What metaphor would you use to describe your own approach to teaching? Please offer specific examples or a vignette of how your teaching reflects this metaphor! Chapter 4 of Zeichner, especially pages 34 - 37 will provide helpful detail before you write!
As I considered the ideas in Zeichner and Liston, I kept coming back to the idea of seeing my work as a teacher as that of a "custom builder." It sort of grew out of their description of the developmentalist tradition. In the text, they mentioned that one of the metaphors that is often used for this tradition is that of the teacher as artist. Indeed, the custom builder would be an artist -- he is building a home for a particular client, with unique needs, plans, hopes. As the builder for that "home," I must be very in touch with my client. I will use the information about my client to create the perfect structure for him/her -- in this case to build his "home" for learning. I must be prepared to make changes, even when the structure is nearly complete, for it's an important one, and my client's needs or understanding of himself and his learning changes as we move through the building process. And I know that ultimately, when I take the time to put my client first in our process, when I deliver the unique structure(s) he/she needs, I will be rewarded greatly for having taken the time to do my part right. And my client will dwell comfortably in that structure with its "great bones" throughout his/her life.
ReplyDeleteMy teaching metaphor is derived from the Academic Tradition introduced in the Ziechner & Liston text. I see myself as a "juggler." I have chosen that particular metaphor because, as a special educator, I am continuously juggling the differing needs of the students with Individual Education Plans (IEPs). Each of my students are working on different skills, some being academic and some being social emotional skills. I have to juggle each of their needs within a curriculum based on their IEP goals and objectives. I have to juggle data collection with engaging and embedded activities to help students continually work toward and ideally meet their individual goals which include providing multiple opportunities throughout the school day for them to practice the skills they are working on, but in a variety of multisensory ways. One thing that was stated in the text was "thinking through the key ideas in a text or lesson and identifying alternative ways of representing them to students (pg. 54)." My gut reaction to that statement was "that is so me," but as continued to read, I also found that the Developmentalist Tradition fit my teaching, as well. I have to take into account a child's developmental readiness and meet the child where he or she is in order to achieve those individual goals.
ReplyDeleteAs I reflect upon who I am as a teacher, I notice my main focus always leads to knowing who my students are. Everyone is unique. They have different personalities, learning styles, cultural backgrounds, SES, and home life. It is important that I know who each of my students are so I can create the best conditions for learning and success. I see myself as a baker. The curriculum is my recipe, however, having possession of a recipe does not guarantee that whatever I am baking will come out right. I need the right equiptment; the classroom environment that I create and the classroom management that I use will create the foundation just as the equiptment is I use to bake. When I am ready to bake, I must make sure the conditions and ingredients are just right. I have a recipe, but I must take into consideration the altitude in which my bakery is and adjust the ingredients. This means I need to know my students' SES, home life, and cultural backgrounds and adjust my instruction, which means adding learning experiences and making content more concrete if they do not have the background knowledge from home. I may need to add, decrease, or substitute ingredients for taste and I need to make sure conditions are right for the dough to rise. This means I must differentiate instruction according to who my students are. I must create learning experiences that match their learning styles and create activities that allow for success so students will build confidence and trust so they will "rise" and take risks. Just as it takes many years for a great baker to know exactly what ingredients to use and how much to use to make melt-in-your-mouth deserts, it takes trial and error for a teacher to figure out how to create the best environment and differentiated instruction to help students "rise" to the top.
