Dear Idiot...

Aww, well look at you; doe-eyed as some low-budget Disney princess with the attention-span of a lightning bolt. In case you didn't catch it yet you simple-minded idiot, those were insults. Just consider it tough love, because you really need to shape up dude. Don't get me wrong. I'm proud of you for discovering a career path that you finally feel genuinely passionate about, but it's crucial for you to understand how difficult this upcoming semester is going to be. Observing in a classroom for three hours a week doesn't compare to being a full-time student teacher. Big dreams inspired by cliche teacher movies in combination with your strange fascination with skinny ties won't determine your success. Understand that this is the reality of the situation and there are so many facets of the teaching industry that you need to prepare for. So just sit back, grab a bag of flaming hot Cheetos, and let all this just sink into that overly-gelled noggin of your's.

Looking back at your body of work so far, I can assess that you absolutely love creating lessons that include fun and exciting activities to keep the students on their feet. I remember those gleaming smiles they had when they deciphered nouns, verbs, and adjectives from that annoyingly contagious 'Happy' song by Pharrell Williams. I also recall how elated you were as you watched them engage in your lesson. That's such a valuable quality to have in a new student teacher, and you have to do whatever it takes to keep that enthusiasm going. Before you get too trigger happy with the warm fuzzies of fun classroom activities, make sure you use the unit's theme and essential questions to help navigate your daily lessons. Though you have good intentions for making your lessons entertaining for the students, the class activities can very easily lead into mindless fun without a clear, intentional purpose.

Take advantage of those pacing guides you'll get from your future cooperating teacher. These documents are amazing, because they'll help align your lessons with state standards while offering some suggestions for text and novel studies. You don't have to follow those pacing guides verbatim, but they will alleviate the stress of coming up with an entire, purposeful unit completely on your own. That'll require a few buckets of fried chicken and a wee bit of alcohol to accomplish. Trust me. So check out those pacing guides, put some further thought into what you want your students to learn overall, and keep that charismatic zeal running at full force. Your students will see the passion and sleep-deprived nights you'll put into those lessons and they'll appreciate all your efforts.

Please listen carefully to what I'm about to tell you next. During the Fall 2014 semester, you'll get to choose one class specifically to work with for about fourteen weeks. DO NOT PICK 4TH HOUR HONORS LANGUAGE ARTS! As a new and innocent pre-student teacher, you'll be tempted to work with these prestigious group of kids. Fight that urge dude! They work so diligently and quietly compared to the chaotic messes you've seen in the past year of observations, but this type of learning environment will not prepare you enough for the war zone you'll be entering for that final semester. They are already intrinsically motivated to achieve all of their academic endeavors. In doing so, you won't gain much experience as a student teacher when you work with them. There will be groups of students who'll talk all hour without any regard to what you'll ask them to do. You'll receive defiant students who've been expelled from other schools for various reasons. Some students will have no problem cursing you out, and for your information-this happens to you on your first day.

How are you going to handle all of this pandemonium if you choose to play on the beginner's level of teaching? My best advice for you is to choose a more difficult class to work with during that pre-student teaching phase. It doesn't have to be the most chaotic class, but one that has a few road bumps to cross. You'll gain insight on how to maintain full engagement with your class while management behavior issues with ease. You know this is your biggest weakness and you cannot run from it. So just embrace adversity from the start and educate yourself on how to handle it with finesse.

Appreciate the education program at WSU and everything it has to offer you. Though a lot of the information you'll be taking in seems to be repetitive textbook jargon, it's provided for a reason. You need to have a professional and knowledgeable disposition to be noticed by influential figures such as administration, colleagues, and your very own university supervisors. Establish a well-developed understanding of the classroom from the textual resources and you'll be better prepared when you'll be standing in front of twenty-two of those demonic adolescents. The more well-informed you are, the more confident you'll feel when it comes time for you to take action.

