Chapter Two
Teaching Stories
U.S. Public School Teachers… by the numbers
• Female: 70 %
• Caucasian: 87%
• Married: 73%
• Under age 30: 10%
• Ages 30-39: 21%
• Ages 40-49: 27%
• Ages 50 and over: 42%
• Master’s degree or higher: 60%
What do these numbers mean?
• Teacher workforce doesn’t match the growing diversity of the student
body;
• More men are teaching than were 5 years ago;
• More teachers have at least a Masters degree today than they did 5
years ago.
Why do people become teachers?
• They really liked school!
• They care deeply about children and adolescents!
• They want to make a contribution to the social good.
Joys of Teaching
• Most exciting aspects of teaching?
– That aha! moment when students “get it,” especially if they’ve been
struggling
– Possibilities of each new day, new year
– Student growth
– My growth
Some of the Challenges
• Keeping current with recording data; attendance, grades, progress
reports;
• Meeting expectations of state testing protocols.
• Being over-prepared each day!
Other Challenges
• Your salary is not what you hoped it would be.
• The students’ parents are very demanding.
• The administration is not as supportive as you hoped.
• Building relationships with colleagues is sometimes difficult.
Add to Your Teaching Philosophy
• Who we are influences what we do
– A teacher who’s a musician might use music in his lessons in ways you
cannot, no matter how much you wish you could;
– A teacher who loves sports may use local ball games to make a point in
class.
“Hidden Curriculum”
• Social norms (or “culture”) of your classroom and school taught through:
– Your interactions with students
– Communication of expectations regarding student achievement &
demeanor
– Your passion for teaching & learning
Possible Support for Teachers
• Colleagues
• Mentors (inc. your college professors)
• Administrators
• Students
• Parents
• Other community members
Mentor Programs (“Induction”)
• Goal: Acclimate and help you become a reflective teacher who responds
to students’ diverse cultural, social, linguistic backgrounds
• Program generally offers:
– Mentor (trained master teacher)
– Weekly participant sharing meetings
Field Placement
• Teacher candidates’ experiences in actual school in grade of their choice
• Begin as observers, then become participant- observers, then teach
lessons
– Perhaps for only 20 hours.
• Student teaching required for certification in many states
“To Teach Is to Learn”
• Globalization affects students & teachers
– Changing interests, access to information
– Teachers must constantly adapt, ask “what will work best for these
students today?”
• “Learning community”: Classroom(s) or school organized to promote
active learning, collaboration between teacher & students, sense that everyone
is a learner
Professional Development
• Lifelong improvement of skills, knowledge
– Advanced formal courses
– “In-service” experiences
– Personal reading, reflection, & analysis
– Conferences
– Membership in professional organization
– Informal experiences (museums)
• $ incentives for annual continuing education offered in many districts
Prof. Development resources
• American Federation of Teachers
• National Education Association
• National Assoc. for Ed. of Young Children
• eduScapes
• National Council for the Social Studies
• National Council of Teachers of English
• National Science Teachers Association
• National Council of Teachers of Mathematics
What does it take to be a teacher?
• In addition to our earlier thoughts:
– Self-reflection
– Good analytical skills
– Desire to be a lifelong learner
– Hard work and preparation
– Centered presence in classroom
