As a graduate of the Colgate teacher education program,
...I care about all students and am committed to their diverse ways of learning.
I think that the most heartening part of my student teaching experience was the development of personal relationships with my students. This, which I view to be one of the most integral parts of the job, is also a crucial part of my Philosophy of Education.
My commitment to building relationships with my students can also be seen in this journal entry that I made on my first day of teaching U.S. History:
While I was really nervous yesterday about teaching my first lesson, I’ve felt challenged by today’s class for several months now. The first time I met Mr. Hendrick to discuss student teaching, he informed me that the class I’d be taking on was “challenging and terrible to women.” Great. Would they not respect my authority in the classroom because of my gender? Were they actually as bad as everyone (this class year has a reputation in the community) has said? Would I be too challenging or not challenging enough?...
...To my surprise, Drew, the student that I was most worried about in the class, suggested three of the eight problems the class brainstormed. He was engaged and active, though perhaps a little rowdier than the other students. But still, I realized that I can tolerate him calling out answers if they’re productive. That is actually the kind of atmosphere that I most want to cultivate in the classroom – an informality that encourages students to be genial, but also learn, respectful but engaged....
I had intended to leave off women’s rights [off the worksheet] (I didn’t want to bite off more than I could chew with a topic that I felt might not be well received and elicit harsh comments.), however when I asked students to three topics, that was one that had overwhelming support. It was very interesting to have even some of the “bad actors” in the back make the unanticipated request for the topic. (Am I selling them short by buying into the information that I’ve been told? Is it more prudent for me to be prepared for their possible responses, or does that unfairly pin these students into a hole?)....Overall, this class was surprising. I’ve anticipated these bad actors for a few months, but honestly they aren’t the worst kids I’ve worked with. I need to further consider though whether participation means active learning.
On Thursday, March 6, I wrote the following in my journal while describing a review game played in class:
Though I had made no mention of the score, they tallied their own as we went along. This did get a little out of hand when Drew started teasing Christina about being a senior. The academic lab boys had studied the period before, so they felt as though they had a leg up on the class. Christina, one of the girls at the top of the class, really carried her group; she has chosen to graduate early, so she is currently finishing her junior and senior workloads. Drew’s constant comments directed at “senior,” though, really bothered her today. What he saw as competition, she saw as annoying and grating. After her frustration became very evident, I stepped in and told Drew to stop. After class, I also talked with Christina and encouraged her not to take Drew too seriously; his goal was to get under her skin, so sometimes the best form of resistance is to let it roll off your back. I pointed out that while he was calling her “senior” in what she took to be an insulting tone, next year she’d be out of Hamilton and he’d be stuck here for another year. While I think this was less about the bullying and more about fighting an upstream academic battle, it was important that both Drew stop teasing her and that I speak with her after class.
Additionally, one of our assignments while student teaching was to identify a student who was more difficult to like and make a point to learn more about him or her. For me, this assignment completely changed the way I viewed my student; I went from a having a number of very negative interactions with her to realizing what she needed from me in the classroom. This was a huge turn around in our relationship. To read my "Portrait of a Student," click here.
As an educator, I believe strongly in providing students with skills necessary to operate in our global world, but also allowing them to succeed in the classroom by including a diversity of assignments and instruction to meet the varying needs of my students. To this end, I have asked students to write essays and poems, create art, take tests and work cooperatively in groups. For examples of this work, please feel free to peruse the galleries and lesson plans below. (Click on the artwork or labels.)
Renaissance Portrait Art Gallery 1920s Ad Analysis Gallery
This I Believe Statements, based on the NPR series
Lesson Plans on the Progressive Era
Lesson Plan on "the Social Construction of Me"
All names are changed to protect the privacy of the students.