Spring Break

When my plans fell through for spring break, I was disappointed to not be making the most of my time off. I love going home and seeing my family, but a whole week without plans is just boring! It was then I decided to spend that time off to observe some alternative methods of teaching! I think observing and volunteering in a class is the only way to truly understand the method. I will be spending a day at Emerson Waldorf in Chapel Hill with the pre-k class; a day at Omni Montessori observing 2 primary classrooms, 2 lower elementary classrooms, and 2 upper elementary classrooms; and a half day at Ivybrook Academy, a preschool with similar philosophy to ECDC.

I don't know much about Waldorf, but from what I do know, it sounds right up my alley! Any school that has a "morning garden" time sounds wonderful to me! From the pictures, the materials seem very natural and basic, allowing for more imagination and use of the "loose parts" theory. It also encourages creativity, which seems to be disappearing in public schools. I feel school's primary purpose should be to prepare the child for real life. Through weekly activities of baking, painting, and gardening, Waldorf seems to do just that!

Montessori also emphasizes real life preparation. I am thrilled about finally observing a Montessori class because I have been studying the method for about a year. There is only so much a visual learner can gain from readings, and I think observing will be the final step to my complete understanding of the method. One of my favorite things about Montessori is the child's independence. It is the first step to developing confident, strong individuals. Though I do not intend on pursuing upper elementary classes, I am still interested in observing how the method has been adapted to the higher grades.

Ivybrook, I do not know much about. It is very close to my parents house, yet I didn't even know a school like this existed in my vicinity. Reading the philosophy, the school incorporates aspects from Reggio Emilia, Montessori, and the Multiple Intelligences theory. It sounds very similar to ECDC and I can't wait to compare the two. I am also interested in seeing how the Multiple Intelligences play into the day-to-day routine. I love the theory and feel it is important to acknowledge different learning styles, but I am curious how it will be played out and how the intelligences are discovered.

My main problem with the teaching methods I find most interesting is that they all require additional certification. I went into teaching thinking I would become certified in a more specified field after finding a school I loved. Now, I'm worried that the schools I love won't hire me without the specific certification. That is extra money and time I don't have, but at the same time, I don't want to be unhappy at my school. I'm very torn by that. For now, I will enjoy being in a field I actually enjoy studying! What began as a spring break bust, has developed into an exciting learning opportunity!

Critical Incident

Out of my entire academic career, one moment sticks out as being the most significant and effecting of who I am. I want to preface by stating that my elementary school was wonderful! I had fabulous, interactive teachers and generally loved going to school. The school I attended, though public, was very academically advance, ranking one of the highest in the state. That being said, by fifth grade, many of the students were reading at an advanced level. As I understand now, in order to better serve each students need, the teacher separated the class into reading groups. Though it was not defined, it was obvious that one group was the fast group and one group was the slow group. The fast group was to leave the class and read in the hall. Everyone sat at their desks hoping their name would be called, hoping to be considered a "smart" student. Out of a class of 28, only eight students remained in their seat. I was one of them. I was in the slow group. I knew my reading was lower than par and that I probably would've struggled and embarrassed myself in the more advanced group, but I still felt humiliated at being amongst those who were slow readers.

I remember that moment as labeling myself "dumb". Through middle school, high school, and even college, I was reluctant to speak up in class in fear of being incorrect. I remained a slow reader and taught myself ways to achieve in school without doing the reading assignments. My academic and personal confidence was very low and though I did my best at school, I never expected greatness. To this day, I am still a very slow reader. After years of contemplation, I finally realize it is not completely my fault. Though not medically diagnosed, my parents and I agree I have a mild form of dyslexia, as well as having a horrible astigmatism. Graduate school has continued to be a struggle when it comes to the amount of reading, but I am very passionate about my studies, which has reversed my academic confidence and ability to speak up in class.

Though long ago, that one moment back in fifth grade has defined who I am and posed as a personal challenge throughout my life. In turn, I've learned many things from that experience that will benefit my teaching. First of all, I will never group kids according to academic status. I feel students should be striving to achieve their personal best rather than being compared to others. Secondly, just because a student is struggling in class does not mean they are not trying. I need to give each student an equal amount of support and help them feel confident in who they are as a student. Thirdly, I realize my teaching decision have potential to positively or negatively affect a student's life. I need to remember that throughout my teaching career and be conscientious in my planning. As with our assumptions, our varying life experiences have taught us many things we will use to improve our teaching. I see now, that event happened for a reason. It was a learning experience that I will now use to be the best teacher I can be.

Assumptions

Assumptions is a very delicate topic. Labeling, in any way, comes across as negative, whether intentional or not. One thing often overlooked when stating assumptions and stereotypes is how they were formed. For a stereotype to be developed, there had to be a large group of people demonstrating the characteristic, making it true. This is not to say stereotypes are accurate or describe everyone of a certain category, but they were at some time and place a real characteristic grouping. Assumptions, on the other hand, are different. Assumptions were built off of personal experience and knowledge. Assumptions are formed from hearing stories, meeting individuals, being exposed to media, all sorts of ways. That being said, we are often hesitant to discuss our assumption with fear of exposing a negative part of our life.

In class, we spoke about disability, financial, and racial assumptions. The discussion was focused on general assumption, labels we had all heard and knew were acceptable to announce. Even then, the conversation was very guarded and uncomfortable. No one wanted to hurt each others feelings, or come off as an awful person, so they stuck to general ideas. In reality, all of our assumptions would be different, because we have all lived vastly different lives. I was going to list my personal assumptions below, explaining how I gathered those assumptions through my life. In doing so, I realized how ignorant and self involved I sound. Instead, I will brainstorm ways to overcome the assumptions I have formed, in hopes of becoming a better teacher and better person.

-Put yourself in others' shoes
-Realize everyone is doing the best they can
-Learn as much as you can about those surrounding you in order to better understand their life
-Realize everyone is different and unique
-Try to see the best in everyone
-Realize life situation does not define a person
-Treat others as you would like to be treated
-Realize everyone is equal