Keep in mind that the education program goes far beyond endless pages of ethical principles and teaching strategies. You'll see in time that speaking to real professionals in the field will be one of the best ways for you to further develop into the educator you want to be. You'll have seminars and discussion groups that will advise you on how to turn your dream of teaching into a reality when you are forced out into the real world. You'll have university supervisors who are more than willing to support you in every facet of your student teaching year; don't be afraid to seek their advice. Mrs. Roberts and Dr. Cramer are always radiating optimism and you'll need that good juju to keep your spirits high. Oh, spoiler alert: Dr. Mason gets married to this dude named Cramer. It's pretty cute stuff. Back to the point, know that you'll always have assistance and that you're enrolled in a program that wants you to succeed. Seek out answers and you'll be in good hands.

Just be fully aware that the first day of that final semester will be oh so brutal. You'll be both stunned and slightly discouraged with what you'll see from those six rambunctious groups. You'll feel defeated and you may even rethink what you're doing in the education program. Believe it or not, you'll grow to really care for those little jerks and you'll find it nearly impossible to picture yourself in any other field of work. There will be a point where everything will make sense. You'll have this amazing sense of fulfillment you've been yearning for and you'll feel so accomplished upon seeing those kids learn from you. This is the reality of the situation and you'll make a difference in your very own spastic way.

I'm not going to tell you "good luck", because I know how much you hate the pun associated with it. How do I know this? BECAUSE I'M YOU FROM THE FUTURE! AND YOU'RE ACTUALLY GOING TO GRADUATE! I SWEAR DUDE, I PUT IT ON YOUR MOM AND EVERYTHING THAT YOU'RE GOING TO BE DONE WITH IT ALL!

Stop Bullying Before It's Too Late

Sometimes I question how I've made it this far without hopping in my car and just driving away from all the madness I've experienced at my placement school. I feel that "baptism by fire" is the most appropriate metaphor for my student teaching experience thus far. Though I experience a moment of weakness from time to time, I've been able somehow retain a strong sense of accomplishment after a full day of teaching. Receiving the hands-on experience has truly prepared me for the real world in ways that the countless pages of textbook knowledge could not. My many successes and missteps have led me to become the more confident educator I am today. Yet last week, I was abruptly hurled into the one aspect of teaching I prayed I would never have to confront.

After a successful day of textual analysis with my 4th hour class, I was ready to bask in the sunlight of the spring afternoon while driving off to get some fresh sushi for lunch. Suddenly I was stopped by the school's secretary, who needed to inform me that a certain student's mother called with high concerns.

Concerns about her daughter being bullied.

I could feel my brows furrow uncontrollably as I experienced high levels of both confusion and disappointment. As my heart sank to the heels of my feet, any previous thoughts I've had went completely blank. Suddenly a barrage of questions barreled through my mind like a train rushing at full speed. This happened in MY classroom? How have I not noticed what was going on? How could I be so careless and naive? WHY WASN'T I BEING RESPONSIBLE?!

I blamed myself so much for letting it get this far. It really affected me personally knowing that I was not more aware of my classroom environment and the malicious intent students had against one another. Yet, I decided to clear my mind and approach the situation in the most professional manner possible. I pulled the targeted student aside from the class during an appropriate time and asked her in private what had happened in our classroom. The troubled look in her eyes said it all and she barely had to explain the situation before I knew what needed to be done. She was sent to the office to file a report while I confronted the entire class on the issue of bullying. A few snarky students decided to act up and take the whole situation as a joke, and my passive demeanor went dead at that moment. It was addressed that the disrespect to one another will no longer be tolerated and that those who choose to continue the malicious sport will face severe consequences. Smirks remained that day, but soon disappeared as suspensions and phone calls home were made. Though the situation was taken care of, I still felt very unsatisfied with my part in this whole fiasco.