ReplyDelete“Teacherhood”: The Metaphorical Analogy of Teaching and Parenthood
ReplyDeleteBy Suzanne O’Brien
First you make the big decision that you want to be a teacher/parent. You know you aren’t doing it for the money, but for the opportunity to make a difference in the world… to touch a life. It may be a tough process, but eventually you get pregnant, or hired, and there is no turning back. It’s certainly a LOT harder than you thought it would be. You’ve entered teacherhood. Each day is filled with new challenges. Some days you cry, other days you thank God for what he’s given you. You reach out to those who’ve done it before to ask for advice. Sometimes you get advice you did not ask for. Sometimes what works for one may not work for another. You question yourself, but you continue to do your best knowing that everything you do will affect your child/students’ view of the world and themselves. Doing research to gain new knowledge, you try different things. There is never a time when you become an expert because there is always a new challenge ahead. No day is ever the same. Each child is different, even if they came from the same place. Fairness is always an issue to the kids… but what is being fair? Giving each child what they need to succeed. You may have to give more of your time and energy to one that the other. But with each child, as with each class, it does get easier. Maybe it’s because you are not so hard on yourself anymore. You’ve surely realized that you’re not perfect and you DO make LOTS of mistakes. You realize the power of love and patience. You value your child/students’ individuality and allow them to be themselves instead of trying to mold them into what you think is normal. When the going gets tough, you can’t give up. You are a model and mentor, and what would giving up or losing your temper teach your children? You must reflect after each day, week, month, and year that goes by. What have I learned, what did I do well, what can I do better?
Experiencing teacherhood, you get to experience the fulfillment that other people who are not teachers and/or parents will never understand. You may not get paid a lot of money, but it is worth more than money could ever buy
My teaching metaphor concerns “foundations.”
ReplyDeleteStudents begin their childhood education with a blank, empty piece of property (at least that is what I believe). This property could represent their existing knowledge, interests, goals, or a collection of related ideas. As the students advance through school, teachers are the human elements introducing all of the available options and guidelines for constructing safe, solid, and predictable foundations. A foundation must be level. It must be balanced. A foundation must be constructed in such a way that allows the student to easily expand.
For example, if a student’s interest was only in science, I made an effort during my social studies student teaching to illustrate that everything in life has a history. History is relevant. It explains how populations, cultures, and societies move from point A to point B…and why. For me, this is part of helping create a balanced foundation. Importantly, it is the incorporation of this foundational teaching metaphor that creates opportunities to show the relevance and importance of social studies regardless of the students’ interests—going beyond the step-by-steps of the unit plan.
After reading chapter three in the book Reflective Teaching by Zeichner and Liston, and the discussion about Teacher’s Practical Theories was one of the first areas I related to the most. Chapter three was the first section which supported my deeper thought as to what my teaching metaphor is. As I continued to read on, Handal and Lauvas’ Framework for Practical Theories, I related to the teaching theory of “Values” (p. 25). As I continued my reading and thinking about what my teaching metaphor is, an explanation by Connelly and Clandinin in Teachers’ Theories and Actions assisted me in my finding. Connelly and Clandinin describe teachers’ practical knowledge “as a rich interweaving of images, experiences, understandings, and personal stories that guide and inform teachers’ actions” (p. 36). From my personal experiences, understandings, and images as both a student and a teacher, I see my image or metaphor as being like a detective. I am always looking for clues or researching new ideas to assist my students learning. I also want to know my students’ strengths and abilities for learning; which will help me solve the case of what type of learner they are. I believe this is particularly important to find out when one is a special education teacher. I also feel by being a teacher who is like a detective, it’s all about uncovering the facts (learning styles), looking for clues (students interests), and asking the right questions (are they comprehending the material, and assessment outcome) of the students until the whole mystery makes sense.
ReplyDeleteAs a teacher, I not only instruct, differentiate, track data and scaffold my instruction, but I perform many different roles on a daily basis. I see myself as a “one man (woman) band,” the different instruments being the various hats I wear throughout the school day. At times I am a counselor/ psychologist or doctor tending to the emotional, social or physical ailments my students are experiencing. Other times I am a comedian or entertainer, making connections with my students through humor. I am “Superwoman” with x-ray vision, mind reading and split second decision making capabilities. I am a researcher striving to discover more about my students, how they learn and finding the most appropriate methods to help them learn. Most importantly, I am a trustworthy, role model in my students’ lives. By developing strong relationships with my students, they know they can trust me to be respectful of them and their education, be consistent and always be willing to help them live up to their full potential.
ReplyDeleteMy metaphor is that of a caveman starting a campfire with stones. When starting a campfire, you begin with nothing more than a spark. If that spark is left alone to smolder, it will probably go out. In order to attain a blazing fire it must have the proper fuel in place and be tended to in a precise way.
