Hand over hand; I was moving toward the top rung of the substitute teacher monkey bars!
Answering my phone, I heard, 'Hello, are you available to substitute tomorrow?'
My will suddenly disappeared and, with it, my tongue.
'Tomorrow, ah... , '
'Tomorrow would be Wednesday.' The clipped words informed me. 'Are you available?'
'Ah, well... '
Again, the recorded message: 'High School building, room 10, 7:30 a.m... Auto shop.'
The phone went dead.
'Auto Shop!' I was astounded that this would be my first assignment! 'What did I know about cars? I had never even changed a tire!'
Clothes... what do you wear to teach auto shop class?
What time do I leave? Where do I park?
Sleep eluded me.
I tried to visualize the inside of my car's motor. Like counting sheep, I would name the parts... dipstick, radiator... Counting sheep had to be easier.
Suddenly, it was 5 a.m. and time to prepare. Making myself take easy, even breaths, I became a substitute teacher.
The lesson plans were to explain the definition of a manifold, find it on a picture, talk about its function and then watch all the students with their heads, bodies and, sometimes, feet under the hood and chassis of a car. I smiled when they bobbed up and I said 'hello' and goodbye'. I watched as enthusiastic students put their bodies in, around, and under versions of Henry Ford's masterpiece.
The day was almost over. This would be easy!
Home I went, proud of myself for a job well done. The phone rang the minute I walked in the door. A familiar monotone voice spoke.
'Hello, are you available to substitute?
'Oh yes.' I blustered. Patting myself on the back, I told myself that I was wonderful. Everyone would want me.
'Kindergarten - Room 1 - Elementary school.'
Smugly striding up to the elementary school building the next day, it struck me that I had never been in a room full of five year old children by myself. Wearily, I opened the classroom door and saw an array of tiny tables, a miniature kitchen center, and a selection of balls, bins and tricycles. Searching for these lesson plans was like playing the game where you close your eyes and you guess the identity of an object by touching it.
A bell rang. Before I took my next breath, little faces and bodies flew into the tiny space that held their backpacks and coats. They pushed and collided like linebackers in a football scrimmage. Voices rang out and those bodies ran at me.
'Get control', I screamed to my breakfast that was begging to be unleashed out of fear.
Instinctively, the count down from three to two to one spewed from my throat. The bodies ran to make an invisible circle in the middle of the room. Those big wide eyes stared at me. Little did I know that the teacher had done such a great job training these students from the first day that they knew what was expected of them.
A comforting red rocking chair beckoned me from the edge of the circle. Instructing them to tell me their names I learned so much more in the process. Much more than I had ever thought I would know.
'Daddy took me to the movies this weekend'
'Mommy and her boyfriend got into a fight.'
'What are we going to do next?'
I stood while those eyes followed my every move. One of the bins held books and I eagerly grasped a handful. We read together. We went on to color our own books, ate lunch, counted to twenty, played and the day was over. Coats, boots, hats and mittens went back on. Zippers were zipped. Goodbyes and hugs were exchanged. The procession marched to their appointed places to be transported home and the substitute teacher in me returned to the quiet, almost desolate, classroom.
Relying on the authors of children's books to teach my lesson, I led them to guided practice. This was pure instinct. I was really lucky. Believe me, it is not how the experts tell you it will happen and it never really happened like this again. My first experiences lured me into thinking that teaching should be taken lightly. Not so! It takes more resilience and flexibility to be a teacher and much more constant reevaluation and adjustment. Alfie Kohn, in 1993, wrote, 'Good management, like good teaching, is a matter of solving problems and helping people do their best.' To teach, one must not have to react to the circumstances, one has to be a visionary. As I ready myself for each year, I grope for another rung on the monkey bars!
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Tuesday, 16 October 2012
Active Learning: 5 Ways to Chain an Elephant
Active Learning and Elephants.
Using math games for active learning is like trying to chain an elephant. Let me put this is perspective. You can't chain an adult elephant because they are simply too powerful. They would simply bust the chain with a single foot movement.
You must start when elephants are small.
A small chain is placed around the foot of a baby elephant and, like difficult students, they struggle and fight the chain.
They soon learn they can not bust through the chain and resign to the fact that the chain won't hurt them.
Using math games for successful active learning when relief teaching, is a little like chaining elephants.
You take little steps but make allowance for attempt at breaking the chain.
When you first use these games, the kids might struggle. Active learning will certainly be active but usually not much learning occurs at the start.
The difficult kids, especially, will try to circumvent the game and not participate in the learning.
Like little elephants, they will fight the learning process but have heaps of fun with the games.
You may even question why you chose it in the first place. But it changes quickly.
So why choose math games?
Elephants are eminently suited to working in their environment. Using math games for active learning is the same.
In the appropriate relief teaching environment, they are great tools, especially for difficult students.
The kids are in charge of where the learning goes and grows - the very definition of active learning.
These games are the source of active learning because kids feel, and they actually are, in control.
How their math learning evolves depends on the success of the game. So how do you make games successful when relief teaching?
1. Make the learning open-ended.
There needs to be a correct answer but vary the learning processes by which students get there. For example in 41 Math Games, the student can vary the operations and, using the brackets, vary the groupings by which they arrive at the answer.
2. Provide controls that don't stifle active learning.
There are a number of options that make learning exciting. If there is a way to beat the system, kids will find it. Keep the rules of the math games simple enough to provide a structure but flexible enough to provide a challenge.
For example, have a template but these can be completed by using the luck of the draw and the math choices.
3. Have a winner.
Kids will often forget the purpose is to explore math learning. They will attempt to beat their opponent to a pulp to the Rocky Theme. Have a winner so that there is a purpose to the game.
4. Make the processes easy but the mastery difficult.
A teacher needs an activity that they can use a couple of times at least. Effective math games will have a skill that is easy to use but take a while to master. You need several variations for each game so skills learnt in one game can be applied to another.
5. Use activities that suit all learners.
Even difficult students love math games. They love the competition and also the less intrusive nature of the learning. This is a bonus for relief teaching. Reluctant learners are supported by the shared active learning of the game especially those included in 41 Math Games.
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Using math games for active learning is like trying to chain an elephant. Let me put this is perspective. You can't chain an adult elephant because they are simply too powerful. They would simply bust the chain with a single foot movement.
You must start when elephants are small.
A small chain is placed around the foot of a baby elephant and, like difficult students, they struggle and fight the chain.