As educators, we carry such a heavy load on our back due to our countless responsibilities. But we cannot neglect the safety of our students at any given time. Research from CrisisTextLine.org has indicated that one-fourth of students from grades K-12 have reported that they have been harrassed and/or bullied for reasons including race, ethnicity, gender, religion, sexual orientation, or disability. These kids need to be worried about their next math exam or who they're planning on taking to the school dance--not the safety of their well-being in school. It's our job as teachers to safeguard every students' learning environment and to prevent these kinds of situations from escalating into a more dangerous outcome. Be aware. Be brave. Be ready to stop bullying before it's too late.

Identity Crisis

As my students progress onward from the tender coddling environment of middle school to the intimidating atmosphere of young adulthood in high school, I've noticed that each still struggle to find a solidified concept of their own personal identity. It's a great deal of pressure for any fourteen-year-old child to experience on their own. To help them cope with the battle for individuality and self-acceptance, I put my best effort into cultivating their understanding of the subject with my current unit over identity. The students have gone through the process of reading short stories pertaining to the topic, written formal essays involving the unit's essential questions, and have also been a part of creative projects to illustrate who they are mentally and physically. As each student grew to understand their individual quirks and unique attributes, I slowly began to realize that... well, I don't understand who I am. At least when it comes to teaching.

So am I that nice teacher that revolutionizes the teaching industry through compassionate means and occasional fruit roll-ups for good behavior? Or am I that one with the blood-red eyes, leather whip in hand ready to crack open the face of the next student acting up in class? What if I end up being the teacher who shows up hung over from a night of binge drinking, burnt out and regretting ever stepping foot in a classroom? WHO AM I GOING TO END UP BEING?!

There are so many facets to consider in developing my teaching identity and the construction of my individualism expands far beyond my future classroom policies and management skills. I decided to take matters into my own hands and observe other educators in my placement school to broaden my horizons for one week. I thought of it as my own professional development, where I took notes over each teacher's mannerisms, tone, level of tolerance, and overall confidence in the classroom.

Teacher A had the most ideal teaching persona I could ever hope to imitate in the future. She had a very friendly disposition, while maintaining student engagement without ever having to raise her voice. Teacher A was even able to get a laugh out of the students with a few silly comments, but was able to immediately refocus their attention back to their work. Though a classroom environment can never truly be considered "perfect", Teacher A challenged that myth with her amazing teaching personality and consistent management skills.

The best term to describe Teacher B is 'maternal.' She had a very candid, stern, and slightly sarcastic personality displayed in her teaching style. I imagined all of her students as her very own children. She spoke to them in a strong, direct manner with a minor hint of, "Hey you; I saw that. Pick that up off the floor now." It was easy to see that Teacher B would have absolutely no problem sending a student out of the room for misbehavior, but she balances her strict approach wit ha humorously mother-like mentality.

I saw a great deal of myself in Teacher C. Whether it was his age or the fact that he was a first-year teacher, there were many similarities between the two of us in our own classrooms. He seems to have a very calm temperament and refrains from having to shout over students. His compassionate nature seems to put the students at ease, but they seemed too comfortable. His propensity to remain civil allowed the class to get out of control at certain points and their work ethic slowly declined as class time went on. I guess this was a sign that even first-year teachers struggle to stand firmly at the front of the classroom.

I've been so consumed with lesson planning, my Kansas Performance and Teaching Portfolio, the PRAXIS exam, and all other stressors associated with the final semester that I haven't truly been able to specifically identify who I am in the classroom. I wonder if I will be able to successfully maintain my calm, care-free disposition as a teacher. Then it troubles me to foresee the possibility of blowing out my vocal nodules from consistently yelling at my students. One thing I can clearly say at this moment is that I am slowly, but surely becoming more comfortable in front of the seventy-six students I see each day, every week. My teaching identity may not be clear at the moment, but it's slowly coming together piece by piece. I just have to be patient and open to personal development and new experiences.