ReplyDeleteThe same is true in the classroom where each student has what I refer to as their spark. It is my job as a caveman educator to closely monitor and nurture each spark, turning it into a fire. Each spark may start anywhere within the fire pit (background), some glow hotter (talents), others are trapped by unwanted material not allowing them enough oxygen (difficulties), and all will require fuel (tools) in order to fully ignite. My job as an educator is to nurture each spark (identify and scaffold) into a blaze(self-regulating learners). Some sparks may benefit by the heat of neighboring sparks (collaborative learning) while others may begin a flame on the opposite end of the log (independent learning); regardless of the method, no two sparks are going to develop in the same way and it is up to me to observe, motivate and administer the proper tools so that I may bask in the heat from each fire that I produce (student success).
"Every block of stone has a statue inside it and it is the task of the sculptor to discover it."
ReplyDeleteMichelangelo
Based on this quote, the teaching metaphor that comes to mind is that of a sculptor. I don’t claim to “mold” minds out of a lump of clay. I believe that students come to school rich with potential and it is my responsibility as an educator to identify, uncover and build upon what already lies within them. Michelangelo worked with stone and carefully exposed the beauty that lay within each piece. My teaching style is based in this type of activity. I work to identify the gifts within each child and use the tools that I have accumulated through my experience and education to do the delicate work of revealing the necessary skill or understanding in each student.
While I was student teaching, I was mystified by all that the students brought to the table. While many of them would not be considered academically successful, they were all capable of so much. Some students came to class on the first day of school with all that they needed to be academically successful: school supplies, parental support, reading and writing skills, and mastery of content from prior grades. Others came into the classroom lacking in some or all of these areas. As I grew to know each student, I was able to identify areas of strength in each one of them and chip away at some of the barriers that kept them from succeeding at school. In one case, I tapped into the inherent competitive nature of a student who was struggling to read. We regularly discussed the importance of practice on the football field and in reading. He had little academic support at home, but by December, he was asking me to give him more time to “practice” at school. He wanted to be “the best” and I was able to use that desire to help him succeed.
"Reframing describes the familiar process in which an event over which we have puzzled for some time is "seen" differently and in a way that suggests new approaches to the puzzle." (Munby and Russell, 1990, as referenced by Zeichner and Liston, p. 17)
ReplyDeleteBuilding on this explanation by Munby and Russell, I view my role as a teacher as that of a "Puzzle Master Mind." I know that I am not going to reach every student the first time I introduce a new concept. My challenge and my goal is to add pieces to the puzzle to create a clear picture for all of my students. The puzzle is 3-D; both the student and I work to locate missing pieces to solve it. For example, I may add new puzzle pieces in using a different instructional approach. This represents the Academic Tradition or possibly even Social Efficiency. My student may then add a puzzle piece through simple repetition. In many cases the puzzle is much more complex. I may need to find a piece using the Developmentalist Tradition. I need to "get inside" my student's head to understand his/her thinking. I must draw on what I know about my student's background, interests, and academic growth. "Yes, I found the missing piece!" As I add the final piece to the puzzle, I see my student's eyes light up in that "aha" moment. Success!
Solving these puzzles was the most challenging and rewarding aspect of my student teaching. I recall spending days with several students working on conversions from inches, to feet, to yards, and back. I just kept at it, working to solve each individual puzzle. We used manipulatives, tables, and brace maps, to name a few. One by one, they got it. My last student to solve the puzzle was a highly visual learner. Together we found her chosen puzzle piece was a small white board, a dry erase marker, and a brace map. Success! Let's celebrate!
During my studies here at Regis, I came across a children’s book that I just love and cherish. Mrs. Spritzer’s Garden, written by Edith Pattou. It is from this book that I realized my teaching metaphor. I am a gardener. With my tools in hand I will set out to tend to the garden. Every seed will grow if given the proper soil, water and sun. The environmental conditions may differ from school to school, or even year to year, but all students will excel if given the proper learning surroundings.
