We had some great discussions in class today. I didn’t participate that much because I realized I like to observe and listen and then collect my thoughts and make sense of it all later. This journal is like a food bank for me. I collect information, thoughts, and opinions and then distribute it out to anyone that wants it!
We had a conversation in class today about curriculum. This has worried me since the beginning of the quarter. We talk so much about testing and teaching students what’s on the tests, I really didn’t think we will have a chance to be creative and essentially bring more to the curriculum to be a good teacher. So much is learned from lessons that are not related to WASL or other state tests. I understand now that we are to teach what is required by schools, districts, states, federal governments, etc., but it’s up to the teachers to enhance the program, which is making the best curriculum we see fit for our students. This makes me feel better, because I don’t want to be stuck teaching the boring test essentials. There’s so many ways we can engage our students, which is presented in many of our readings, it would be a shame to not utilize those suggestions to create interest and imagination and ultimately learning.
Reading Raywid’s, A teacher’s Awesome Power, I kept thinking I already know this. I do appreciate reading about what I feel about teaching and it’s all on paper, right in front of me. Basically Raywid writes that we have the influence to make or break our students. We have the power to create the atmosphere of the classroom, to determine the fate of a child, to shape the intellect or the child, among other things. We have the moral obligation to use our powers to best benefit our students. Well, who in the world doesn’t know this? After reading this, I just thought that anyone that goes into teaching or is teaching right now should already know that teachers can make a difference in children’s lives and it’s our responsibility to ensure that we are giving the students the best opportunities we can possibly give to them. What I got from this reading is a reminder that we need to be aware of our actions and what we say as teachers because we can unintentionally do or say things that can have a negative effect on the student. Tiffany shared a story in class today about a teacher who told a student that he needed more friends. Kristen also brought up the point that it was possible that the teacher didn’t say that, but that’s the student got from what she had said. That’s the point that Raywid is making. Even if the teacher didn’t say the student needed to make more friends, that’s what the child got from it. That’s what Raywid is cautioning us about- be aware of our actions because we have more influence than we are aware of. Sometimes I think teaching like my current job. It’s basically customer service. Anyone that’s worked in customer service knows that we deal with difficult people. That’s especially true working in a casino and taking money away from people for a living. Even the most innocent comments can be construed as rude- and believe me, our customers flip out over the smallest comments. I understand that teaching is similar to customer service because we really need to watch what we say to children and watch our actions because sometimes the most innocent of actions or words can easily get misinterpreted.
Reading Chapter 5 of Ayers made me excited and wished that I was teaching right now. The examples he gives of himself and other teachers making their curriculum interactive was inspiring. Ayers mentions that it’s best to be flexible, like when a plan to study immigration turned into a lesson on the Hudson River. Although it was a totally different lesson, the students were still learning and getting skills that they can take with them through life- unlike remembering what’s on a state test and forgetting it the next day after taking the test.
I did highlight most of this chapter. I thought it was fascinating when Ayers said, “While my quest undoubtedly had a positive impact on my teaching, as soon as I began to think that I had figured it out. That my search was done, I would begin to slip back, to die as a teacher.” I think this is true to my life. I know I never have everything figured out. There’s always so much more to learn and observe. If I can take that attitude with me in teaching, I know I can become a great teacher. I felt what Ayers is saying is that we learn as much about the subject through the process of learning. It may take us on new discoveries and unearth more than what we originally set out to learn. I will definitely need to remember that for myself and my students as well.
That’s it for this week. I have to work on my final paper for the other class!!!
Saturday, February 28, 2009
Sunday, February 22, 2009
Week 7
Yes! We finally get to talk about the survey and discuss some of the comments that were mentioned. As you all know, I showed up for class last week when it was canceled! It was a little disappointing to not have class because I was really curious to hear comments on the survey. The survey clearly says that some of the people are not feeling comfortable in the class. This came as a surprise to me because from what I observed, our cohort is a group that I thought was the supportive safe community that Sapon-Shevin was talking about. Personally, I’m not one to speak up in groups. I think this may have come from my “don’t interrupt adult conversations” upbringing. Well, somewhere along the way, I became an adult and sometimes it doesn’t sink in that I am allowed to talk! But I really do think my interaction with this cohort changed a lot of that. I feel like my classmates are supportive and hear what I have to say. I believe the program tries very hard to structure our classes like the models of community building we read about. I’m a little perplexed that there are people in the class that feel like they are not heard and even one comment that said, “Cliques have been forming, and I feel shut out by about half the members of the cohort.” I was very surprised by this and it made me think that perhaps I’m not observant enough in class. I hope with our discussion in the last class, that this person feels better and we continue to find ways to include everyone and continue our community building. And I will probably not be naming any one of my kids after my classmates, especially since there are only three names to choose from for boys!