Friend or Foe

It all happened in a stagnant manner comparable to the slow-motion scenes you'd see in action films. While monitoring the convoluted river of students passing through the halls, I heard a deafening voice which nearly erupted my ear lobes. As I traced the source of the blaring screams, I see in the distant end of the hallway a teacher yelling at a group of adolescent female students for congregating around the hall for an extensive period of time. One extra defiant student decided to fire back with a combination of angry facial expressions, incomprehensible slang, and unnecessary use of hand gestures. It was as if I was watching two wolves fighting over rightful territory, eyes gleaming with scorn and jaws craving to sink deeply into fresh skin. Observing this little fiasco reminded me of one of many rules established within the student teaching community; do not befriend the students.

It's been a week and a half since I have embarked on my journey of full-time, official student teaching. There have been many ups and downs along the way already and one issue I've come across involves my relationship with the students. After spending approximately half of my day with these young adults, how am I expected to not befriend these endearing, pubescent brats? Though some may drive me to the point of insanity, the compassionate teacher within myself has grown to truly appreciate their academic endeavors and individual quirks. I'm feeling pressured to diminish this side of me and to approach a more strict, stoic type of mentality in my teaching.

As I mentally negotiated upon which teaching personality I should sacrifice for the other, all my observations from Core 1 to my current student teaching rushed into my subconscious like torrential rain. I remembered that some of the most defiant students I've observed or worked with in the past were consistently disciplined through dictator-like methods. Yelling, shouting, threats of rotations. If I absolutely disdain being aggressively addressed, why would these much younger individuals appreciate and grow from such treatment? I'm sure that there is a time and place for such actions, but I truly believe  that these students act out in class due to the negative environment created within the classroom setting.

So far in the semester, I have placed a great amount of effort into getting to know my students and establishing a decent rapport with them. I would like to avoid raising my voice as much as possible, and the results have been extraordinary. A once disruptive and loud class became calm and well-mannered when I was addressing the proper use of semicolons for bell work. I strongly believe that my use of "please" and "thank you's" have established the idea that I am making a conscious effort to earn their respect. In doing so, they have been responding graciously in return with responsible, civil behavior in class.

It is true that I, as a student teaching candidate, should not try to make friends with the students. Yet, I am doing my absolute best to earn their respect. The difference is clear and from my perspective, worth every effort put forth.

"How To Look Like A D*ck Teacher"

TEACHERS! Tired of being pushed around by those pubescent brats you call your students? Growing weary of having to smile in the face of those adolescent demons as they walk into your classroom? Do you ever stop and consider the pros and cons of punching one of those impudent, disruptive teenagers in the trachea? Well I'm here to save you from years of therapy.

Hi. My name is Lucky Souvannarath. I've been in the teaching industry for three whole semesters, and I've got the solution to all of your classroom management dilemmas with my revolutionary DVD set: "How To Look Like A D*ck Teacher."

All the theoretical knowledge and mentorships you've acquired up to this point have excluded one key factor towards becoming a truly exceptional teacher--the ability to instill the fear of God in your students. As a successful educator, you don't need to be a cold-hearted dictator. You just have to look like one!

With three easy payments of $39.99, I can physically transform you into the Kanye West of the teaching industry. Students will avert their eyes due to your intimidating presence. Incessant talking will cease from a single, darting glare. Sip from your mug of morning coffee with peace of mind, because your students may just crap their pants from your dirty looks. Money well spent if you ask me.

Included in my DVDs are personalized lessons for developing your very own terrifying teaching facade. To all the beautiful female educators out there, I will coach you on how to perfect the resting b*tch face. You know what I'm talking about; that blank expression hidden with utter disdain and hatred for all living creatures surrounding you. Some of us aren't blessed with this naturally hostile expression, but I can help you whip your students into shape with your very own condescending demeanor. You'll put the Queen of England's scowl to shame after I'm done with you.

And I can't forget about all my fellow male teachers out there. My DVD set will help you master the "blue suede steel" - a patented facial expression infused with both absolute malice and high levels of masculinity. Part of mastering this look requires you to constantly clench your jaw because a highly defined jaw line promotes dominance, making you the alpha male. Though you may suffer from dental distress within a few years, your students will sweat and cower in fear from the sight of your jaw line. Jaw line! JAW LINE!