ReplyDeleteEvery garden that I will tend to will bring on different challenges and opportunities. Depending upon the grade, some years I will start with seeds, other years I will work with developed plants. Some students will come in to the classroom with roots fully grounded and secure, others will need more attention, barely hanging on with weak roots. Some will need to be repotted to allow their roots to expand, and some will need a smaller pot to feel more secure. Some plants will arrive in the classroom with rotted or polluted soil; others will show evidence of Miracle Grow. Nonetheless, each plant will need the time and attention needed to grow. The general class curriculum will give the necessary sunlight and water, yet some will drink more water than others and some will need more sunlight then others. It will be my responsibility to determine the needs of the individuals and then tend to their needs. Every day will be work in progress on the journey to growth and beauty within for all the students in the classroom, including myself.
“Thousands of candles can be lit from a single candle, and the life of the candle will not be shortened." -Buddha
ReplyDelete"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats
I believe that our learning is driven by innate curiosity. That curiosity is like a fire which must be given suitable fuel so it may continue burning. I take it as my mission to fuel the flame of curiosity in my students and to work with them to develop new ways to enrich their own inner fire.
Some students come into the classroom full blaze, and the only task is to keep feeding them as much fuel as possible. Other students come into the classroom and their fire has burned down to tiny embers. Those students must be given simple challenges so they can slowly rebuild their diminished fire. And teachers must tend to their own fires too. We must keep in touch with our natural curiosity and find appropriate challenges for it. Learning is a lifelong process for all of us. This makes it worthwhile to nourish and foster the love of learning within everyone.
So, I'm not sure I can fit a response to each of you into one long comment, so I'm going to try to break it down into parts. The first four quotes come from Xander, Carol, Andrea and Melissa.
ReplyDelete"I take it as my mission to fuel the flame of curiosity in my students and to work with them to develop new ways to enrich their own inner fire." Xander
My favorite thing about this metaphor is that it connects to passion -- your passion, Xander, for teaching, and the child's passion for learning. We all have it -- we just need to add the right fuel!! Chill
"Every garden that I will tend to will bring on different challenges and opportunities. Depending upon the grade, some years I will start with seeds, other years I will work with developed plants. Some students will come in to the classroom with roots fully grounded and secure, others will need more attention, barely hanging on with weak roots." Carol Haman
Something that touches me in this quote is the recognition of the needs for rich soil and strong roots (almost sounds biblical, huh?) Teachers have their work cut out for them, but when we view our jobs in the way this metaphor describes, we will enjoy every minute of the journey. Chill
"Yes, I found the missing piece!" As I add the final piece to the puzzle, I see my student's eyes light up in that "aha" moment. Success!" Melissa
Melissa, my favorite piece of this is the recognition that we don't get the puzzle all put together, nor even a nice box cover to use as a guide. This is a puzzle completed by two, and I suspect the "aha" upon completion belongs to both you and the student. Chill
"I believe that students come to school rich with potential and it is my responsibility as an educator to identify, uncover and build upon what already lies within them. Michelangelo worked with stone and carefully exposed the beauty that lay within each piece. My teaching style is based in this type of activity." Cathy
A beautiful metaphor -- the thought of Michaelangelo chiseling away at that raw/rough stone and creating art and figures that would live for centuries. And that's what you try to do every day -- chisel away, leave the good stuff behind, and make a difference forever. Thank you! Chill
"As a teacher, I not only instruct, differentiate, track data and scaffold my instruction, but I perform many different roles on a daily basis. I see myself as a “one man (woman) band,” the different instruments being the various hats I wear throughout the school day." Andrea
I love the one woman band metaphor! You conjure up this wonderful picture of the instruments and hats, as well as the view of the faces being changed. Each instrument's music speaks to a different child, and calls him/her into learning. And the whole time, the combination of sounds is like the diverse learners as they work in the classroom. Making music together. Chill
More posts later, I have to run now! Best to all! Have a good week!
Metaphor Responses (just a few...)