They soon learn they can not bust through the chain and resign to the fact that the chain won't hurt them.
Using math games for successful active learning when relief teaching, is a little like chaining elephants.
You take little steps but make allowance for attempt at breaking the chain.
When you first use these games, the kids might struggle. Active learning will certainly be active but usually not much learning occurs at the start.
The difficult kids, especially, will try to circumvent the game and not participate in the learning.
Like little elephants, they will fight the learning process but have heaps of fun with the games.
You may even question why you chose it in the first place. But it changes quickly.
So why choose math games?
Elephants are eminently suited to working in their environment. Using math games for active learning is the same.
In the appropriate relief teaching environment, they are great tools, especially for difficult students.
The kids are in charge of where the learning goes and grows - the very definition of active learning.
These games are the source of active learning because kids feel, and they actually are, in control.
How their math learning evolves depends on the success of the game. So how do you make games successful when relief teaching?
1. Make the learning open-ended.
There needs to be a correct answer but vary the learning processes by which students get there. For example in 41 Math Games, the student can vary the operations and, using the brackets, vary the groupings by which they arrive at the answer.
2. Provide controls that don't stifle active learning.
There are a number of options that make learning exciting. If there is a way to beat the system, kids will find it. Keep the rules of the math games simple enough to provide a structure but flexible enough to provide a challenge.
For example, have a template but these can be completed by using the luck of the draw and the math choices.
3. Have a winner.
Kids will often forget the purpose is to explore math learning. They will attempt to beat their opponent to a pulp to the Rocky Theme. Have a winner so that there is a purpose to the game.
4. Make the processes easy but the mastery difficult.
A teacher needs an activity that they can use a couple of times at least. Effective math games will have a skill that is easy to use but take a while to master. You need several variations for each game so skills learnt in one game can be applied to another.
5. Use activities that suit all learners.
Even difficult students love math games. They love the competition and also the less intrusive nature of the learning. This is a bonus for relief teaching. Reluctant learners are supported by the shared active learning of the game especially those included in 41 Math Games.
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10 Things That Make a Great Teacher
What makes a TEACHER a great one?
I have seen some great teachers. I have seen some great relief teachers. I have seen some terrible teachers too, but luckily they are far and few between. What I have found is that they have ten things in common. What are they?
That is the key question.
People have been discussing this topic for hundreds of years.
A great teacher won't be great if you just work on your weaknesses. You have to identify your strengths.
What makes a teacher great has been the focus of many academic exercises.
This is not one of them.
I am sure you could find academic details by searching the internet.
These are just my observations from my experience.
1. A teacher who is great has an unrelenting attitude towards kids achieving results. Notice the word "unrelenting". That's the same message that kids get. They are pretty astute. They know whether you are there to fill in the day or value add to theirs. If it's the latter, you will have fewer problems with the kids.
2. A great teacher builds on relationships. Relationship is education's equivalent of the Real Estate "position, position, position" catchcry. Great teachers have empathy with and understanding of student needs.
3. A teacher who is great is organised. Casual and relief teachers must have a day set out, even if there are interruptions. Show the students your program. Students usually work when teachers do as well.
4. A great teacher is a great sharer. Sharing and receiving good ideas is what keeps schools and education dynamic. Be a sharer and accept sharing from others. A collegiate network makes professionals.
5. A teacher who is great is firm but flexible. Surprisingly, they seldom need to raise their voice because students know that their prime purpose is to value add to their day. Don't get me wrong, a school day is seldom without drama, but a great teacher uses authority to bring order rather than aggression.
6. A great teacher gives clear unambiguous directions. Remember the KISS principle. Keep things SIMPLE.
7. They have high expectations. This goes for work, compliance, standards. Students will rise (or fall) to the standards set by the teacher.
8. Great teachers engage students in learning. The reality is that engaged students learn. These teachers have the skill of engaging students IN learning rather than teaching TO them.
9. They know that positives outperform punishment. You catch more flies with honey than vinegar.
10. They are focussed. They keep what is most important well... MOST important. They aren't distracted from their single goal - whatever the goal is at the time.
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I have seen some great teachers. I have seen some great relief teachers. I have seen some terrible teachers too, but luckily they are far and few between. What I have found is that they have ten things in common. What are they?
That is the key question.
People have been discussing this topic for hundreds of years.
A great teacher won't be great if you just work on your weaknesses. You have to identify your strengths.
What makes a teacher great has been the focus of many academic exercises.
This is not one of them.
I am sure you could find academic details by searching the internet.
These are just my observations from my experience.
1. A teacher who is great has an unrelenting attitude towards kids achieving results. Notice the word "unrelenting". That's the same message that kids get. They are pretty astute. They know whether you are there to fill in the day or value add to theirs. If it's the latter, you will have fewer problems with the kids.
2. A great teacher builds on relationships. Relationship is education's equivalent of the Real Estate "position, position, position" catchcry. Great teachers have empathy with and understanding of student needs.
3. A teacher who is great is organised. Casual and relief teachers must have a day set out, even if there are interruptions. Show the students your program. Students usually work when teachers do as well.
4. A great teacher is a great sharer. Sharing and receiving good ideas is what keeps schools and education dynamic. Be a sharer and accept sharing from others. A collegiate network makes professionals.
5. A teacher who is great is firm but flexible. Surprisingly, they seldom need to raise their voice because students know that their prime purpose is to value add to their day. Don't get me wrong, a school day is seldom without drama, but a great teacher uses authority to bring order rather than aggression.
6. A great teacher gives clear unambiguous directions. Remember the KISS principle. Keep things SIMPLE.
7. They have high expectations. This goes for work, compliance, standards. Students will rise (or fall) to the standards set by the teacher.
8. Great teachers engage students in learning. The reality is that engaged students learn. These teachers have the skill of engaging students IN learning rather than teaching TO them.
9. They know that positives outperform punishment. You catch more flies with honey than vinegar.
10. They are focussed. They keep what is most important well... MOST important. They aren't distracted from their single goal - whatever the goal is at the time.
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Active Learning - 8 Strategies That Make a Difference
Active learning in the classroom engage students. Engaged students learn. But what makes an active learning experience?
Examples of active learning activities include:
A class discussion. Discussions can take place with any class size, although it is typically more effective in smaller group settings. This environment allows for the teacher to guide the learning experience. Discussion requires students to think critically on the subject matter and use logic to evaluate their and others' positions. As students are expected to discuss intelligently, a discussion is a good follow-up activity for a unit of work.