If you call within the next ten minutes, you'll receive the bonus DVD: "How To Dress Like A D*ck Teacher." Burn those Old Navy mom jeans and slip on a fitted black viscose dress designed by Gucci. Nothing says, "Don't mess with me today" like night-time eye shadow and ridiculously overpriced high fashion couture.

Order now and you'll receive this entire DVD set for only three easy payments of $59.99. That's right. I just bumped up the price, because you were too stupid to not order it a couple minutes ago. Don't you care about the well being of your students? So chin up, brows furrowed, mean face on! Order today!


"I'll speak for myself, but there's alot of humor to be found in sarcasm and darkness. You talk to any paramedic, they survive by developing an off-kilter sense of humor."
- Nicholas Cage

Giving Thanks

Please allow me to take a deep breath and exhale slowly to release all tension developed from the heavy amount of stress endured from the start of my venture as a teaching novice to becoming a legitimate student teacher. I find myself letting out a slight chuckle whenever I reminisce about those caffeine-infused, sleepless nights I've withstood due to those dreaded FERs (Field Experience Research). My heart used to write uncontrollably at the mere thought of teaching a ten minute lesson, but now I've developed a sense of comfort and satisfaction standing in the front of a classroom. From the rambunctious little six graders to the swagged out high school juniors, I've always responded with a smile across my face and my tie cinched in a tight Windsor knot.

In accordance with the holidays, I consider it fitting to be thankful for all the individuals who've supported my progress as a future educator. From my warm and devoted university supervisor to the wacky classmates I've come to call my family, I cannot express my endless amount of gratitude in helping me to discover my teaching potential. Yet, I feel that there are some people I'm disregarding.

My students.

In the past, I've scanned hundreds of pages encompassing theoretical teaching knowledge while constructing plenty of essays in reference to adolescent literacy. Though I value all the textbook knowledge obtained in this past year, actually being in the classroom and establishing a rapport with the many students I've encountered has elevated me to the educator I am today. They've taught me how to deliver lessons in ways that are both meaningful and relevant to their personal needs. I've observed them and gained insight on the benefits of being both compassionate and patient. I know that I've done something right the day I received piles of hand-written thank you cards upon leaving for another placement. So for Thanksgiving, what can I do that provides more than a little sugar rush for my current 8th Grade Language Arts students?

Well, I've decided to thank each and every one of them with personalized, hand-written notes. I've grown quite attached to these particular students and I value what each one has offered to me in my professional development. Each of these notes will include my appreciation of their hard work in the classroom, but also gratitude in allowing me to establish those personal connections. Whether they've demonstrated critical thinking skills during my lessons or have simply made me laugh on a bad day, I want each of them to know how much they've impacted me. I've heard that a good teacher can make the biggest difference in a student, but I wouldn't be the educator I am now without those amazing students.

Forget what I said about the sugar rush; I'm still giving them candy with those notes. CANDY!


"What is wonderful about great literature is that it transforms the man who reads it towards the condition of the man who wrote it."
-E.M. Forster

No Regrets

As the chilling air of October 29th diffused across the town, I laid in my bed with the comforting warmth of my blankets and sheets. Though I was on the verge of sound slumber, I couldn't help but feel miffed with the events to arrive when the light of dawn eventually penetrates my bedroom windows. It's what I've been dreading for weeks now, and I am mere hours away from the clutches of redundant PowerPoint presentations and repeated theoretical knowledge. I winced and cringed as I mustered up the strength to embrace the undeniable circumstances to come; I have to attend the Kansas Association of Teachers of English, or KATE, Conference.

With my apprehensive and stern nature already established for the day, I walked into the building with my tie knotted just right while donning my favorite blazer to provide a look of professionalism. It was to hide my indifference for the day to come, but by golly, I feel absolutely silly for my severely arbitrary misconceptions on that Thursday morning. Whether they were professional speakers or newly hired educators, I was surrounded by so many people who were just as enthused as I about the field of teaching.

