My Teaching Philosophy [As of right now]

To teach.  Although it may seem like a simple task, its roots run deep and opinions on its definition and importance are expansive.  Goethe once said, "Treat people as if they were what they ought to be and you help them become what they are capable of becoming."  In an essence, this is what my teaching philosophy is.  I look at teaching as a skill that takes practice, something that requires love, patience, and believing, and something that is quite honestly, not easy to do.

            My childhood was filled with days of setting up pretend classrooms, dragging my poor sister and her little friends into it to be my pupils, grading pretend homework with the ‘Good Job!’ stickers my Mom gave me from her school supplies, and taking recesses to the backyard.  The love of teaching I have developed began many years ago, and it has continued to grow as I’ve gotten older.  Being a member of the Church, I was given many opportunities to teach in the Young Women and Relief Society programs as well, once the plastic chairs and tables in my basement classroom got a bit too small.  I think it was at church where I really noticed the difference a teacher could have on his or her students.  The classroom is a place where you can light a fire within a student and let them continue to let their flame grow.  All you really have to do is believe in them and give them a little push in the right direction.

My quest to becoming a teacher for real began about a year and a half ago, and over that time I’ve started thinking about the reasons as to why I am doing this.  Why would I want to become a teacher when the pay isn’t always great and the recognition not always there?  That is simple.  I am becoming a teacher because I am confident that through it I can make a difference.  I am becoming a teacher because I love being in front of people and showing them something new.  I am becoming a teacher because I’ve seen a teacher take a struggling teenager, make them feel on top of the world, and help them find that little something they are searching for within themselves.  I am becoming a teacher because I want to do the same.

In my future classroom there will be rules, but it will be student run-- in the sense that the students will get out of it what they want to get out of it.  It will be a place filled with neat posters, fun colors, and new technology popping up daily.  The students will help pick the projects worked on, and they will grow together as a class as they work on different things as a team.  I will be an equal to the students, but also the expert in the room.  I will be one of those teachers constantly working on ways to become better, and always innovating in my classroom management and lesson plans.  I’m going to be a fun teacher, one who respects the students, and one who helps them see their potential and how they individually can contribute to the world.

Final Thoughts [Reflection Twelve]

Well, with this being the final reflection posted on here for 276, I thought I would just bring up a few ideas I've been thinking of recently related to teaching.

In most of our classes there is a lot of teamwork. I'm kind of a sometimes yes, sometimes no person when it comes to working in groups, but lately I've realized how great it can be. In the context of teaching, I think that gathering a group of teachers to develop a certain curriculum would be a genius idea. That way you can bounce ideas off of each other, try a little of everyone's input, and then decide what works best. Instead of failing five times yourself, maybe five of you only fail once and are able to alter the way something is taught because of it. Just a thought.

A month or two back at the Major Fair the little TEE brochures we handed out were great, I even grabbed one to take home myself. On the back of it there is this quote:

I love that and I'm not really sure if there is much more that needs to be said about it. I guess I just want to be a teacher that is applicable to that description.

My last thought is that patience and flexibility seem to be key when it comes to teaching. I can be very impatient. I can also be very perfectionistic. I've stayed up all night trying to make sure an assignment is juuust the way I want it because I can't handle turning it in looking a different way. The bad thing is that most of the time I don't finish it the way I want, and lose an entire night of sleep over it, as well as highly disappointing myself. With teaching, expectations should be changed. Not lowered, but changed to be flexible. That way if a lesson isn't the way you wanted it to be, you'll be ok with it! Just like my assignment, no losing an entire night of sleep fretting over something you probably don't have time to change. Go with what you have, be confident, and things will go smoother.

Can't wait to be a teacher!

Part of This Complete Breakfast [Reflection Eleven]

For this post I just wanted to reflect on the teaching experience I had with my group at Rocky Mountain Elementary School yesterday morning. To start off, I just have to say I think I had an extremely real teaching experience in the fact that I had to completely wing my first lesson on marketing right on the spot. I goofed with some preparation issues and suffered because of it. But in a way I was glad it happened because I've heard from my Mom (also a teacher) that most of the time what you planned for class almost always doesn't go exactly the way you want it to.

Overall, I feel like our lesson went great! The kids seemed to be having fun and I was surprised at the knowledge they already have on the subject matter we shared. Our project for them to work on was to design a cereal box for a new cereal we created -- Rice'ms (M&M's and Rice Krispies). They did a great job! I was glad we picked a design-based lesson because that is what I want to teach, and it was neat to see what things worked and what things didn't.

At the end of it all, I was worn out (and we were only there for just over an hour!) I think I more fully realized what exactly I'm getting myself into (haha). A teaching profession is something you put your whole body and soul into, and hope it all turns out in the end. It's not something to take lightly, it's a lot of work. I'm excited for it! This experience helped me get one more little glimpse at why I'm getting this education, and what I have to look forward to in the future!

Here are a few of the cereal box designs the kids did--

(Note the one that says '100% sugar' in one corner and 'Only 100,000 calories!' in the other. :)

Personal Touch [Reflection Ten]

This reflection is going to be a bit more of a personal one than the others I've posted. To be completely honest, this has been the hardest, most time-consuming, physically and emotionally draining semester of school I have had in my entire life. Sure, there are many factors that go into that, including friendships, friends leaving on missions, jobs, money, and other things that come at us in life, but my struggle has quite honestly all come back to my attitude toward this major.

