SEED 522 Blog Post 11

 Blog Post 11

Journal Entry, April 18, 2021

Well, it has been quite a whirlwind introduction to the field of teaching. The more we learn, then more I understand how much there is yet to know. As we delve into methods of teaching, it is clear that there is room for improvement, and that teaching entails a constant quest to become a better and more effective educator.

I have gone through some of my previous journal entries, and realize it has been over a month since my last one. Much of my writing and thoughts have been captured through other blog posts and papers I have been working on for my classes, so I do have some of my thoughts captured.

Many of the readings and videos we have reviewed recently have provided a view of the classroom that is revealing and intimidating at the same time. I know that there is an added dramatic flair to the productions, but they seem to indicate a zealous effort towards constant improvement. Admittedly, there is a steep learning curve, and the first couple of years must seem like drinking from the firehose.

I do have to remind myself that one has many chances to improve. If something does not go right in class one day, there is always tomorrow. I can imagine that a week out, a month out, 3 months out, things will feel very different. And not only that, a teacher might be able to work something out over the course of a single day, if you teach the same lesson plan 3 or 4 times. (that same thought had me asking my mentor if students that have his class earlier in the day receive less polished lesson plans).

One constant thought throughout viewing the videos: do some people just have a knack for teaching- the right vibe, the right flow, knowing what to say and when, when to push forward and when to hold back?

The feedback of Ms. Cohen’s science class in “Galeet Cohen’s Lesson: Expert Analysis”, shows a teacher with some of those attributes. She is engaging, complementary, and self-deprecating. She treats her students with respect and sprinkles here discussions with humor. She did not necessarily have the best grasp of the topic they were discussing, but that did not stop her other attributes from shining through. That may in fact have helped, as she was able to commiserate with her students, and made it clear they were learning together.

The production team most likely chose Ms. Cohen as a subject for analysis because of the positivity she brings to the classroom, and they were able to point out so much about what she did right. The question this leaves me with is, how much of her style was learned through experience, and how much of it was just part of her persona, preternaturally suited for the classroom environment?

I also enjoyed the video, Time Management in 7^th Grade Science. This video provides a view of a different kind of teacher, Ms. Shon, who clearly had an aptitude for chemistry, but not quite as natural a demeanor in the classroom. She struggles to fully connect with her students, providing confusing instructions, and not really understanding how to engage them in the lesson.

Nonetheless, Ms. Shon clearly wants to improve here abilities, and her curriculum advisor see that as a positive attribute that will eventually make her a strong teacher. As a first year teacher, she will have plenty of opportunities to figure out how best to present the material to maximize engagement and student learning.

There are different paths to becoming a great teacher, none of them easy. I think I possess a number of positive attributes. Combined with a strong desire to succeed, I believe I can get there.