Our discussion in class today was about Vivian Paley’s book, You Can’t Say You Can’t Play. I think this subject brings together a variety of other topics we have previously read and discussed. This book was about Paley’s introduction of a new rule in a kindergarten classroom. She noticed that there were a few students that were excluded from playtime and began a dialogue with them about including every person that wants to play with them. She even introduces this idea to the “numbered grades” to see what their thoughts would be on the rule. I like the idea that she goes through this very methodically and has many conversations about the topic instead of just implementing it. Children are amazing, they understand much more than adults give them credit for. I thought Paley’s conversations with the children were great because it brought the issue to light so everyone can think and talk about it. I connected this with Ayers’s when he mentions that “When teacher’s value their children’s opinions and experiences, children begin to think more openly, and we begin to see them differently.” Also it ties in with Ayers’s section on bridge building. Not only do we need to build bridges from teacher to student, we need to encourage bridge building with student to student. This may eliminate many of the exclusion problems if children get to know each other better.
I also found a connection with the Greene reading, Imagination, Community, and the School. Maxine Greene talks about art as a community bridge builder. She writes that “Individual identity takes form in the contexts of relationship and dialogue; our concern must be to create the kinds of contexts that nurture- for all children- the sense of worthiness and agency.” Seems like schools now are less concerned about getting to know one another as people and more about having solid proof that students are learning their core academic subjects. I strongly believe in a well-rounded education, which does include arts. It teaches ideas that are just as valuable to students as grammar or the multiplication table.
In these readings, I find that they are saying that we as teachers must create an environment that encourages the children to grow together and learn from one another as a way to form a safe community to enhance their learning experience in school. I find that although they are all writing about different things, it’s all connected and the bottom line is community.
Our discussion in class today was about Vivian Paley’s book, You Can’t Say You Can’t Play. I think this subject brings together a variety of other topics we have previously read and discussed. This book was about Paley’s introduction of a new rule in a kindergarten classroom. She noticed that there were a few students that were excluded from playtime and began a dialogue with them about including every person that wants to play with them. She even introduces this idea to the “numbered grades” to see what their thoughts would be on the rule. I like the idea that she goes through this very methodically and has many conversations about the topic instead of just implementing it. Children are amazing, they understand much more than adults give them credit for. I thought Paley’s conversations with the children were great because it brought the issue to light so everyone can think and talk about it. I connected this with Ayers’s when he mentions that “When teacher’s value their children’s opinions and experiences, children begin to think more openly, and we begin to see them differently.” Also it ties in with Ayers’s section on bridge building. Not only do we need to build bridges from teacher to student, we need to encourage bridge building with student to student. This may eliminate many of the exclusion problems if children get to know each other better.
I also found a connection with the Greene reading, Imagination, Community, and the School. Maxine Greene talks about art as a community bridge builder. She writes that “Individual identity takes form in the contexts of relationship and dialogue; our concern must be to create the kinds of contexts that nurture- for all children- the sense of worthiness and agency.” Seems like schools now are less concerned about getting to know one another as people and more about having solid proof that students are learning their core academic subjects. I strongly believe in a well-rounded education, which does include arts. It teaches ideas that are just as valuable to students as grammar or the multiplication table.
In these readings, I find that they are saying that we as teachers must create an environment that encourages the children to grow together and learn from one another as a way to form a safe community to enhance their learning experience in school. I find that although they are all writing about different things, it’s all connected and the bottom line is community.
Monday, February 16, 2009
Week 6: Imagining Safety
As we go into week six of our classes, it’s becoming more and more evident that teaching is not going to be easy. We are not going to be playing with kids all day. I never thought it would be fun and games, but these two classes are an eye-opening experience for many of the difficult issues that we will be faced with when we begin teaching.
One of our readings this week, Imagination, Community, and the School talks about the need for creativity and imagination in schools. This is usually provided through arts and activities that encourage students to explore and develop individually and as a team.
