After reading Brendan Clarke’s “Tales of a first time teacher” I am left feeling how similar we are. He says that he got into teaching because:
“I want to be the mentor to my students who breaks down barriers, rather than builds them up. I want to teach kids to break the line, rather than stand in line. I want to teach kids to create, rather than imitate.
This ideal really speaks to me as a young teacher and is something I very much believe in myself. I first thought that I wanted to be a teacher so that I could coach basketball. While this still remains true, my reasoning has evolved into so much more than that.
I have written about it a little in past journals, however, after our reading this week it bears repeating. The reason I want to coach and teach is that, more than anything, I want to serve as a positive role model for young male students. That is why although my energy certainly would be fun at the younger levels; I believe I belong in a middle or high school level as a teacher. Many of these young men are looking for discipline and for someone to act genuinely interested in who they are and what they like. I believe and will strive to be this person that challenges them at the times they need to be challenged, and rewards them when their efforts deserve to be.
The other major thing that stuck with me from the article was his tips for success. I think all of them are simple and often overlooked things that we as teachers sometimes need to just take a deep breath and relax. If I had to pick a favourite one it would be the second one, “Make mistakes. Learn with the students and let them see you fall and pick yourself back up.”
I think there is real wisdom in this. As a teacher it is inevitable that we are going to mess up, but I honestly think that how you deal with those mishaps is what defines you as a teacher. Things as simple as a spelling mistake or a miscalculated answer can build classroom community in a way that the best laid plan cannot. If I mess up, own up to it, laugh about it, and fix it on the spot, then I am modelling a behaviour that the students may be able to recreate. If every student could smile, say “shucks” and be done with a mistake think about the possibilities for building an inclusive classroom community. Far superior than, say, outright denying any wrong doing and producing excuses. What kind of behaviour is that modelling for the students? Not one that I believe fosters trust and a mutual concern for each other’s well being.
Overall a great article and a fun read. I cannot wait until I have my own “Alan’s”, bursting in unannounced and proclaiming, “It’s a dude!” Hopefully, I will be a little more prepared than Brendan. Then again, maybe that is all part of the fun.
“I want to be the mentor to my students who breaks down barriers, rather than builds them up. I want to teach kids to break the line, rather than stand in line. I want to teach kids to create, rather than imitate.
This ideal really speaks to me as a young teacher and is something I very much believe in myself. I first thought that I wanted to be a teacher so that I could coach basketball. While this still remains true, my reasoning has evolved into so much more than that.
I have written about it a little in past journals, however, after our reading this week it bears repeating. The reason I want to coach and teach is that, more than anything, I want to serve as a positive role model for young male students. That is why although my energy certainly would be fun at the younger levels; I believe I belong in a middle or high school level as a teacher. Many of these young men are looking for discipline and for someone to act genuinely interested in who they are and what they like. I believe and will strive to be this person that challenges them at the times they need to be challenged, and rewards them when their efforts deserve to be.
The other major thing that stuck with me from the article was his tips for success. I think all of them are simple and often overlooked things that we as teachers sometimes need to just take a deep breath and relax. If I had to pick a favourite one it would be the second one, “Make mistakes. Learn with the students and let them see you fall and pick yourself back up.”
I think there is real wisdom in this. As a teacher it is inevitable that we are going to mess up, but I honestly think that how you deal with those mishaps is what defines you as a teacher. Things as simple as a spelling mistake or a miscalculated answer can build classroom community in a way that the best laid plan cannot. If I mess up, own up to it, laugh about it, and fix it on the spot, then I am modelling a behaviour that the students may be able to recreate. If every student could smile, say “shucks” and be done with a mistake think about the possibilities for building an inclusive classroom community. Far superior than, say, outright denying any wrong doing and producing excuses. What kind of behaviour is that modelling for the students? Not one that I believe fosters trust and a mutual concern for each other’s well being.
Overall a great article and a fun read. I cannot wait until I have my own “Alan’s”, bursting in unannounced and proclaiming, “It’s a dude!” Hopefully, I will be a little more prepared than Brendan. Then again, maybe that is all part of the fun.