The KATE Conference was an amazing experience in which I was able to gain so much information and insight from. I've become so accustomed to the continuity of my college classrooms and middle school placement that I've disregarded the value of attaining expert advice from real, experienced figures in the teaching profession. I appreciate how well the conference catered to the guests by making every moment relevant and informative. The first session featured Dr. Howard Pitler, who introduced his audience to the day with his enlightening presentation. The "Three Imperatives of Teaching" was an element he continually referred back to throughout his presentation. It describes how we, as teachers, need to be demanding (1), but supportive (2) while ensuring that our teachings remain intentional (3). As simple as it sounds, I've been attempting to balance those three traits for quite some time. Yet, I am still remaining persistent in the matter due to Pitler's advice to us all; Form a commitment to use these conference ideas to change your classroom experiences. If you do not take the initiative to make some type of change within the next two weeks, you won't experience much change in the future either." 

The various workshops I attended were quite engaging and supportive, due to the well-informed facilitators and experienced teachers surrounding me with high interests in sharing their advice. I gathered information on how to apply crafts and projects into Language Arts, how to activate a student's "writing voice", and approached unconventional ways of teaching Shakespeare. Yet, my favorite workshop revolved around the conjunction of musical lyrics and critical writing. During my year of observations at my previous placements, I used music as a theme to encourage students to write. This workshop expanded on my interests in the subject matter, I felt that I gained a great deal of insight for future teachings. For instance, we discussed how universal themes are important in developing strong writers. Though a student may not necessarily agree with this particular theme, it is imperative that they accept it as a prevalent concept. Gradually increasing the difficulty in identifying universal themes in songs is a great way to set up bellwork while engaging the students in writing.

I could see it now. As I walk into a classroom of rambunctious students, they go silent as they hear "Taylor Swift - Mean" playing in the background. Voices go off, pencils grind against notebook papers, and students critically analyzing the detrimental effects of bullying.

The day's teachings resonated within me, and any reluctance I had previously in attending the conference had far diminished before Pitler could finish his presentation. As I took notes over technology in the classroom and Socratic seminars, I appreciated my presence there and remembered to remain thankful for opportunities granted for my future benefit.

"Fired": A Genre Reflection

The blaring ring of the dismissal bell resonated throughout the vacant halls and fluttered into my cooperating teacher's classroom, announcing the end of today's riveting discussion over chapter three of our short novel. As the eruption of shuffling chairs and adolescent banter faded away towards the hall, I picked up a crumpled hunk of notebook paper abandoned on the floor. Just as I dropped it in the trashcan, a twinkle on the teacher's desk caught my eye. The object of my curiosity was a gleaming, sterling silver picture frame embroidered with crystal-like stones and contained what appeared to be a wedding photo. The heartwarming smiles of the newlyweds were captivating and the sight of their joyous occasion seemed to radiate an air of utter bliss. Within a matter of seconds, I felt a heavy sense of sorrow weighing down on me, and the walls of the classroom dissipated like shifting sand under a storming sea.

My overactive imagination seized control of my senses and I was suddenly transported to a stark empty classroom. The smudge of erased chalk was fresh on the board and the absence of sound created a stifling, gloomy atmosphere. What happened to my favorite poster of Poe's raven quoting, "Nevermore?" Why was my classroom library void of any young adult literature? As I looked down, my arms held a cardboard box containing my personal belongings, my teaching certification, and a photo portraying a marriage between two men.

I was fired for being gay.

I desperately tried to fight off the imbued fog of melancholy and grief growing inside of me, but the heartache was relentless. It is vital for me as an educator to encourage pride in differences and diversity, but I couldn't help but wonder if I would be categorized as the inferior due to an attribute I absolutely cannot control. Would parents pull their students from my classroom once they've caught word of my differences? Would administration determine my qualifications to be unfit for the position once this is brought to their attention? My right to marry has been already been severed from my grasp. So will my dreams to educate young adults also be detached from my future? Just as the coat of tears began to well up, a tap on the shoulder funneled me back to reality. I turned to see one of my favorite students smiling at me from cheek to cheek, and all of my previous woes somehow faded away. He asked me what kind of hair products I use to get it to stick up the way it does.