Not only is it important for students to have imagination, Greene argues that it’s imperative for the teachers to have imagination as well. “Imagination is as important in the lives of teachers as it is in the lives of their students, in part because teachers incapable of thinking imaginatively or of releasing students to encounter works of literature and other forms of art are probably unable to communicate to the young what the use of imagination signifies.” Teachers that are passionate are always thinking of ways to improve their teaching. This can mean constantly reviewing literature to find the best stories for the students or finding the best way to “build bridges” with the students. I think what Greene is saying is that if we are not able to bring that life and enthusiasm into creating the best atmosphere and lessons to our students, we are doing a disservice to our community by not showing students the capacity to grow and learn.
Greene also writes that arts is one a way of bringing a community together. I remember the best times I had in elementary school were when we were working on art projects. While I was observing at Martha Lake Elementary, the second graders had a lesson on the rainforest. This included making portfolios of endangered rainforest species, reading literature about young rainforest explorers, and the lesson ended with an outing to the Woodland Park Zoo. It was obvious that this lesson was the most interesting and exciting lesson of their day and (gasp!) they learned about endangered species- not to mention technology for research (they were looking information up on their laptops and using the library to find books on the subject), reading, and teamwork. Greene states, “This is one of the reasons we should argue strenuously for the presence of the arts in classrooms, We are finding out how storytelling helps, how drawing helps; but we need to go further to create situations in which something new can be added each day to a learner’s life.”
Martha Lake’s rainforest lesson is a great example of arts and imagination leading to discovery, but they were all in second grade. What happens when they get to third grade and begin testing? I also observed a fifth grade class and the bulk of the time I was grading math quizzes while the students were reading- much less interesting than the first and second grade classes.
We also had another article, Building a Safe Community for Learning, which talks about creating an safe environment for students to learn. When talking about safety, many people think of bullies stealing lunch money or children bringing weapons. Another way to think about safety is an environment where everyone is able to speak up, ask for help, or participate without fear of ridicule. “They want Safety: the safety to learn and to fail; the safety to show oneself fully and be appreciated or at least supported; the safety to succeed and the safety to be imperfect; the safety from humiliation, isolation, stigmatization, alienation from the group.” Not often there is a class that everyone feels like they are able to show their real selves without fear. This happens early on and may last until high school or beyond. If we can give a safe environment early on, we can make school a positive experience for everyone and hopefully create wonderful little humans that learn and get along with one another. Yes, more idealism, but positive thinking never hurt anyone!
This is one of the reasons why I very much enjoy this cohort. I always feel like I have the support of my classmates and I can speak my mind. Last week, Julie wrote an email that was very personal. I don’t think normally it would’ve been shared to all her classmates if it were another class outside this cohort. This program is a true example of the “safety” described in this reading.
One of our readings this week, Imagination, Community, and the School talks about the need for creativity and imagination in schools. This is usually provided through arts and activities that encourage students to explore and develop individually and as a team.
Not only is it important for students to have imagination, Greene argues that it’s imperative for the teachers to have imagination as well. “Imagination is as important in the lives of teachers as it is in the lives of their students, in part because teachers incapable of thinking imaginatively or of releasing students to encounter works of literature and other forms of art are probably unable to communicate to the young what the use of imagination signifies.” Teachers that are passionate are always thinking of ways to improve their teaching. This can mean constantly reviewing literature to find the best stories for the students or finding the best way to “build bridges” with the students. I think what Greene is saying is that if we are not able to bring that life and enthusiasm into creating the best atmosphere and lessons to our students, we are doing a disservice to our community by not showing students the capacity to grow and learn.
Greene also writes that arts is one a way of bringing a community together. I remember the best times I had in elementary school were when we were working on art projects. While I was observing at Martha Lake Elementary, the second graders had a lesson on the rainforest. This included making portfolios of endangered rainforest species, reading literature about young rainforest explorers, and the lesson ended with an outing to the Woodland Park Zoo. It was obvious that this lesson was the most interesting and exciting lesson of their day and (gasp!) they learned about endangered species- not to mention technology for research (they were looking information up on their laptops and using the library to find books on the subject), reading, and teamwork. Greene states, “This is one of the reasons we should argue strenuously for the presence of the arts in classrooms, We are finding out how storytelling helps, how drawing helps; but we need to go further to create situations in which something new can be added each day to a learner’s life.”
Martha Lake’s rainforest lesson is a great example of arts and imagination leading to discovery, but they were all in second grade. What happens when they get to third grade and begin testing? I also observed a fifth grade class and the bulk of the time I was grading math quizzes while the students were reading- much less interesting than the first and second grade classes.