ReplyDeleteTroy – Your idea of a spark is great. Being a camper and outdoorsman, I know the importance of keep that initial spark going. In addition, before I even try and start a fire, I make sure I have the required materials right there—extra twigs, grasses, etc. As a teacher you have to stay on top of things, be well prepared, and committed to turning that spark into something amazing.
Andrea – The band metaphor was right on. I never realized the extent of the many hats one teacher wears until I started student teaching. It is hard work, but when it all comes together it is worth it.
Cathy – The block of stone metaphor (and quote) is very similar to my metaphor of foundations. But I really like the idea that within each stone block lies a statue…in every student lies the potential for a great individual…excelling in their chosen interest, embracing the idea of learning for life, and valuing and appreciating humanity.
Jeannine-
ReplyDeleteI loved the baker metaphor. Each ingredient is so important to the recipe! The analogy of knowing students background and experience to the altitude was right on. It can make or break the recipe.
Andrea-
Your one-woman band metaphor was so creative. As I am subbing, I can especially relate to this. As a manager, instructor, and relationship builder, you need to be an instrumentalist!
Carol-
I remember that book because you brought it in to a class we were in together. It is a precious book! Yes, teachers are gardeners and those 1st graders sprout so quickly and are so amazing when they do. The joy of gardening does remind me of the rewards of teaching.
ALL the metaphors were so fun to read. Thanks!
Carla-
ReplyDeleteIndeed we are detectives! Each child comes from differing backgrounds. It is our responsibility to determine each child's needs (social-emotional, educational, etc.) strenghts and weaknesses in order for them to be sucessful. There's not a better word to describe the uncovering we, as teacher's, must do.
Andrea-
I love the "one woman/man band" metaphor! It, too, is perfect for the work we do with kids. I have found myself acting as "mommy" (and I have often been called mommy inadvertantly by a child. I consider that a compliment. But aside from that, we are social workers, conecting parents with resources; phychologists, helping children to determine solutions to their problems, sometimes just listening! It's no secret that teacher's don't get paid enough for all the hats we wear...but we wouldn't be in this profession if we were looking to get rich!
Xander-
The quote "education is not the filling of a pail, but the lighting of a fire" from William Butler Yeats is profound! This describes every teacher (hopefully) in every school district as we strive to create those lifelong learners that are so frequently found in school's mission statements. For me, working with 3-5 year olds, this is my ultimate goal. I want to instill in my little ones how fun it is to learn new things, and provide them with the most positive early learning experiences so they can continue have that fire lit as they progress through their school years!
I thought how Kristen described her teaching metaphor as a “juggler” was a very creative idea, but also very true for any educator. Utilizing a “juggler” to describe her position as a special educator was a great figure of speech. From my experiences as a para-educator and a sped student teacher, special education teachers always seem to be “juggling” schedules to accommodate students, teachers and specialists. Furthermore, special education teachers are also “juggling” (modifying) daily lessons to meet the individual needs of their students.
ReplyDeleteTo me Suzanne’s metaphor was one I could really relate to. I loved how she compared and described “Teacherhood” to parenthood. I could not agree more with her about what she wrote: “Experiencing teacherhood, you get to experience the fulfillment that other people who are not teachers and/or parents will never understand. You may not get paid a lot of money, but it is worth more than money could ever buy.” I believe many times parents or guardians see their child’s teacher as a second parent. For example, they ask teachers for advice or guidance in ways to assist their child at home academically, socially and emotionally. Furthermore, as an educator I encourage, get excited and praise my students when they are successful or reach a milestone as if parents would do for their own child.
The two quotes Xander used at the beginning of his metaphor were excellent choices of quotes to the opening of his blog. My favorite quote was by William Butler, “Education is not the filling of a pail, but the lighting of a fire.” I could picture in my head Xander’s description as his “mission to fuel the flame of curiosity” in his students “and to work with them to develop new was to enrich their own inner fire.” This would be a brilliant image Xander could use to describe to his students’ as his approach to teaching.
