What do teachers make?

Since I have started volunteering with my mentor many teachers or others say " Oh, you want to be a teacher" like its a bad thing, but every time I go and volunteer at my mentorship I  experience the opposite of that. When I read this I was astonished because what Barbra says its like taking the words from me that I could never but together when others tell me " Oh, you want to be a teacher".

 

"The dinner guests were sitting around the table discussing life. One man, a CFO, decided to explain the problem with education. He argued, “What’s a kid going to learn from someone who decided his best option in life was to become a teacher?” To stress his point he said to another guest, “You’re a teacher Barbra. Be honest. What do you make?” (She paused for a second, and then began…) “Well, I , make kids work harder than they ever thought they could. I make a C+ feel like the Congressional Medal of Honor winner. I make kids sit through 40 minutes of class time when their parents can’t make them sit for 5 without an I Pod, Game Cube or movie rental. You want to know what I make. (She paused again and looked at each and every person at the table) I make kids wonder. I make them question. I make them apologize and mean it. I make them have respect and take responsibility for their actions. I teach them to write and then I make them write. Keyboarding isn’t everything. I make them read, read, read. I make them show all their work in math. They use their God given brain, not the man-made calculator. I make my students from other countries learn everything they need to know about English while preserving their unique cultural identity. I make my classroom a place where all my students feel safe. I make my students stand, placing their hand over their heart to say the Pledge of Allegiance to the Flag, One Nation Under God, because we live in the United States of America. Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life. (Barbara paused one last time and then continued.) Then, when people try to judge me by what I make, with me knowing money isn’t everything, I can hold my head up high and pay no attention because they are ignorant. You want to know what I make. I MAKE A DIFFERENCE. What do you make Mr. CEO?’ His jaw dropped and he went silent."

by unknown

Lesson 2 Reflection

Content:

1.What are you most proud of in your Lesson 2 Presentation and why?

- I was most proud of was being bale to make time because the first time I wasn't able to.

2. a.     What assessment would you give yourself on your Lesson 2 Presentation (self-assessment)?

          P       

     b.     Explain why you deserve that grade using evidence from the Lesson 2 component contract.

- I believe I deserve a P because I did everything required to be eligible for a P.

3. What worked for you in your Lesson 2?

- What really worked for me is adding stories from my experience not just saying my information without relating it to others. What also worked was having others help me keep track of how much time I still needed while presenting.

4. What didn't work? If you had a time machine, what would you have done differently to improve your Lesson 2?

- What didn't work for me is me talking fast I need to learn to slow down when presenting.

5. What do you think your answer #2 is going to be?

- My second answer is expectations because it is a possible answer too my essential question. By having expectations as my second answer I am able to expand on how having expectations does indeed help a teacher teach rather than discipline. 

Blog 12: Mentorship 10 hours check

1.   Where are you doing your mentorship?
I am doing my mentorship at San Jose School in Pomona.
 2.   Who is your contact?
My contact is Lourdes Garay my mentor.
 3.   How many total hours have you done (total hours should be reflected in your mentorship log located on the right hand side of your blog like your WB)?
I have done 40 hours and 30 minutes for my mentorship and 18 hours for my Independent Component so far.
 4.   Summarize the 10 hours of service you did.
For my 10 hours I mainly worked with the students on whatever activity or assignment they were doing at that time by answering questions or showing them how to do a problem. I also help my mentor grade tests and she helped show me how to grade DWA's; I would grade them and than she would check if she would grade them the same way which for the most we did.

Blog 11: Holiday Project Update

1.  It is important to consistently work on your senior project, whether it is break or we are in school.  What did you do over the break with your senior project?

- Over this break I have been working on my Independent Component for example, I have been working on creating a syllabus and finalizing my set of rules.

2.  What was the most important thing you learned from what you did, and why?  What was the source of what you learned?

The most important thing that I have learned is that for what I am doing for my Independent Component is what a teacher needs to do to prepare before a new school year which I have found very time consuming. The source where I got this from is from all of my research I have been doing for this project particularly Setting Limits in the Classroom by Robert J. Mackenzie and Lisa Stanzione has been a really important source besides my mentor.

3.  If you were going to do a 10 question interview on questions related to answers for your EQ, who would you talk to and why?

-I would interview Mrs. Anderson because she has taught different grade levels from third grade to seventh grade which makes her a perfect person to ask these questions to because she has the experience of experiencing first hand of what my essential question is asking.

How does a teacher set a learning environment where the majority time is spent on teaching and learning rather than disciplining?

• How would you answer "How does a teacher set a learning environment where the majority time is spent on teaching and learning rather than disciplining?"
• How do you think having a structure that is easy to understand crucial to answer my essential question?
• How do you think expectations play a factor in answering my essential question?
• What kind of expectations do you think are important to have?
• How do you  tell the difference between rules and expectations so that the students don't combined the both and make seem like a long list of rules?
• How do you think parent communications plays a part in my essential question?
• How do you think a teacher can stay well communicated with the students parents?
• Since my essential question is worded the way it is do you think that structure, expectations and parent communication are good answers to answer my essential question? If not what answer or answers would you change?
• Do you have any books or resources you would recommend to me to help me with my essential question?
• Do you have any ideals of what else I could do such as activity to get a better understanding of answering my essential question?