In chapters three through five, Kathleen Cushman turns her attention to three major components of teaching at any level--namely classroom behavior (management), creating a culture of success, and working with each individual students as well as the class as a whole. She shares students' experience in both orderly/successful as well as disorderly/failing classrooms in such a way that the reader/perspective educator understands the significance of establishing the right rules & tone, being authoritative (but not callous), and setting clear expectations & goals for each student. Part of the educative process, according to Cushman, is that adolescents need to taste some success from time to time; the more the profession becomes more about completing lesson units and grading quizzes/tests and less on classroom discussion, deviating slightly from the syllabus for individual student interests, and continual student feedback/reflection, the more difficult and dull the overall teaching & classroom experience will be for all participants. In chapter five, Cushman categorizes students into seven groups (eye-roller, wallflower, hand-waver, dreamer, con artist, goof-off, and workhorse) in order to suggest the diversity of attitudes, personalities and competencies that make up a typical classroom. She also examines how this sort of array of students can alter the entire dynamic of an individual's or group's educative experience, if certain steps and actions are not carefully taken.
essential quotes:
"In math class last year we had like eighteen substitutes. One teacher would try telling us one thing and the next would tell you another thing. I stopped going to that class because I wasn't learning anything ~ Veronica " (Cushman, 57).
[This quote is personally appealing, because I have served in multiple school systems as a middle school and high school substitute teacher. I am somewhat able to understand the frustration that students, like Veronica, endure as a result of their teacher being out indefinitely on maternity leave, illness, or the like. I wish that substitutes were never needed, because I realize the lack of progress that takes place when they are filling in, but they are a necessary part of each school district.]
"We had to do math problems in groups, and each day some students had to go up and present them. If you weren't 100 percent sure, you wouldn't want to. I thought I knew it and I presented it and I was wrong. It was a terrible feeling, but the teacher did a good job of helping me get the right answer while I was up there, so I didn't have to go sit down and let someone else explain it. He asked a couple questions that helped me understand why what I did was wrong ~ Hilary" (Cushman, 64).
[I had a similar experience in Dr. Weems' class this semester when I was the only one amongst my classmates to give a response that was somewhat controversial regarding the morality of abortion. My teacher and I disagreed at first, but I was able to understand where she was coming from with her response and why I may want to reconsider my own response if I find myself in a similar situation in the near future.]
"Maybe in the beginning of the year or when you start class, say to students in a reassuring way: If you don't know the answer, it's okay; if you do, it's okay ~ Alexis" (Cushman, 70).
[From what I have observed and experienced, first impressions are extremely important for several reasons. As a teacher/authority figure, you want to be able to set the tone of your classroom or conversation, so establishing clear ground rules and demonstrating your passion for your profession are significant. Likewise, you want to create a safe learning environment for your students, so immediately informing them that you will not be making any assumptions or judgments may be beneficial to your overall relationships with your students.]
"When I don't know the material, I don't even ask questions...I don't want people to hear me talk because I don't people to notice me. I have this fear that people judge me for every little thing. I stutter when I'm nervous, so ti's a big thing for me, or I'll say a word wrong ~ Lauraliz" (Cushman, 87).
[You might as well put my name next to the end of this quote too, because this is how I have felt--and still do--about my participation in most discussions/debates in which I feel as if I can contribute very little to the conversation. Obviously, this is not usually true, but it has been a slow, and at times, grueling process that continues today. I have much sympathy for Lauraliz et al.].
"A lot of times students don't answer because it's a question where you either get it right, or wrong. Instead, ask questions where there isn't a right or wrong answer. Ask students, "What's your opinion, what matters to you? ~ Mika" (Cushman, 91).
[I like this suggestion of asking student's about their personal opinions on certain topics/issues, because this practice is great for stimulating classroom discussion and bringing these sometimes abstract/theoretical concepts to everyday life, which I always hear that students complain about].
critical questions:
question #1: Sometimes I think there is a greater need for ongoing teacher professional development, regardless of the number of years that a particular faculty member has been teaching. Do you believe this is an important need/concern or is this a waste of personal time? If so, why? If not, why not? Also, what facets/dimensions of education should the development focus on?
question #2: What has been your relationship with school counselors? positive? negative? Negligible? I strongly believe that this is a vital relationship particularly for the student which is why I am in training to become a professional school counselor. I'm curious about your own interactions with professional counselors...
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