Melissa,
ReplyDeleteI love the your perspective that you and the student are working together to add pieces to the puzzle of learning. Teaching at its best is a team effort. And, just like putting a puzzle together, we don't really know if we have the right piece until we see that it fits!
Carla,
Your metaphor reminds me that it is so important to keep a careful, watchful eye when teaching. Students will give "clues" to how they learn and what they need, but those clues are often hidden. What appears on the surface, may or may not be the solution. We must always be in the process of deliberate investigation.
Jeannine,
I relate to your metaphor as a baker and as a teacher. I have had successes and failures in both!I think that your statement that experience supports success is really important. My years in the kitchen have given me a foundation to make decisions about what I need to do. I know what works and I know what I am capable of. As a student teacher, I often felt very dependent on the curricula(recipes)because I wasn't sure what else to do. I am comforted by the idea that after years of teaching, I will have a better sense of myself and my practice.
Kristen: I really liked your "juggler" metaphor and it was one I could definitely relate to. I remember when I first began student teaching, "juggling" the students' different needs was very overwhelming! The general education classroom is like a one room schoolhouse; students' abilties differ and range from those with IEPs to those that are g/t. Your metaphor really describes how I felt at times.
ReplyDeleteSuzanne: Your metaphor really touched my heart. Teaching is very much like parenting. Not everyone can make a good parent/teacher. They are both tough jobs with huge responsibility. I especially like the statement you made about allowing children to become individuals and not molding them into something that we think is normal. That statement reminds me of Nieto; regardless of our students' culture, language, or SES, it's important to accept all students and build on thier strengths rather than think we must recreate them.
Carol: I love your metaphor. Very beautiful and inspiring! You really touched on how all students are at different levels, but regardless of where they are, it is you that must make sure that you tend to these different needs to help them grow. I have never heard of the book you made reference to, but I'm excited to read it now!
Jeannine – Describing our profession like the skill of a baker makes sense. We will all start with a recipe, but it is how we measure the ingredients, beat the batter, and fill the pan that makes the difference. We will all have to experiment and adjust the recipe depending upon the circumstances or situation, but in the end our work will be judged on taste and presentation.
ReplyDeleteT-wah – I like your cave man approach. Building and stoking the fire in a classroom to keep the fire going. I like the way you describe all the components of the campfire and how they relate to education. You indicated that if properly executed we should all bask in the heat from the fires we produce. May we all have warm and cozy camp fires.
Carla – Detective work. Yes indeed. We will always be looking for the clues to solve the mystery within. Each classroom that we enter will have it’s own personality. Sometimes the needs of our students will be obvious, other times we will need to research and question our approach to determine appropriate action.
I don’t claim to “mold” minds out of a lump of clay. I believe that students come to school rich with potential and it is my responsibility as an educator to identify, uncover and build upon what already lies within them. Michelangelo worked with stone and carefully exposed the beauty that lay within each piece. -- Cathy
ReplyDeleteI absolutely love this thought. We all have rough edges, parts we would be better off without, but it takes someone who really cares to help us to rid ourselves of those parts, and shine as all that we might be! You'll do well with this one.
In order to attain a blazing fire it must have the proper fuel in place and be tended to in a precise way.
The same is true in the classroom where each student has what I refer to as their spark. It is my job as a caveman educator to closely monitor and nurture each spark, turning it into a fire. T-Wah
T-Wah, this is so true. The vision of that spark, knowing precisely what it takes to nurture it until it flames, and knowing when to stand back and let the spark stretch its tentative spires -- that's what it's all about. I have such a great mental picture of this one!
I see my image or metaphor as being like a detective. I am always looking for clues or researching new ideas to assist my students learning. I also want to know my students’ strengths and abilities for learning; which will help me solve the case of what type of learner they are. -- Carla
Carla, This is another excellent metaphor and sounds so like a special educator. You DO have to be a detective! We don't always get enough information, or the right information about our special needs students. So, you break out that investigative toolkit, and seek the answers to what makes each student tick! Nicely done!
teachers are the human elements introducing all of the available options and guidelines for constructing safe, solid, and predictable foundations. A foundation must be level. It must be balanced. A foundation must be constructed in such a way that allows the student to easily expand. --Todd
Todd, this foundation idea is intriguing. We must select the right materials for it (oh and this makes me think of those primary level teachers), be sure that it is correctly placed for the learner, and that it will support everything that follows in his/her learning years. I enjoyed this visual!