We also had another article, Building a Safe Community for Learning, which talks about creating an safe environment for students to learn. When talking about safety, many people think of bullies stealing lunch money or children bringing weapons. Another way to think about safety is an environment where everyone is able to speak up, ask for help, or participate without fear of ridicule. “They want Safety: the safety to learn and to fail; the safety to show oneself fully and be appreciated or at least supported; the safety to succeed and the safety to be imperfect; the safety from humiliation, isolation, stigmatization, alienation from the group.” Not often there is a class that everyone feels like they are able to show their real selves without fear. This happens early on and may last until high school or beyond. If we can give a safe environment early on, we can make school a positive experience for everyone and hopefully create wonderful little humans that learn and get along with one another. Yes, more idealism, but positive thinking never hurt anyone!
This is one of the reasons why I very much enjoy this cohort. I always feel like I have the support of my classmates and I can speak my mind. Last week, Julie wrote an email that was very personal. I don’t think normally it would’ve been shared to all her classmates if it were another class outside this cohort. This program is a true example of the “safety” described in this reading.
Monday, February 9, 2009
Week Cinco
Many of the reading this week reminded me of when I was going to school. My parents came from China not long before I was born. They were rooted in Chinese tradition and I didn’t know any other way of life until I started going to school. Kindergarten was somewhat of a breeze. I didn’t know much English, but how much English does one need to know to sculpt beautiful masterpieces out of play-doh? First grade started to get a little tense. The higher powers figured out I knew very limited English and off to ESL I go. There were some communication issues in my regular first grade classes, but I powered through and made it safely onto the next grade and the next. Sometimes there were minor challenges, such as struggling with basic reading and writing homework without the help of my parents, who at that time knew less English than I did. And then there were more earth-shattering challenges, such as not understanding assignments completely and failing tests because of it. I remember being afraid to ask questions in class because that is not the way I was brought up. But things got better when I finally got a grip on English and started reading every single book in the library. I was doing great in my classes because I finally understood what the teacher was saying. But in life, nothing is easy. Prior to starting 6th grade, we moved from South Seattle to Shoreline. Moving from an area that was predominately Asian, Mexican, and Black to an almost all white school, shocked me. I never realized how different I was. Although I didn’t experience all out racism, I always felt this weird vibe that I was different and most of my peers viewed me differently. I was picking up on little things that made me feel very different from my classmates, such as bringing Chinese food for lunch. One “ewwww, that looks gross” from a classmate was the end of my lunches from home. After that day, I hate the disgusting cafeteria food until I finished high school.
The readings last week made me think a lot about my own experiences at school. It wasn’t until college that I realized I loved being different. I thoroughly enjoy my culture’s traditions, history, beliefs, and (most importantly) food. I would never want to change who I am, but it’s sad that I didn’t see that until later on in my life. I am not saying that any of my teachers are wrong for not providing a “cultural bridge,” but I would like to use my own experiences to provide the inspiration to do so between my students and I and also with the students and each other. In chapter 4 of To Teach, Ayers writes about getting to know the students involves not only respecting their culture, but actively including it in the classroom. Ayers writes, “The cultural bridge is begun by responding sensitively to the deepest realities of children’s lives. Children are simple allowed to love, respect, cherish, and retain what they bring to school- their language, for example, their perceptions, their values. This becomes the base for the bridge, the place from which lines will be cast, and bridgework extended.” I see more and more different races, backgrounds, and cultures in schools now and I strongly believe that it’s very valuable to acknowledge the differences in students so each one can grow up to be a strong individual. I am constantly learning. Even as a teacher, I don’t want just spew out information, I’m teaching to learn as well. By keeping my mind open, I think I’ll learn from students as much as I’ll be teaching them.
I think I brought up this point before. I believe that Ayers has great thoughts and suggestions about teaching and getting to know students. What I’m concerned about is the flexibility in schools to actually implement some of the ideas. Ayers mentions activities that involve the students getting to know one another, field trips, and exploring the community. They all sound like great ideas, but how is this all possible? It really doesn’t sound like most schools allow teachers to stray away from the curriculum.