I want to be a teacher. That is something I cannot deny. I want to be a technology teacher. That is also something I cannot deny. But when I saw that I would be taking a lot of classes I'm not interested in, in any way [a wood shop class in particular] in order to reach that goal, I was, well, angry. My first thought was, 'Are you kidding me?' Once I got going into the wood shop projects required of me and then realized how much time I would need to put into my other classes on top of 15 hours in the shop each week, I freaked out. Actually, I'm not even sure 'freaked out' does what I felt justice. Regardless, I have to admit that bit by bit over the past eleven weeks my pessimistic attitude has started to improve.  I think it has really leapt up to more of an optimistic one these past two weeks.

The concluding thought in a lecture we recently had was:
Can you afford to be a teacher?
Can you afford not to be a teacher?

Simply, I think that is very powerful. Its aim was more toward the realities of the financial aspect of teaching, but I look at time in place of money. Can I afford to give up a lot of time to be a teacher? Further, can I afford not to? I guess what I'm saying is that I've realized how amazing this major actually is, because of what we are exposed to, and more what we can do with what we are taught. It is not an easy major in my book. Having a job is a hard thing to balance with it. Having a social life is a hard thing to balance with it. Some days, being mentally sane is a hard thing to balance with it. But really, I think it's all going to be worth it.

Jeff LeBaron - a technology teacher in the Davis School District, came and spoke to us today. I watched him get very emotional about the effect he has been able to have on his students. He told us that as technology teachers we have a rare opportunity to make a difference. I found myself almost getting emotional too. I want to make a difference like he is.

Earlier this week I was talking with my Mom about what a hard time I've been having. She gave me words of comfort but said one thing that really touched me. She said, 'Lindsey, wherever you end up, you will make a difference.' I would like to live up to that.

My attitude has changed. My goals have changed. My purpose in doing the hard things I need to do to become a teacher have changed. I'm building a table in woods to have an amazing piece of work that I did all by myself. But I'm also doing it to become a teacher. I'm staying up until 5 in the morning designing a brochure to make it look just the way I want it and get a good grade. But I'm also doing it to become a teacher. I'm becoming a teacher because it is the most important profession out there. I'm becoming a teacher because I am passionate about it. I am becoming a teacher to make a difference.

A++ [Reflection Nine]

Something I found very interesting today was the topic of what grades actually are. What do they represent? Is there such thing as a fair grade? How am I going to assign a letter grade? As I sit here and think about it, I find myself reflecting back on the grades I've earned in my schooling career so far, especially in high school. I wish I could say that all of those A's represent how much work I put into each class. In reality, there were a few classes (cough, Biology) that I floated through. Don't get me wrong, I did the work in those classes, but really only did it for the grade.
I've brainstormed and brainstormed on another way to do this whole grading thing, but even though it is quite flawed, our grading system isn't going anywhere. Without assigning letter grades, you create problems with the students and parents, as stated in examples in class today.
My solution: I've decided that each year I'm going to have the 'grades' talk with my students. I want to tell them to picture themselves down the road 10 years from where they're at, and think about what they want to be doing. As horrible as it is, grades will get them there career wise. I will address that fact that if you do the work, you'll most likely get a good grade, but I will also push them to go beyond that. Care about what they are learning and earn that good grade. When I have tests the kids will know the information on them because we will study it together and drill it in their minds for a few weeks before. Those students aren't going to forget the information a few weeks later, they are going to learn in my class and push themselves to earn the grades they recieve. How can I say this? Because I am going to help each and every student one on one achieve this, no one will be left behind.

A Weatherman (or woman) [Reflection Eight]

Today in class the suggestion came up of being a 'weatherman' while teaching. In other words, teaching the class without hardly ever looking up at the board, the Powerpoint, or other aid you are using. You teach to the students and not an object.  My goal in becoming a teacher has always been along the lines of helping kids to learn more about this technology that I love, but more to be able to connect with them and make a difference in their lives. I want my job to be fun, but also rewarding, and I'm willing to put in the work to make it like that.  I feel like teaching to the students instead of an object like I said above, can help that connection start. Make your students feel like you are talking to them, that you want to be talking to them.  After the initial connection is made, I think it is important that your students trust you. Trust is so important in school. I know that if I didn't trust a teacher, there was no way I was going to be excited about any assignments they gave me. It makes such a big difference.
                                                                                                                                                               
"The more you remember about a student and the more you ask a student about these facts you remember, the more your students will trust you. A classroom built on trust and maintained throughout the year will perform far greater than a classroom built on threats and consequences." - Classroom Management Tips

So Much to Learn [Reflection Seven]

I currently have 5 or 6 pieces of notebook paper filled up completely back and front with different teaching tips to implement in teaching lessons. Do I remember even an eighth of them? No way. I think this fact alone has really opened my eyes to how much there really is be learned--about teaching particularly. It excites me!

Right now I have a job in the Harold B. Lee Library where I help with many things, but mainly work with the books coming through. Recently a group of books came in that had to do with public teaching in the United States. I got super excited and was wanting to check them out that day and read them all. When I realized my excitement, I got even more excited, because I am a huge reader, but not a huge fan of 'scholarly' reading, if that makes sense. I impressed myself with my desire to learn more about being a teacher. My work load this semester is a little insane, so the reading of those books might have to wait until summertime, but I set a goal that day to continually be absorbing all that I can to become a great teacher. I think if I start now, and continue throughout my life, I'll be that much stronger in not only my profession, but the raising of children and serving in church callings.


Educator and philosopher Parker Palmer said:

Good teaching isn't about technique. I've asked students around the country to describe their good teachers to me. Some of them describe people who lecture all the time, some of them describe people who do little other than facilitate group process, and others describe everything in between. But all of them describe people who have some sort of connective capacity, who connect themselves to their students, their students to each other, and everyone to the subject being studied.