As the students of fourth period Language Arts settled into their seats, the commotion of rustling papers soothed me while the rugged grinding of dull pencils put my mind at ease. I raised my hand to signify that class was to begin. We sifted through our novels to page sixty-one and my cooperating teacher asked the class where we left off.


"To me, this is the singular privilege of reading literature: we are allowed to step into another's life." 
-Nicole Krauss

The Death Of My Teaching Career: Angelic Students

A haze of accomplishment and delight overtook my senses as I watched my 8^th grade Honors Language Arts class conduct a rather compelling Socratic seminar over their latest short story, Rules of the Game.  The discussions were so dynamic and their criticism to one another was delivered both politely and constructively. My cooperating teacher and I had very little to regulate due to the remarkably self-managed nature of these adolescent scholars. All was well, but a moment of realization struck me like an arrow plunging through my skull. Reality dissolved away like caked-on dirt in a car wash and my mind was hurled into an abyss of deception. “This is way too easy,” I thought to myself. “How are these students so easy to manage?” Then it hit me.

These students are setting me up for failure. These hormonally-confused intellectuals are advancing and behaving in such an exquisite manner and I’ve become accustomed to this ridiculously impeccable classroom experience any teaching novice would chop off a limb for! The other classes I’m to manage next semester are going to rip me apart like a savage eagle severing the head off of a feeble little rodent. I’m done. Game over dude. How am I to develop my classroom management skills with such an ideal classroom setting?

           
Rather than lingering in a pit of melancholy, I decided to evaluate both the strengths and weaknesses of my classroom management skills to figure out how to further develop my teaching abilities with the circumstances I’ve been given. I looked to the internet for resources and discovered a link titled “5 Classroom Management Skills Every Teacher Must Have.” The page provides relatively short, yet informal explanations of the five traits deemed necessary to establish discipline, structure, and order within the classroom setting. I read over some very practical information, stopping periodically to analyze the various qualities such as patience and time-management. Though I found all listed characteristics to be just as important as the last, the one trait that stood out to me the most was the very first drafted in the article: authority.

           
A ray of light glimmered in the distance and my pernicious disbelief began to slowly fade away as my eyes scanned across the multiple sentences of the paragraph. It stated that, “In order to be taken seriously by your class, you must be presentable and have an authoritative air about you. When you’re sure of yourself and adopt a positive attitude, it becomes easy to command authority just by the way you look” (Carrie Oakley, 5 Classroom Management Skills Every Teacher Must Have). I’ve always made an attempt to look professional from the knot of my tie to the fabric of my slacks, but what I came to realize was that I’ve been subconsciously projecting an authoritative disposition this whole time by shadowing my cooperating teacher. She established a very structured classroom in terms of regulating policies and expected behavior from day one. In doing so, her classroom management skills are so refined due to the consistent implementation of her policies. By no means is she a red-eyed tyrant with a whip, but she presents herself in a manner which draws out excellence in her students while commanding respect.

Compared to my past two placements, I’ve grown in a way that distinguishes my previous self, Mr. Lucky, to my current standings as Mr. Souvannarath. I’ve realized that I’ve stepped away from the overly-friendly, cool teacher to become a more mature and respectable educator. Without realizing it until now, I’ve already been developing my classroom management skills by helping my cooperating teacher to maintain the studious environment for these gifted little brats. I’ve become attached to these students and they’ve done so much for me, helping me to realize my faults and strong points. They are giving me a standard to uphold and these expectations will definitely carry over to the next semester when Mr. Souvannarath takes over all six classes. Stay tuned folks.


"It is in literature that the concrete outlook of humanity receives its expression."
-Alfred North Whitehead

Fantasy or Reality?