One question that was brought up in class was the individualism of teaching. Do teacher’s personal beliefs and teaching styles hinder student learning? In the Buchman reading, Role over Person: Morality and Authenticity in T eaching, it was mentioned that in elementary and secondary schools, there’s evidence that teachers are tweaking their curriculum based on personal preference. For example, if a teacher finds math difficult to teach, he or she may spend less time on math and more on another subject. Hmmmmmm….. this seems so unteacher-like to me. I believe a part of teaching is giving up on some individualism, and doing what’s in the best interest of the students. It’s like becoming a parent. It’s not fair for the students to lose a part of the lesson because a teacher prefers another subject. However, I did think about it another way. What if the teacher is passionate about science and gave up a little bit of time in math to put more emphasis on science? We talk a lot about being passionate in teaching and that does show in the classrooms. Does it hurt to be a little more enthusiastic about one subject over than another? We can’t help but to bring individualism to the classroom. But I guess that big question is at what point does that take away from the student’s learning?
The readings last week made me think a lot about my own experiences at school. It wasn’t until college that I realized I loved being different. I thoroughly enjoy my culture’s traditions, history, beliefs, and (most importantly) food. I would never want to change who I am, but it’s sad that I didn’t see that until later on in my life. I am not saying that any of my teachers are wrong for not providing a “cultural bridge,” but I would like to use my own experiences to provide the inspiration to do so between my students and I and also with the students and each other. In chapter 4 of To Teach, Ayers writes about getting to know the students involves not only respecting their culture, but actively including it in the classroom. Ayers writes, “The cultural bridge is begun by responding sensitively to the deepest realities of children’s lives. Children are simple allowed to love, respect, cherish, and retain what they bring to school- their language, for example, their perceptions, their values. This becomes the base for the bridge, the place from which lines will be cast, and bridgework extended.” I see more and more different races, backgrounds, and cultures in schools now and I strongly believe that it’s very valuable to acknowledge the differences in students so each one can grow up to be a strong individual. I am constantly learning. Even as a teacher, I don’t want just spew out information, I’m teaching to learn as well. By keeping my mind open, I think I’ll learn from students as much as I’ll be teaching them.
I think I brought up this point before. I believe that Ayers has great thoughts and suggestions about teaching and getting to know students. What I’m concerned about is the flexibility in schools to actually implement some of the ideas. Ayers mentions activities that involve the students getting to know one another, field trips, and exploring the community. They all sound like great ideas, but how is this all possible? It really doesn’t sound like most schools allow teachers to stray away from the curriculum.
One question that was brought up in class was the individualism of teaching. Do teacher’s personal beliefs and teaching styles hinder student learning? In the Buchman reading, Role over Person: Morality and Authenticity in T eaching, it was mentioned that in elementary and secondary schools, there’s evidence that teachers are tweaking their curriculum based on personal preference. For example, if a teacher finds math difficult to teach, he or she may spend less time on math and more on another subject. Hmmmmmm….. this seems so unteacher-like to me. I believe a part of teaching is giving up on some individualism, and doing what’s in the best interest of the students. It’s like becoming a parent. It’s not fair for the students to lose a part of the lesson because a teacher prefers another subject. However, I did think about it another way. What if the teacher is passionate about science and gave up a little bit of time in math to put more emphasis on science? We talk a lot about being passionate in teaching and that does show in the classrooms. Does it hurt to be a little more enthusiastic about one subject over than another? We can’t help but to bring individualism to the classroom. But I guess that big question is at what point does that take away from the student’s learning?
Monday, February 2, 2009
Week 4
We talk about testing in class quite a lot. It’s a difficult subject because there’s no right or wrong answer. I am mixed about my opinion on testing. On one hand, it’s important to have the benefit of knowing if a class or school is up to par with essential skills such as reading, writing, and math. It keeps the schools and teachers accountable for their students learning.
On the other hand, the impact of testing scores have put so much pressure on the schools and educators, it may not benefit the children at all.
Last week I read in chapter 7 of Tested, Maryland’s Anne Arundel County also uses Benchmark tests as a gauge of how students will perform in the state tests. These Benchmarks are given six times a year in math and three times in reading. Although these tests do not have consequences on the school, they are still treated with as much pressure and intensity as the state tests. The book describes how much pressure is put on the teachers to stay on course and teach the children what is needed to pass the tests. Throughout this chapter, I was thinking, what is being done to make sure the children learn? What is there to engage them in learning while they obtain the information? I would have been miserable if I was in this elementary school. This school operates on rigorous (maybe very cut and dry) lessons.
I question if all this testing is really helping. A lot of us grew up without this and seem to be perfectly capable. I’m pretty sure I comprehended more with lessons that were interesting and fun.