A think-pair-share activity (my favourite) is when learners take a minute to think about the activity themselves. The move into a buddy pair with a peer to discuss the matter further. This pair joins with a larger group to share the activity with everyone. It is during this larger discussion that the teacher needs to be involved and should clarify misconceptions. Students need a background in the subject matter to use this strategy. A think-pair-share exercise is useful in situations where learners can identify and relate what they already know to others.
A learning cell is an effective way for a pair of students to study and learn together. A learning cell is a process of learning where two students alternate asking and answering questions on commonly read materials. To start the process one student is designated as the "asker". Once the two students discuss the question, the other student will ask a question and they will alternate accordingly. During this time, the teacher is going around the class from group to group giving feedback and answering questions.
The 3 minute rush is a good way to review materials and provide feedback. Students are given a few minutes to prepare and then on "go" must write everything they know, remember and/or understand about a topic.
A collaborative learning group is a good way to create active engagement from students. Put students in groups of 3-6. They are given a task to work on together. Students (or the teacher) selects a leader and a note-taker to keep them on track with the process.
A student debate is an active way for students to learn as students must take a position and gather information to support their view and explain it to others. These debates not only give the student a chance to participate in a fun activity but it also lets them gain some experience with giving a verbal presentation.
A reaction to a video is also an example of active learning because most students love to watch movies. The video helps the student to understand what they are learning at the time in an alternative presentation mode. After the video is complete divide the students either into groups or pairs so that they may discuss what they learned and write a review or reaction to the movie.
Game are great ways to consolidate skills learned. Games not only help students to review the lesson but enable them to enjoy learning about a topic. Different games such as word puzzles always seem to keep students active and interested.
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Examples of active learning activities include:
A class discussion. Discussions can take place with any class size, although it is typically more effective in smaller group settings. This environment allows for the teacher to guide the learning experience. Discussion requires students to think critically on the subject matter and use logic to evaluate their and others' positions. As students are expected to discuss intelligently, a discussion is a good follow-up activity for a unit of work.
A think-pair-share activity (my favourite) is when learners take a minute to think about the activity themselves. The move into a buddy pair with a peer to discuss the matter further. This pair joins with a larger group to share the activity with everyone. It is during this larger discussion that the teacher needs to be involved and should clarify misconceptions. Students need a background in the subject matter to use this strategy. A think-pair-share exercise is useful in situations where learners can identify and relate what they already know to others.
A learning cell is an effective way for a pair of students to study and learn together. A learning cell is a process of learning where two students alternate asking and answering questions on commonly read materials. To start the process one student is designated as the "asker". Once the two students discuss the question, the other student will ask a question and they will alternate accordingly. During this time, the teacher is going around the class from group to group giving feedback and answering questions.
The 3 minute rush is a good way to review materials and provide feedback. Students are given a few minutes to prepare and then on "go" must write everything they know, remember and/or understand about a topic.
A collaborative learning group is a good way to create active engagement from students. Put students in groups of 3-6. They are given a task to work on together. Students (or the teacher) selects a leader and a note-taker to keep them on track with the process.
A student debate is an active way for students to learn as students must take a position and gather information to support their view and explain it to others. These debates not only give the student a chance to participate in a fun activity but it also lets them gain some experience with giving a verbal presentation.
A reaction to a video is also an example of active learning because most students love to watch movies. The video helps the student to understand what they are learning at the time in an alternative presentation mode. After the video is complete divide the students either into groups or pairs so that they may discuss what they learned and write a review or reaction to the movie.
Game are great ways to consolidate skills learned. Games not only help students to review the lesson but enable them to enjoy learning about a topic. Different games such as word puzzles always seem to keep students active and interested.
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Bahaviour Management: How to Stop a School Yard Fight
The truth of the matter is that sometimes you are going to be confronted with a disagreement between students. This can happen within metres of a teacher.
Here are simple strategies that (usually) work.
If an important goal is for our students to treat each other with respect, then the responsibility for modelling respectful communication is on you. Words can be very powerful. Be careful how you use them. Be sure that your words focus on the behaviour not on the student.
There is a very big difference between saying, "You are so lazy!" and, "You haven't done your homework."
Teacher remarks should be about behaviours. Students should know you value them even when you have to address areas that need improvement.
It is important to remember that some of our students will test us to see if we can maintain our respectful attitude even after they push our buttons. Never personalize students' remarks or behaviour.
Always remember that often the child who acts like they need approval the least is the one who needs it the most.
In the event of a major conflict, try these strategies.
Firstly, DISTRACT students from hurting or hitting - what ever is occurring. This might be a whistle or calling out. (Water on the fighting dogs!).
The aim is to get the offenders to focus on you, not each other. ("I'm here gentlemen/ladies. Look at me!" - repeat this calmly.).
If you can use humour, now is a good time to apply it. If not - DON'T.
Never get in the middle no matter how big you are.
Secondly, DIFFUSE the anger by NOT being angry yourself. (Riots develop when both sides are angry.)
Avoid shouting or panicking. Be calm - at least sound calm.
Keep your directions short and clear. Never give more than ONE direction at a time. "Bill, thanks for standing over there. John, thanks for putting your hands down."
Repeat if necessary but do not change the directions. "OK. Let's sit down and face opposite directions."
Having students sit on the ground really has a calming effect. (Watch what NYPD do). and then handcuff them to the nearest pole.
Thirdly, DISPERSE. You only need the offenders. Chase the watchers away. (Move on citizens. Nothing to see here)
The next step depends on your level of authority. If you are comfortable dealing with the offenders at this point, then do it. I suggest if you are a relief teacher you probably need to pass the offenders over to some one.
Now... that is another article!
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Here are simple strategies that (usually) work.
If an important goal is for our students to treat each other with respect, then the responsibility for modelling respectful communication is on you. Words can be very powerful. Be careful how you use them. Be sure that your words focus on the behaviour not on the student.
There is a very big difference between saying, "You are so lazy!" and, "You haven't done your homework."
Teacher remarks should be about behaviours. Students should know you value them even when you have to address areas that need improvement.
It is important to remember that some of our students will test us to see if we can maintain our respectful attitude even after they push our buttons. Never personalize students' remarks or behaviour.