Enough for now! More tomorrow!!
Carol
Hi All!
ReplyDeleteAll of the metaphors were original and insightful. I enjoyed reading all of them.
Jeannine- I agree with you on how important it is to know your students. What I look forward to the most in my teaching career is building relationships with my students so I can help them learn and grow to their fullest potential.
Suzanne- As a parent myself, I can completely relate to your metaphor of teaching being like parenting. I got so attached to my students during student teaching; I feel like they are my "kids." I miss them!
Xander- Your metaphor about the students coming to school full blaze and then some students barely having a flame is so true. Seeing those students have their embers reignited is what makes teaching so rewarding. I also agree with you about teachers being lifelong learners. I love to learn and that is one of the reasons why I became a teacher.
Great job everyone!
Andrea
Todd - I appreciated how you compared a student's education to a developing piece of property. I was thinking that different types of foundations are used depending on the type of soil (differentiation). As an engineer I need classroom management, instructional strategies, and content knowledge to build a safe and respectful foundation to build on. Maybe those components are the "rebar" that reinforce the foundation.
ReplyDeleteXander - "And teachers must tend to their own fires too." Thank you for reminding us. Teachers can tend to their own fire by adding logs (continuing their own professional development and seeking advice from peers). Teachers can also tend to their fire by refueling (taking a break and refreshing their outlook). Honestly, I frequently add lots of logs; but I'm not so good at refueling!
Jeanine - I loved when you said that students will "rise" and take risks. This really speaks to student achievement. I also appreciated your comment that it takes trial and error for a teacher to figure out how to best help students "rise." I must remember that it takes lots of practice to become a "Master Chef!"
Thank you everyone. The metaphors are fabulous!
Todd – I agree with your metaphor needing a solid foundation, coming from a construction background I can relate to the importance. After all, you can teach Algebra to a student who doesn’t know how to count. I like how you explain that it’s your job to keep the foundation level and balanced; that is the challenge for us teachers, to maintain that solid foundation and build it up slowly.
ReplyDeleteMelissa – The puzzle metaphor is great. It reminds me of when I used to put them together with my grandpa, for hours. It is true that students will each have their own method to finding the next piece that fits; some will look for edges, others patterns. Eventually, after enough of those “aha” moments a clear picture of success will be unveiled.
Cathy – The stone metaphor is great at describing how each student is a work of art in the rough. I like how you state that you “chip away at the barriers” to help students succeed. It’s so true, and using the stone reference reminds us that it is not an overnight process, but takes much patience.
I see myself as a "juggler." I have chosen that particular metaphor because, as a special educator, I am continuously juggling the differing needs of the students with Individual Education Plans (IEPs). Each of my students are working on different skills, --Kristen
ReplyDeleteOh, Kristen! You are so right -- I can't imagine anyone working with all the different needs of our special populations and not feeling like a juggler. You nailed this. But thank goodness there are those who choose Special Ed and thrive in that environment, as you make a real difference, one on one.
I see myself as a baker. The curriculum is my recipe, however, having possession of a recipe does not guarantee that whatever I am baking will come out right. --Jeannine
This metaphor is awesome, Jeannine. It has so many places to go. I even thought of oven temperatures, perfectly followed directions that go awry, and extensions like they even come out of the pan/cookie tin not identical. Nicely done!
First you make the big decision that you want to be a teacher/parent. You know you aren’t doing it for the money, but for the opportunity to make a difference in the world… to touch a life. It may be a tough process, but eventually you get pregnant, or hired, and there is no turning back. --Suzanne
Suzanne, They are your kids from the minute you step into a classroom with them. And we can say anything we want about "our kids" but God help anyone else who makes a rude statement about them. They are family!! Nothing so great as just closing the classroom door and teaching your kids!