “deskills” the teacher by taking away their creative freedom, ability for reflection and opportunity to develop the curriculum adapting to students needs, world events, community issues, etc. Teachers are forced to go through the motions and become another device from which students merely hear, not learn, information. In addition, I agree with Giroux’s argument that teachers must be seen and treated as intellectuals. By treating teachers as people who have a great interested in teaching the youth, they will feel more compelled and driven to focus on the pros and cons of the learning process. They will question and reflect upon their practices and attempt to ask and answer serious questions about their teaching strategies and content. This responsibility will keep teachers engaged and will demonstrate to others that they should be the ones determining the curricula based on experience with students. His argument discussing the division of labor was extremely convincing because it did not make sense that people who are not teaching students and interacting with them daily would be the very people who decide what students are expected to know. I concur with his idea that teachers require more involvement in the discussion and selection of the curricula which they will be teaching. Lastly, I believe Giroux’s argument that educators must assume the roles of transformative intellectuals by educating students to be “active, critical citizens”(38). His suggestion makes sense that students must grow and learn in an environment that fosters and encourages critical reflection and action. Furthermore, a transformative intellectual will guide students to use their voice to respectfully and clearly articulate their opinions. This method of teaching will ensure students are able to productive members of society. -Kylie McCollum

Implications for Practice (Ace)

This article stresses the idea that teachers should neither be a lemming nor teach their students to be one. Instead, teachers must stress individualism among their students and push them to form their own opinions regardless of the norm. Teachers must inspire their students to question the current thinking and change their beliefs about certain topics. Critical thinking is the most important goal of teaching, and it must be emphasized in place of standardized testing.

If this article was implemented, standardized testing would be eradicated and all students would be taught critical thinking skills from an early age. Teachers would ask them to question norms and even what the teacher says on a regular basis, and not just to believe something or go along with it because it is the norm.

- Kristy McPherson

What Happened / Why / Meanings / Implications (2)

**What Happened:** My new cooperating teacher's first hour English 3 A class started out with role being taken and rules verbally estabilished. My CT, then quickly introduced himself and allowed me to state my role in the classroom as well as say two things about myself. Following these introductions, he turned to his picture board, parellel to the white board in the front of class, on which he displays pictures of fun activites he and his family participate in. He spoke of his motercycle love, his newfound enjoyment of running races, and his families summer vacations to places such as Disney and Orlando Studios. This visually aided description went on for the rest of the hour save five minutes to explain the immense difficulty of the class they would be undertaking.

**Why did this Happen?:** The first day introductions and classroom community building went like it did because my CT loves to talk about himself and to tell stories about interesting events that have taken place during his life. This characteristic was apparent to me during the week of inservice I attended, but I thought it was because we were getting to know each other and that we talked so much because we picked up on our shared love of telling personal stories. The class ran in this manner also because my CT does not like to construct games or plan very far ahead along lines meandering off the path of lecture and note taking.

**What does this Mean?:** To me this means that my CT is not interested enough in having the students actively participate in class. I know that he cares deeply about the stories behind each of our students and how it is that they have gotten into the situations that they are in. However, to people who do not know my CT that well, like the new students, running class in such a teacher focused manner meant that the students were immeadiately turnned off to the class because they did not feel involved or part of the classroom community. Further, not allowing the students to introduce themselves and form positive bonds with one another meant elimintating an opportunity for them to be involved in creating a safe classroom environment in which to learn which is something these students desperately need.

**Implications for Practice:** As a teacher, when I am to start a class on the first day of school, I will want to introduce myself to allow the students to get an idea about who I am, but I will encourage them to get involved and introduce themselves and create beginning bonds with those around them through stress freee games. I believe this will help to create a classroom community that is student centered instead of teacher centered. Further, I will consider my student audience when relaying my "what did I do this summer" information. These students that my CT is telling that he went to Disney World to had hard summers with parents in jail, being locked up themselves, struggling in halfway houses, and sitting through summer school. As a teacher on the first day of school I want to begin with creating connections to my students instead of alienating them.

-Ashley Gwinn

What Happened / Why / Meanings / Implications (3)

In a time when education is at the forefront of debate it seems to be that the bar has been lowered for teachers instead of raised. It is now the rare case for teachers (especially in GRPS) to be held completely accountable for developing a new curriculum tailored specifically to their student’s needs. The week before school started I attended the ELA curriculum day for GRPS and was appalled to find that each grade was receiving a curriculum packet, complete with readings, post-tests, pre-tests, and more. The teachers have almost no say in what they get to teach. They can’t even select which order they want to teach it in. Not only was it bad that the teachers don’t have a say in what they’re teaching anymore but they weren’t given the curriculum guide packet until the Wednesday before school started. One weekend to prepare is not enough time, especially not for teachers who are new in the district. My CT was not happy that heading the ELA curriculum committee for secondary education was a woman who spent her whole career working as an elementary school principal. My CT was among many others that shared their concerns about her qualifications.

Teachers being disregarded as intellectuals is a true insult to the profession. I think it’s okay for suggestions to be made from administrators but teachers should be responsible to come up with the material they teach. They’re the ones that know the students best and I think it can be said that teachers might have more success with the material they were teaching if they actually came up with it themselves. Teachers will perform better if they have a personal investment in their work.

I also think that handing the curriculum to teachers makes it even easier for the lazy teachers to cop out of doing any work. Education is far too crucial to make standardized or routine.

-Kelsey Curlett

What Happened / Why / Meanings / Implications (4)