In the Ayer’s book, To Teach, he talks about building bridges. I’m really liking this book because I see how much he really enjoys teaching and how important it is to teach teachers to understand the children. This chapter is about building bridges and being responsive to the realities of the children’s lives. In order be a good teacher, we much understand our children. We must not only teach them but be open to them teaching us. I agree with many of Ayer’s ideas…… HOWEVER….. when do we have the time or flexibility to implement it into our classrooms. What if I’m teaching in a school like Tyler Heights where every day they are learning how to test or taking tests?
The subject of year round schooling was brought up in class. There are many reasons why I like the idea. Each year, children take a lot of time off in the summer. Some are fortunate enough to have great experiences like vacations or summer camps. But I think the majority of children don’t have this option. When I was on summer break my option was to watch television. I had some books that my mom gave me to read, but due to our financial situation, I didn’t get a chance to do any extracurricular activities. I also think that there’s an adjustment period when children first start school in the fall. Also, during the last month or so before summer break, many students have mentally checked out. Year round schooling would eliminate many of this and have the kids be ready the entire year to learn. School is to prepare children for the real world. Most people don’t stop working for the summer.
Another issue that came up during class was the subject of pay. People must be making extraordinary amounts of money nowadays if “teachers make nothing.” From the numbers that were given to me, teachers make a very decent salary. I wonder why everyone seems to bring up the fact that teachers don’t make much money. When I first thought about going into teaching, one of the (very few) cons was the salary. But when I looked into it, it wasn’t that bad! In addition to the salary, having a pension, benefits, and steady job makes me feel way more comfortable than my current job- living on tips. Lastly, I didn’t get into teaching because I thought it would make me rich. I’m sure many teachers would agree with me on this point. I went into this thinking, if I could have any career I wanted, without worrying about pay, what would I do? Teaching and working for Disney/Pixar were the only two jobs I could come up with.
On the other hand, the impact of testing scores have put so much pressure on the schools and educators, it may not benefit the children at all.
Last week I read in chapter 7 of Tested, Maryland’s Anne Arundel County also uses Benchmark tests as a gauge of how students will perform in the state tests. These Benchmarks are given six times a year in math and three times in reading. Although these tests do not have consequences on the school, they are still treated with as much pressure and intensity as the state tests. The book describes how much pressure is put on the teachers to stay on course and teach the children what is needed to pass the tests. Throughout this chapter, I was thinking, what is being done to make sure the children learn? What is there to engage them in learning while they obtain the information? I would have been miserable if I was in this elementary school. This school operates on rigorous (maybe very cut and dry) lessons.
I question if all this testing is really helping. A lot of us grew up without this and seem to be perfectly capable. I’m pretty sure I comprehended more with lessons that were interesting and fun.
In the Ayer’s book, To Teach, he talks about building bridges. I’m really liking this book because I see how much he really enjoys teaching and how important it is to teach teachers to understand the children. This chapter is about building bridges and being responsive to the realities of the children’s lives. In order be a good teacher, we much understand our children. We must not only teach them but be open to them teaching us. I agree with many of Ayer’s ideas…… HOWEVER….. when do we have the time or flexibility to implement it into our classrooms. What if I’m teaching in a school like Tyler Heights where every day they are learning how to test or taking tests?
The subject of year round schooling was brought up in class. There are many reasons why I like the idea. Each year, children take a lot of time off in the summer. Some are fortunate enough to have great experiences like vacations or summer camps. But I think the majority of children don’t have this option. When I was on summer break my option was to watch television. I had some books that my mom gave me to read, but due to our financial situation, I didn’t get a chance to do any extracurricular activities. I also think that there’s an adjustment period when children first start school in the fall. Also, during the last month or so before summer break, many students have mentally checked out. Year round schooling would eliminate many of this and have the kids be ready the entire year to learn. School is to prepare children for the real world. Most people don’t stop working for the summer.
Another issue that came up during class was the subject of pay. People must be making extraordinary amounts of money nowadays if “teachers make nothing.” From the numbers that were given to me, teachers make a very decent salary. I wonder why everyone seems to bring up the fact that teachers don’t make much money. When I first thought about going into teaching, one of the (very few) cons was the salary. But when I looked into it, it wasn’t that bad! In addition to the salary, having a pension, benefits, and steady job makes me feel way more comfortable than my current job- living on tips. Lastly, I didn’t get into teaching because I thought it would make me rich. I’m sure many teachers would agree with me on this point. I went into this thinking, if I could have any career I wanted, without worrying about pay, what would I do? Teaching and working for Disney/Pixar were the only two jobs I could come up with.
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