Teaching: We Enjoy It Today, But What About Tomorrow?

Last week when I began studying Freire, I was reminded of a documentary I once saw: Waiting for Superman by Davis Guggenheim. This film talks about reforming the educational system. . .So, I watched the documentary again and began thinking how tough it would be to teach in that environment. As graduate students studying pedagogy, we know the goal should be to help students gain knowledge. Eventually, we will earn teaching jobs, but we may work for a school system that doesn’t have our same focus. We are motivated now, but how will we feel after teaching for a few years? How will we stay motivated? 

Experts and other professionals have advice for us (as future teachers):

Image Source: FreeDigitalPhotos.net

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     Inspire your students to learn and give them hope. Mr. Kevin Bibo, Assistant Principal in CA, is motivated by listening to his student’s ideas. He also adds that he acts as if the “best days are still ahead of us.”

• Side Note: Freire would probably point out that dialogue is a necessary part of Mr. Bibo’s method. Without dialogue, teachers won’t know what kinds of experience and knowledge students already have; therefore, they won’t know how to help them grow.

·    Participate in stress management programs. Dr. Deborah Kipps-Vaughan, Associate Professor in VA, suggests teachers “participate in something for themselves,” such as stress management programs sponsored by the school. If the school doesn’t offer a program like this, teachers should talk with the principal or school psychologist.  

• Side Note: Dr. Kipps-Vaughan also points out that principals will often need to encourage and motivate us, as future teachers, to participate in these type of programs. One reason we might need this encouragement is because (in this situation) we become the “student” who needs to learn to manage our stress, which is a new skill. 

·    Avoid “we” vs. “them mentality. The U.S. Department of Education suggests that everyone (teachers, school administrators, parents, etc.) work together to build trust. We do this by identifying common values, getting to know each other, and collaborating.

• Side Note: We also learned from Plax and Kearney (1990) to remove the “we-they” culture because it alienates people and puts others on the defensive. We want to join students in their academic journey—not just narrate at them. Freire (1970) would agree with these ideas; he wrote about getting away from the teacher-student contradiction by engaging in dialogue.

Discussion Question: Did you see the documentary? If so, what do you think about Ms. Michelle Rhee’s efforts?  

ts

#disclosureanddialogue

Resources:

Bibo, K. How to Find Inspiration to Teach. Teaching Community. Retrieved from http://teaching.monster.com/education/articles/7799-how-to-find-inspiration-to-teach

Chilcott, L. (Producer), Guggenheim, D. (Director). Waiting for Superman (Motion picture). (2010). United States: Paramount Pictures.

Freire, P. (1970). Pedagogy of the Oppressed. New York: Bloomsbury.

Kipps-Vaughan, D. (2013). Supporting Teachers Through Stress Management. Principal Leadership. Retrieved from http://www.nasponline.org/resources/principals/January_13_Teacher_Stress.pdf 

Rawich (2011). Blackboard Stock Photo Image ID 10025967. FreeDigitalPhotos.net. Retrieved from http://www.freedigitalphotos.net/images/Education_g314-Blackboard_p25967.html

U.S. Department of Education. (2013). We’re all in this together – Getting rid of “us” vs. “them.” Homeroom. The Official Blog of the U.S. Department of Education. Retrieved from http://blog.ed.gov/2013/10/were-all-in-this-together-getting-rid-of-us-vs-them/