Always remember that often the child who acts like they need approval the least is the one who needs it the most.
In the event of a major conflict, try these strategies.
Firstly, DISTRACT students from hurting or hitting - what ever is occurring. This might be a whistle or calling out. (Water on the fighting dogs!).
The aim is to get the offenders to focus on you, not each other. ("I'm here gentlemen/ladies. Look at me!" - repeat this calmly.).
If you can use humour, now is a good time to apply it. If not - DON'T.
Never get in the middle no matter how big you are.
Secondly, DIFFUSE the anger by NOT being angry yourself. (Riots develop when both sides are angry.)
Avoid shouting or panicking. Be calm - at least sound calm.
Keep your directions short and clear. Never give more than ONE direction at a time. "Bill, thanks for standing over there. John, thanks for putting your hands down."
Repeat if necessary but do not change the directions. "OK. Let's sit down and face opposite directions."
Having students sit on the ground really has a calming effect. (Watch what NYPD do). and then handcuff them to the nearest pole.
Thirdly, DISPERSE. You only need the offenders. Chase the watchers away. (Move on citizens. Nothing to see here)
The next step depends on your level of authority. If you are comfortable dealing with the offenders at this point, then do it. I suggest if you are a relief teacher you probably need to pass the offenders over to some one.
Now... that is another article!
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Monday, 15 October 2012
Casting a Long Shadow
I've always started my day off with a quote: it gets me motivated to begin a new day, to be inspired, and to be inspirational to others.
"Why can't this work for others, too?" I thought one day as I was reading my daily quote. It was the start of a new school year, so I thought I'd give it a try.
Before the students rushed in, I wrote the "Quote of the Day" on the board. As the students made their way into the room, they glanced up at the board, wondering what the reason was for the "Quote of the Day." After hearing their whispers about how it was probably a homework assignment and watching some students' eyes roll upward, I told them my reasoning for the quote.
"I want you to read the words of other people. I want you to be motivated to start your day. I want you to be inspired."
This daily ritual soon became something that the students started to look forward to. They would question me on days that I hadn't changed the quote, or on days that they just didn't agree with what the quote stated.
It worked. They were motivated and inspired.
Months soon passed by. In early February, I ran across a quote that reminded me of the current math teacher at the school: Mr. Lenz. This man was my teacher when I was a student here. He was my parents' teacher. This is his 43rd year of teaching. Now, a description of this man is definitely needed. He stands at a towering 6'7" and has a neatly-trimmed goatee. He wears a tie to school every day, and it's not just an ordinary tie, either. He wears the comical ties that most people aren't brave enough to wear in public. He is also so passionate about math that, after class is over, he has blue chalk all over his hands, his face, and his clothes. There's no time to use an eraser when this mathematician is working. Hands are much faster.
Needless to say, the high school students are a bit afraid of this man. It may be because he's a sheer genius. It may be the blue chalk all over him. It may, in fact, just be because of his height.
After thinking about Mr. Lenz, I quickly wrote the following quote on my board:
"Not everything that casts a long shadow is to be feared."
-Jonathan Lockwood Huie
The students didn't seem to think of Mr. Lenz when they read the quote (at least they didn't let me know). That didn't matter, though. What mattered was that I had learned from the quote, as well as from experience, that Mr. Lenz was not one to be feared. He was more so someone who tried to teach us math and, at the same time, teach us about life. I will be the first to admit that I didn't understand all of his quirky sayings, like "It's a two-way street, people," but I did know that he truly cared about each and everyone of us. He still does.
It was now time for my third period class: senior English. I don't know if it was meant to be, but Mr. Lenz was standing at my door as class began. He lowered his head as he walked through my door and made a motion to a student, letting him know that his answer from last period was correct. I felt the urge to say something to this man who has given so much of himself to inspire others. As he was walking away, I spoke up.
"Mr. Lenz?" I said, trying to gain as much self-confidence as possible.
He didn't say anything. He just turned his head around to acknowledge me.
"You need to read the quote on the board. I thought of you this morning when I read it."
I watched him, along with the thirty-seven seniors, read the quote. He slowly made eye contact with me and then proceeded to walk toward me. Now, this probably caught many students off guard because most people seem to shrivel into a ball when this man is hovering over them. I stood tall and proud, though.
I looked up at him and said, "It's true, Mr. Lenz. You were my teacher when I was just a child, and now I teach at the same school with you. Many kids are probably afraid of you, but they will one day understand, just like I do now, that you have taught me so much more than just math."
He looked down upon me, and something amazing occurred. I gave him a hug in front of everyone.
"Thank you," I said, as he smiled down at me and then walked out of my room.
Later that day, in between classes, he found me and motioned me to come toward him. I can't remember his exact words, but I do remember what I learned from it. His goal is to teach students math, yet, at the same time, teach them about the world and about life.
What keeps a teacher teaching for so many years? It's surely not the pay. I will never get up enough nerve to ask this man this question that so many are just dying to know, but I think I know the answer already.
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"Why can't this work for others, too?" I thought one day as I was reading my daily quote. It was the start of a new school year, so I thought I'd give it a try.
Before the students rushed in, I wrote the "Quote of the Day" on the board. As the students made their way into the room, they glanced up at the board, wondering what the reason was for the "Quote of the Day." After hearing their whispers about how it was probably a homework assignment and watching some students' eyes roll upward, I told them my reasoning for the quote.
"I want you to read the words of other people. I want you to be motivated to start your day. I want you to be inspired."
This daily ritual soon became something that the students started to look forward to. They would question me on days that I hadn't changed the quote, or on days that they just didn't agree with what the quote stated.
It worked. They were motivated and inspired.
Months soon passed by. In early February, I ran across a quote that reminded me of the current math teacher at the school: Mr. Lenz. This man was my teacher when I was a student here. He was my parents' teacher. This is his 43rd year of teaching. Now, a description of this man is definitely needed. He stands at a towering 6'7" and has a neatly-trimmed goatee. He wears a tie to school every day, and it's not just an ordinary tie, either. He wears the comical ties that most people aren't brave enough to wear in public. He is also so passionate about math that, after class is over, he has blue chalk all over his hands, his face, and his clothes. There's no time to use an eraser when this mathematician is working. Hands are much faster.
Needless to say, the high school students are a bit afraid of this man. It may be because he's a sheer genius. It may be the blue chalk all over him. It may, in fact, just be because of his height.