My mind floods with exuberance at the mere mention of folklore and myths. One can't help but revert back to their childish tendencies of believing the unbelievable, allowing their imagination to explore unknown territories of fables and fantasies. It's comical to look back at the days where I believed that I could catch Jolly Old Saint Nicholas by baking NyQuil pills in his cookies to be left on Christmas Eve. My naive perception of the world has progressively diminished over the years and I can say with confidence that I am able to differentiate truth from fiction relatively well.

On rare occasions, I will overhear a discussion from my fellow student teachers or faculty at my placement school banter about the "perfect classroom." The two words in conjunction with one another imply the existence of an educational setting in which both the teacher and the students work so harmoniously with one another, that all errors in every facet of learning become nonexistent. I can say with confidence that this concept is a complete myth. There is no such thing as a perfect classroom, BUT we as future educators must never assume that it is too romantic to attempt anyways.

My cooperating teacher is a fantastic mentor whom I've already gained so much knowledge and insight from within the short amount of time we've spent together. While skimming a few articles online, I discovered that my cooperating teacher was executing a teaching model coined by Fisher and Frey called the release of responsibility. "The release of responsibility model of instruction requires that the teacher shift from assuming all the responsibility for performing a task ... to a situation in which the students assume all of the responsibility" (Fisher and Frey, "Effective Use of the Gradual Release of Responsibility"). While my cooperating teacher's classroom retains a very tight-knit, highly organized structure, I feel that most of the success I witness within the environment lies within her ability to transfer the load of responsibility from the teacher's hands to the students'. She provides the content knowledge and necessary tools to deliver the challenges to our students, where then each individual shows prowess and initiative in controlling their own success in the classroom.

The provided photo demonstrates the variations between the teacher-student relationship and how the responsibility shifts from one to the other.

Referring back to my reminiscent babble of myths, a truly perfect classroom setting in which students learn with synchronized precision and accuracy cannot exist. We are not teaching robots; we are teaching human beings who have the greatest potential to learn while making mistakes along the way. The model created by Fisher and Frey provides a framework for myself and all other student teachers to consider while we attempt to construct not the perfect classroom, but a more realistic learning environment we should actually strive for.

"It is literature which for me opened the mysterious and decisive doors of imagination and understanding. To see the way others see. To think the way others think. And above all, to feel."
-Salman Rushdie

A New Year With New Goals

As I begin my path towards becoming a certified middle/secondary educator, I decided to sift through a thesaurus to interpret my feelings for this upcoming, final year of student teaching. Simply stating that I'm "scared" or "nervous" doesn't seem to do this concoction of conflicting emotions true justice. Some more detailed descriptions would include words such as tense, distressed, apprehensive, and panic-stricken. Yet, I feel that these hyperactive nerves are a strong indicator that I'm serious about my career choice, eager to learn all that I can from this upcoming experience. To better prepare myself, I've created three specific goals that I am to achieve this year as a student teacher.

• The cooperating teachers I've worked with in the past have both provided similar feedback; that I can improve on my classroom management skills. I often find it difficult to regain a class' attention when the students become distracted or difficult to handle without having to slightly raise my voice. I will make sure that I am able to manage the classroom environment through a more subtle, adept manner.

• Within the past two semesters, I have felt quite confident in my lesson plans. They made use of my creativity and content knowledge while also remaining engaging for the students. Unfortunately, each of these lessons only lasted for one class period and I felt that I did not gain extensive experiences from them. In doing so, learning how to form whole lesson plans and extensive units will be a priority for me.

• I am naturally a very organized and structured individual. I even pride myself on it, but I've come to learn that successful teachers are those who are flexible with their classrooms and schedules. Developing a more adaptable disposition will benefit me in various ways, and ultimately allow myself to work with the students without worrying if we skew off course just a little.

"Literature adds to reality, it does not simply describe it. It enriches the necessary competencies that daily life requires and provides; and in this respect, it irrigates the deserts that our lives have already become."
-C. S. Lewis