Obstacles

As I read what I read that board members viewed as obstacles that MLE’s face, I wonder if these obstacles are listed in specific order (i.e. number 1 being more frequently considered an obstacle than number 35). I wonder this because that what I consider will be my most substantial obstacle is ranked fairly low on the list. I worry about being an effective classroom manager. On the list provided by the board members, the one that seems to be the closest tied to what I view an obstacle is number 51: an unruly classroom.

I know I worry about classroom management because I have been in classrooms where teachers struggle to maintain order. I worry that I will spend more time managing behavior rather than teaching. The good news is that I know that classroom management is closely related to student engagement. Again, from the classrooms that I have worked in, I have seen teachers struggle to engage their students. Therefore, I can make a more positive classroom environment that is conducive to learning by incorporating material that is engaging to students. This doesn’t make the task easier. Designing and implementing lessons that are engaging requires effort, determination, follow-through. I hope that I will become more confident and assured of my teaching ability as I become more experienced. Perhaps my worry should be viewed in a positive light—it tells me that I want to do right by my students and make sure they get worthwhile and meaningful learning opportunities.

To read, to think, to create, to ponder-- Seeds of pedagogy

I want to create an environment in my classroom where students feel safe to share their ideas, ask questions, take risks, and make mistakes. I’m not exactly sure how that fits in with the metaphor of planting pedagogical seeds, but I know that learning is a process. To ensure that my students will be able to read, to think, to create and to ponder, I have several elements that I can implement in my classroom.

In order to become better readers, individuals need to read a lot and not just for class assignments (although this should also be an important aspect of a class). I intend to establish a classroom library and promote the idea of reading for pleasure. Reading for pleasure is not something I can assign to students or grade. Instead, I will make high-interest, current reading material readily accessible to my students, and make it a regular practice to share with my students what I am reading. In addition, reading should take place with other forms of writing, not just novels. Therefore, I want to commit a specific time each week to share interesting and relevant articles I have read online, in the newspaper, and in magazines. Then in turn, I will ask students to do the same. As my students become better readers, they will also improve their critical thinking skills.

My role as the teacher is not to stand at the front of the classroom and act as if I have all the answers. Students have valuable insights to contribute to the class. Their learning is more meaningful if it comes through their own exploration and evaluation of their ideas. A classroom ought to be a place where learners can take risks because growth does not occur through maintain a status quo. For students with different learning styles and different strengths, I will ensure that my students will have multiple outlets to share their ideas—through writing, discussions, art, technology, and more. Thinking, creating, pondering do come out of rote memorization but of meaningful experiences, and I hope to provide a classroom environment where students feel free to do so.

Rather than I being like Johnny Appleseed, I want to instill in my students a drive to help others, to spread kindness, like Johnny Appleseed. The first step is to let my students know that their ideas matter and that they are capable of making a difference in the lives of others.