After thinking about Mr. Lenz, I quickly wrote the following quote on my board:
"Not everything that casts a long shadow is to be feared."
-Jonathan Lockwood Huie
The students didn't seem to think of Mr. Lenz when they read the quote (at least they didn't let me know). That didn't matter, though. What mattered was that I had learned from the quote, as well as from experience, that Mr. Lenz was not one to be feared. He was more so someone who tried to teach us math and, at the same time, teach us about life. I will be the first to admit that I didn't understand all of his quirky sayings, like "It's a two-way street, people," but I did know that he truly cared about each and everyone of us. He still does.
It was now time for my third period class: senior English. I don't know if it was meant to be, but Mr. Lenz was standing at my door as class began. He lowered his head as he walked through my door and made a motion to a student, letting him know that his answer from last period was correct. I felt the urge to say something to this man who has given so much of himself to inspire others. As he was walking away, I spoke up.
"Mr. Lenz?" I said, trying to gain as much self-confidence as possible.
He didn't say anything. He just turned his head around to acknowledge me.
"You need to read the quote on the board. I thought of you this morning when I read it."
I watched him, along with the thirty-seven seniors, read the quote. He slowly made eye contact with me and then proceeded to walk toward me. Now, this probably caught many students off guard because most people seem to shrivel into a ball when this man is hovering over them. I stood tall and proud, though.
I looked up at him and said, "It's true, Mr. Lenz. You were my teacher when I was just a child, and now I teach at the same school with you. Many kids are probably afraid of you, but they will one day understand, just like I do now, that you have taught me so much more than just math."
He looked down upon me, and something amazing occurred. I gave him a hug in front of everyone.
"Thank you," I said, as he smiled down at me and then walked out of my room.
Later that day, in between classes, he found me and motioned me to come toward him. I can't remember his exact words, but I do remember what I learned from it. His goal is to teach students math, yet, at the same time, teach them about the world and about life.
What keeps a teacher teaching for so many years? It's surely not the pay. I will never get up enough nerve to ask this man this question that so many are just dying to know, but I think I know the answer already.
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Sunday, 14 October 2012
Colonel Augustus Forsberg, "Forsberg's Brigade", C.S.A
Colonel Forsberg had a very strong willed wife, Mary Morgan Otey Forsberg, also known as Mollie. She was the daughter of a wealthy Lynchburg, VA, tobacconist. She met Colonel Forsberg, 51, of the 51st Virginia Infantry in the Lynchburg hospital in 1864. They married in 1865, when Col. Forsberg returned to Lynchburg. After the war it was forbidden to wear the Confederate military insignia in public. Mollie took no notice. She had a jacket made in Confederate officer style and there she added the three gold stars of her husband and a military style gold braid to the sleeves. She then wore it over a gray skirt. There must have been quite a stir in Lynchburg.
Her husband was born in Sweden, January 13, 1831. Augustus Forsberg was a graduate of the Royal Academy in Stockholm and was serving as a lieutenant in the engineering corps of the Swedish army in 1852. For health purposes he was recommended a sea voyage by his doctor. A furlough from the Swedish Army was secured. Having arrived in the United States he later established an office as architect in Baltimore, Maryland and also worked for the U. S. Government in Washington D. C. as a topographical draftsman.
In 1861 Forsberg volunteered and in August 1861 he joined the 51st Virginia Infantry Regiment and in October was appointed lieutenant. Between August 1861 and May 1862 he took part in three battles and was cited for bravery at Fort Donelson. His bravery, leadership ability and valor was widely recognized. In May 1862 he was promoted to Lt. Colonel and in July 1863 became colonel of the 51st. After a time in hospital in 1864 he returned and succeeded Brigadier General Gabriel C. Wharton as commander of "Forsberg's Brigade", as it was later known (45th, 50th, 51st Virginia Infantry and the 30th Battalion, Virginia Sharpshooters). It distinguished itself in a number of battles during 1864. Late 1864 he was wounded in the hand and spent time in the Lynchburg hospital but resumed command of the brigade in February 1865 and was captured along with most of his command in March 1865 at Waynesboro, Virginia. Forsberg served as city engineer of Lynchburg for twenty-one years. He designed and directed the construction of many of the public buildings in the city. Passing away in 1910 he is buried at the Presbytarian Cemetery in Lynchburg. One of his friends spoke at his grave and said: "Here lies this generous stranger who watered with his precious blood the tree of liberty."
Mollie lived to 1918 and the coat mentioned above remained with a daughter, Hilda Forsberg Davis. She donated the coat to the Lynchburg Museum where it can now be seen.
The diary of Colonel Forsberg was donated in 1981 to the Washington and Lee library. The Forsberg clan is widely spread and thriving to this day.
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Her husband was born in Sweden, January 13, 1831. Augustus Forsberg was a graduate of the Royal Academy in Stockholm and was serving as a lieutenant in the engineering corps of the Swedish army in 1852. For health purposes he was recommended a sea voyage by his doctor. A furlough from the Swedish Army was secured. Having arrived in the United States he later established an office as architect in Baltimore, Maryland and also worked for the U. S. Government in Washington D. C. as a topographical draftsman.
In 1861 Forsberg volunteered and in August 1861 he joined the 51st Virginia Infantry Regiment and in October was appointed lieutenant. Between August 1861 and May 1862 he took part in three battles and was cited for bravery at Fort Donelson. His bravery, leadership ability and valor was widely recognized. In May 1862 he was promoted to Lt. Colonel and in July 1863 became colonel of the 51st. After a time in hospital in 1864 he returned and succeeded Brigadier General Gabriel C. Wharton as commander of "Forsberg's Brigade", as it was later known (45th, 50th, 51st Virginia Infantry and the 30th Battalion, Virginia Sharpshooters). It distinguished itself in a number of battles during 1864. Late 1864 he was wounded in the hand and spent time in the Lynchburg hospital but resumed command of the brigade in February 1865 and was captured along with most of his command in March 1865 at Waynesboro, Virginia. Forsberg served as city engineer of Lynchburg for twenty-one years. He designed and directed the construction of many of the public buildings in the city. Passing away in 1910 he is buried at the Presbytarian Cemetery in Lynchburg. One of his friends spoke at his grave and said: "Here lies this generous stranger who watered with his precious blood the tree of liberty."
