This chapter touched on in-school politics. Some of these people I just wanted to kick! However, I don't have tenure, so I cannot speak out like some of these fossilized instructors did.
A few quotes that ESPECIALLY captured my attention:
Pg. 193: One faculty member says to a new teacher, "I'm sorry you are stuck with the garbage kids."
WOW!!!! This was in reference to the fact that new teachers receive the "lower-skilled" classes (remedial). I don't care if these students can't read, write, walk, talk, dance, sing, or do ANYTHING! Referring to any student, OR EVEN CHILD, as garbage is disgusting. How can you see yourself as an educator when you view the student population like this. Yes, I know this teacher has the honor students, and maybe the new teacher's students aren't performing as well, but that gives no right to call anyone garbage, as if they have been tossed out already, so no worries if they get anywhere, they were given up on long ago.
Pg. 206: One teacher metaphors her teaching experience like the television show, Cops. Now, I don't have quite the experience to challenge her, but I think this might be a bit of a dramatization. Some of the teachers comment on how some feel unsafe at the school in which they teach. We are not there to see what is actually occurring at the school, but if one feels that way, maybe they shouldn't be teaching/working there. How can one get through to their students when they fear them?
***Pg. 200: One teacher comments how "good teaching is good teaching." She is considered a veteran teacher who doesn't always believe in these new teaching ideas, but the ideas that work for her. This brings up an interesting discussion. This teacher has been in the school for 20 years, and still continues her passion for education. However, she seems very hand-off with new teaching ideas. How does one respond to these type of employees? If it's not broken, don't fix it? This is an issue and division that separates new teachers from older ones. I would be interested on others' views of this.
The end of the chapter was a bit disheartening, with the knowing that many of the new teachers leaving shortly after being at Madison. What message does this send to the students? However, how much can one person take with a very narrow-minded school district? This chapter was a lot to think about in that context.
Connections: Teachers
Currently, I am at Kingsley Junior High School. I work with two co-operating teachers, Mrs. Delatorre and Mrs. Collins. Both teachers seem to be very involved with their curriculum and the students. I notice that the two work together in order to make sure that their curriculum and instruction are running smoothly. As for the students, each one receives a lot of support. Each classroom has between 3-12 students. Usually, there is at least one teacher and another pre-service teacher in the classroom. This allows for students to receive more attention with their language acquisition.
Overall, I feel the two have a very modern view of how to instruct their students, while also assisting other teachers with having ELL students in the general education courses like math, science, etc. Both use a multitude of instructional/learning techniques to get through to their students, like reading exercises that involve everyone and writing exercises that give students a chance to reflect on the unit at hand. They are good models of a teacher that I would like to become, one that cares about their students and their learning, so to ensure their future success in the classroom.
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