Mollie lived to 1918 and the coat mentioned above remained with a daughter, Hilda Forsberg Davis. She donated the coat to the Lynchburg Museum where it can now be seen.
The diary of Colonel Forsberg was donated in 1981 to the Washington and Lee library. The Forsberg clan is widely spread and thriving to this day.
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Behaviour Management: Keeps the Turkeys From Flying
Behaviour management is the key.
It is a sad fact that there will be a class where you will encounter turkeys.
Generally most students want to behave and very few really want the tension of getting into trouble.
You know the kids who spend the whole day going "Gobble! Gobble! Gobble!" At least that is what it sounds like. Certainly it makes as much sense.
These are the stressors of the day. Statistically, in a class of 25 you will encounter about 4 unfortunately.
Hopefully you will have recognised them early and put in place the proactive steps of standing close, maintaining eye contact.
Keep the turkeys from flyng.
You need to cut them off quickly. The rule, as a relief teacher, is - "Don't interfere with the learning of others!"
Let the turkeys know that you will not tolerate their interference when others want to learn. And if they sulk and sit at their desk - well that will work! As long as they aren't interfering with others!
Of course some turkeys fly only when they have an audience.
You will recognise these turkeys early in the day. In this case don't give them an audience. If one starts to spread wings, deny him/her the audience and say (in as quiet a voice as you can), "Class, I would you like you to turn you chairs and look this way."
Have a time out plan ready.
In every flight I have taken, the flight attendant always asks passengers to be aware of the nearest exit.
In the classroom, particularly if you are new, you need to consider the exit strategies if things go pear-shaped.
Your teaching colleague next door will be the best point of call and usually a great source of support.
Keep your requests CLOSED.
If you give instructions, anticipate that the student will comply and act as if this is the case.
For example, in your travels around the room you notice Gina is reading a book and not doing her math.
You take the least intrusive path, "Thanks for putting that book away, Gina." (NB - Closed request) and continue to move around the room as if you know Gina is going to comply.
Gina feels your expectation and 99.9% of the time she will comply, because she is not going to get any mileage if she doesn't. You have already moved on!
Consider the alternative action. You say the same thing, but stand at Gina's desk with arms on your hips and a snarl ready on your lips. You're ready for a fight and Gina is likely to accommodate you.
And if these teaching strategies don't work - well, you know what happens to turkeys eventually, don't you?
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It is a sad fact that there will be a class where you will encounter turkeys.
Generally most students want to behave and very few really want the tension of getting into trouble.
You know the kids who spend the whole day going "Gobble! Gobble! Gobble!" At least that is what it sounds like. Certainly it makes as much sense.
These are the stressors of the day. Statistically, in a class of 25 you will encounter about 4 unfortunately.
Hopefully you will have recognised them early and put in place the proactive steps of standing close, maintaining eye contact.
Keep the turkeys from flyng.
You need to cut them off quickly. The rule, as a relief teacher, is - "Don't interfere with the learning of others!"
Let the turkeys know that you will not tolerate their interference when others want to learn. And if they sulk and sit at their desk - well that will work! As long as they aren't interfering with others!
Of course some turkeys fly only when they have an audience.
You will recognise these turkeys early in the day. In this case don't give them an audience. If one starts to spread wings, deny him/her the audience and say (in as quiet a voice as you can), "Class, I would you like you to turn you chairs and look this way."
Have a time out plan ready.
In every flight I have taken, the flight attendant always asks passengers to be aware of the nearest exit.
In the classroom, particularly if you are new, you need to consider the exit strategies if things go pear-shaped.
Your teaching colleague next door will be the best point of call and usually a great source of support.
Keep your requests CLOSED.
If you give instructions, anticipate that the student will comply and act as if this is the case.
For example, in your travels around the room you notice Gina is reading a book and not doing her math.
You take the least intrusive path, "Thanks for putting that book away, Gina." (NB - Closed request) and continue to move around the room as if you know Gina is going to comply.
Gina feels your expectation and 99.9% of the time she will comply, because she is not going to get any mileage if she doesn't. You have already moved on!
Consider the alternative action. You say the same thing, but stand at Gina's desk with arms on your hips and a snarl ready on your lips. You're ready for a fight and Gina is likely to accommodate you.
And if these teaching strategies don't work - well, you know what happens to turkeys eventually, don't you?
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Wednesday, 29 August 2012
Teen Leadership Skills: Make Public Speaking Easy by Using a Speech Structure
To become effective leaders, teens need to hone their public speaking skills. One of the fundamental skills a leadership class must teach is how to structure a speech. Read this article to learn an easy and effective speech structure to use so your message will make an impact on your audience.
Fred's Concern About His Speech
Fred has to give a speech in his leadership class next week. He is concerned because he has not given many speeches, and he does not know how he should put together the speech. He knows that public speaking is an important skill he needs to learn if he wants to become a leader. He decides to go to his leadership teacher for help. His leadership teacher offers encouragement as well as an outline of how to structure a standard speech...
In a nutshell, here's what Fred's teacher said:
Generally, most standard speeches follow the same type of structure, which includes an introduction, a body consisting of three main points, and a conclusion.
The Three Standard Parts of a Speech Structure
Part 1. Introduction
The opening or introduction of the speech sets the tone and the theme for the speech:
It usually contains a quote, example, statistics, or a humorous story to get the audience's attention.The speaker must also give the main topic of the speech.In addition, he or she should outline the major points that are going to be made in the speech.
Part 2. Body Consisting of Three Main Points
A standard speech has a body that contains three main points:
These points come from the main topic of the speech given in the introduction.The speaker should give examples, illustrations, statistics, stories, and/or quotes about each of the central points to support them.
Part 3. Conclusion
The classic saying about a speech is that you should "tell them what you're going to tell them, tell them what you're telling them, and then tell them what you told them."
The first part represents the introduction, the next is the three main points of the body of the speech, and the last - "tell them what you told them" - is the conclusion.
In the conclusion of the speech,
The speaker needs to remind the audience of what the main topic was, and how each of the three main points related to it.The speaker should sum up the main ideas of the speech.Depending on the type of speech it is, the speaker should possibly make a call for action based on the ideas in the speech.
How Fred Applied This to His Speech
Given the outline on how to structure a speech from his high school leadership teacher, Fred worked on his speech during the week, and organized his ideas. His speech went great, as he introduced his topic, went over the main points, and gave his conclusion. His teacher was pleased and he got a lot of "high fives" from his classmates for his speech. Afterward, he thanked his student leadership teacher saying,
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Fred's Concern About His Speech
Fred has to give a speech in his leadership class next week. He is concerned because he has not given many speeches, and he does not know how he should put together the speech. He knows that public speaking is an important skill he needs to learn if he wants to become a leader. He decides to go to his leadership teacher for help. His leadership teacher offers encouragement as well as an outline of how to structure a standard speech...
In a nutshell, here's what Fred's teacher said:
"Tell them what you're going to tell them, tell them, and tell them what you told them."
Generally, most standard speeches follow the same type of structure, which includes an introduction, a body consisting of three main points, and a conclusion.
The Three Standard Parts of a Speech Structure
Part 1. Introduction
The opening or introduction of the speech sets the tone and the theme for the speech:
It usually contains a quote, example, statistics, or a humorous story to get the audience's attention.The speaker must also give the main topic of the speech.In addition, he or she should outline the major points that are going to be made in the speech.
Part 2. Body Consisting of Three Main Points
A standard speech has a body that contains three main points:
These points come from the main topic of the speech given in the introduction.The speaker should give examples, illustrations, statistics, stories, and/or quotes about each of the central points to support them.
Part 3. Conclusion
The classic saying about a speech is that you should "tell them what you're going to tell them, tell them what you're telling them, and then tell them what you told them."
The first part represents the introduction, the next is the three main points of the body of the speech, and the last - "tell them what you told them" - is the conclusion.
In the conclusion of the speech,
The speaker needs to remind the audience of what the main topic was, and how each of the three main points related to it.The speaker should sum up the main ideas of the speech.Depending on the type of speech it is, the speaker should possibly make a call for action based on the ideas in the speech.
How Fred Applied This to His Speech
Given the outline on how to structure a speech from his high school leadership teacher, Fred worked on his speech during the week, and organized his ideas. His speech went great, as he introduced his topic, went over the main points, and gave his conclusion. His teacher was pleased and he got a lot of "high fives" from his classmates for his speech. Afterward, he thanked his student leadership teacher saying,
"Putting together a speech is not as difficult as I thought, when you have the right speech structure."
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Youth Leadership: 3 Keys to Creating Successful Partnerships to Boost Your Youth Programs
If you are looking to expand your youth leadership training or increase attendance while using limited resources, then partnerships are a great way to go.
If your program has a lot in common with other organizations - such as you are working with a limited budget, staff, or supplies - you may benefit from participating in a partnership with a complementary organization.
Partnerships Add Strength and Resources to Your Program
A partnership is where a program such as at a school or community center combines resources with another entity in order to help meet each others' needs. Partnerships can bring great benefits such as:
additional resourcesstrengthmore credibility
A great reason for taking part in a partnership would be if you would like to increase youth participation numbers, for example, but have maximized your internal resources. This means that you may not be able to hire more staff, buy more supplies, or get the use of a larger building. In this situation, it may seem like your program cannot expand or reach more youth.
However, by using a partnership, you can combine efforts with another program or organization (such as another school or youth organization) that does have these resources, and be successful in increasing your participation numbers.
Three keys to building successful partnerships:
Create them with organizations that have a common purpose. In this way, you know that your interests are aligned and it is easier to have the same mission.
Form them with reputable organizations in order to build goodwill in your community and build the reputation of your own program.
Provide at least equal value to your partnering organization. This way, you ensure that you are holding up to your part, and are benefiting them as well.
Here is an effective way to go about seeking and creating a partnership:
Research potential partner organizations on the web, through networking, associations, etc.
Contact one of them and ask to speak with the director or coordinator
Introduce yourself, and give a description of your organization's mission and programs
Tell the director or coordinator what you like about his or her organization, ask about their programs, and ask to discuss the possibility of a partnership
Emphasize what your organization can bring to the potential partnership, and give the person a clear vision or idea of what the program would be like (you should prepare a vision of the program or activity before contacting him or her)
If the director or coordinator is receptive to the idea, and a partnership seems beneficial to both parties, set up a meeting.
Thank the director or coordinator and send him or her an appreciative e-mail and confirmation of the meeting. (Include a link to your website, if you have one, and any additional relevant information)
This outline should help you on your path to finding and creating a successful partnership.
It is important to see your partner as an equal, and not just use its resources for your own benefit. You need to make sure that you bring equal resources and benefits into the partnership in order to ensure its success.
You also need to cover any potential problems at the outset, to prevent difficulties and a possible separation later on.
Creating Partnerships is Not Difficult
You should not be afraid to seek and create partnerships. They are not as difficult to create as they may seem, and they can bring your youth leadership program added strength, a better reputation, more resources, and a higher level of participation.
What's more, they can also help you to become more connected in the community. Partnerships can be very beneficial, and are a great solution for teen leadership programs working with limited resources!
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If your program has a lot in common with other organizations - such as you are working with a limited budget, staff, or supplies - you may benefit from participating in a partnership with a complementary organization.
Partnerships Add Strength and Resources to Your Program
A partnership is where a program such as at a school or community center combines resources with another entity in order to help meet each others' needs. Partnerships can bring great benefits such as:
additional resourcesstrengthmore credibility
A great reason for taking part in a partnership would be if you would like to increase youth participation numbers, for example, but have maximized your internal resources. This means that you may not be able to hire more staff, buy more supplies, or get the use of a larger building. In this situation, it may seem like your program cannot expand or reach more youth.
However, by using a partnership, you can combine efforts with another program or organization (such as another school or youth organization) that does have these resources, and be successful in increasing your participation numbers.
Three keys to building successful partnerships:
Create them with organizations that have a common purpose. In this way, you know that your interests are aligned and it is easier to have the same mission.
Form them with reputable organizations in order to build goodwill in your community and build the reputation of your own program.
Provide at least equal value to your partnering organization. This way, you ensure that you are holding up to your part, and are benefiting them as well.
Here is an effective way to go about seeking and creating a partnership:
Research potential partner organizations on the web, through networking, associations, etc.
Contact one of them and ask to speak with the director or coordinator
Introduce yourself, and give a description of your organization's mission and programs
Tell the director or coordinator what you like about his or her organization, ask about their programs, and ask to discuss the possibility of a partnership
Emphasize what your organization can bring to the potential partnership, and give the person a clear vision or idea of what the program would be like (you should prepare a vision of the program or activity before contacting him or her)
If the director or coordinator is receptive to the idea, and a partnership seems beneficial to both parties, set up a meeting.
Thank the director or coordinator and send him or her an appreciative e-mail and confirmation of the meeting. (Include a link to your website, if you have one, and any additional relevant information)
This outline should help you on your path to finding and creating a successful partnership.
It is important to see your partner as an equal, and not just use its resources for your own benefit. You need to make sure that you bring equal resources and benefits into the partnership in order to ensure its success.
You also need to cover any potential problems at the outset, to prevent difficulties and a possible separation later on.
Creating Partnerships is Not Difficult
You should not be afraid to seek and create partnerships. They are not as difficult to create as they may seem, and they can bring your youth leadership program added strength, a better reputation, more resources, and a higher level of participation.
What's more, they can also help you to become more connected in the community. Partnerships can be very beneficial, and are a great solution for teen leadership programs working with limited resources!
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Tuesday, 28 August 2012
Why Teach?
Throughout high school, my love for words and literature and dreams of travel to lands I had seen in "National Geographic" led me to consider writing as a possible career goal. Intrigued by foreign correspondents on TV news, I concluded that journalism was the solution to my love of writing and desire to see the exotic.
I began exploring ways to pursue journalism as a college major by visiting a career aptitude seminar at a regional college with my church teen group. I read about schools with a reputable journalism department, regardless of whether my parents could afford them or if I could pass the entrance requirements. My goals were lofty, but eventually my family insisted I be practical as well and attend one of the state universities.
The summer after high school graduation was approaching, and I needed a job to help buy clothes for college. President Johnson's War on Poverty had recently begun, and the local Head Start Program was looking for summer teacher aids among the high school Future Teachers of America club. As a habitual joiner of extra-curricular activities, I was a member. The job sounded easy and fun, and the pay seemed a gold-mine compared to the small salary I had earned as a substitute secretary at my step-father's insurance office.
The week of teacher training before our instructional duties began enlightened me to the unique life led by these preschoolers from the "other side of town". Sleeping sibling upon sibling in one bed and avoiding school on rainy days because of no transportation seemed strange to me, not to mention facts learned about the peculiar symptoms of sickle cell anemia common in black children then.
When the excited little folks arrived, they sang finger-play songs, played with new and brightly colored toys, learned reading and math readiness skills, and ate wholesome school lunches. All of this opened up a novel and enchanting world for them.
But this did not compare to the novel and enchanting world that opened up for me as well. Seeking ways to assist my assigned teacher with instruction in basic learning skills, arts and crafts projects, and children's literature, I encountered new outlets for my creativity and fantasies of magical places. I developed an instant rapport with the children, playing with them as a child myself. I took endless Polaroid pictures of dark-skinned tots, which I included in photo albums of my all-white world. I visited their homes with my mentor and witnessed the heartbreaking conditions many of them endured in ignorance of anything else.
Needless to say, my college major later changed from journalism to elementary education. Now after 40 years of teaching, I have experienced the ups and downs of educating the underprivileged, the over-privileged of the suburbs, the preppies of the private schools, and the less sophisticated of the rural areas. Not all of it has been as fulfilling and stimulating as those early days with Head Start, but it has all been worth it in order to awaken one child now and then to reaching his or her potential.
A profound quote I once read said, "It is not for school, but for life we learn." With my many years as a teacher, if I have given a bit of life to a child that was hungry for something that could not be defined, then this career choice was the right one. Yes, there were other options that could have paid more and been more glamorous. Yes, there are drawbacks to teaching that are well known. But there is no other way I could help another person develop individual abilities for life that would give me life as well.
I thrive on learning; I thrive on knowledge; I thrive on creating learning and sharing knowledge. Teaching affords me the best opportunity to do this that hopefully changes a life for today, tomorrow, and for a life time.
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I began exploring ways to pursue journalism as a college major by visiting a career aptitude seminar at a regional college with my church teen group. I read about schools with a reputable journalism department, regardless of whether my parents could afford them or if I could pass the entrance requirements. My goals were lofty, but eventually my family insisted I be practical as well and attend one of the state universities.
The summer after high school graduation was approaching, and I needed a job to help buy clothes for college. President Johnson's War on Poverty had recently begun, and the local Head Start Program was looking for summer teacher aids among the high school Future Teachers of America club. As a habitual joiner of extra-curricular activities, I was a member. The job sounded easy and fun, and the pay seemed a gold-mine compared to the small salary I had earned as a substitute secretary at my step-father's insurance office.
The week of teacher training before our instructional duties began enlightened me to the unique life led by these preschoolers from the "other side of town". Sleeping sibling upon sibling in one bed and avoiding school on rainy days because of no transportation seemed strange to me, not to mention facts learned about the peculiar symptoms of sickle cell anemia common in black children then.
When the excited little folks arrived, they sang finger-play songs, played with new and brightly colored toys, learned reading and math readiness skills, and ate wholesome school lunches. All of this opened up a novel and enchanting world for them.
But this did not compare to the novel and enchanting world that opened up for me as well. Seeking ways to assist my assigned teacher with instruction in basic learning skills, arts and crafts projects, and children's literature, I encountered new outlets for my creativity and fantasies of magical places. I developed an instant rapport with the children, playing with them as a child myself. I took endless Polaroid pictures of dark-skinned tots, which I included in photo albums of my all-white world. I visited their homes with my mentor and witnessed the heartbreaking conditions many of them endured in ignorance of anything else.
Needless to say, my college major later changed from journalism to elementary education. Now after 40 years of teaching, I have experienced the ups and downs of educating the underprivileged, the over-privileged of the suburbs, the preppies of the private schools, and the less sophisticated of the rural areas. Not all of it has been as fulfilling and stimulating as those early days with Head Start, but it has all been worth it in order to awaken one child now and then to reaching his or her potential.
A profound quote I once read said, "It is not for school, but for life we learn." With my many years as a teacher, if I have given a bit of life to a child that was hungry for something that could not be defined, then this career choice was the right one. Yes, there were other options that could have paid more and been more glamorous. Yes, there are drawbacks to teaching that are well known. But there is no other way I could help another person develop individual abilities for life that would give me life as well.
I thrive on learning; I thrive on knowledge; I thrive on creating learning and sharing knowledge. Teaching affords me the best opportunity to do this that hopefully changes a life for today, tomorrow, and for a life time.
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