1.1 -- I want to become the teacher who makes literature engaging for my students, who pushes them to read and ultimately think cricially about life. I want to help students achieve more than what they or society "think" they can.
1.2 -- What I mean by...
love(ing) children means ... that I will do whatever it takes to teach them. That I will acknowledge their strengths and weaknesses and value both equally.
want(ing) to help students means ... being willing to listen to their individual needs and respond in kind with my lessons.
another reason I want to teach includes ... I know what it's like to be from a hard background. I can relate to students who are struggling and have a heart for what their lives are like.
1.3 -- loving children will sustain me if ... I only look at the positive aspects of what is going on in the classroom. won't sustain me if ... it's the only thing that I hold on to as a teacher. aside: I don't think that love of children alone can sustain me as a teacher. I think that it is certainly a part of my philosophy, however, not the primary driving force behind wanting to teach. Therefore, I'm not relying upon that factor alone to carry me through this challenging profession.
wanting to help students will sustain me if ... I pour myself into helping them regardless of their solicitation or desire for that help. I have to selflessly approach wanting to help them and focus on what they need by getting them to speak and participate. won't sustain me if ... I can't connect with the students. If nothing I do breaks through, I can see how it would be hard to continue to only want to "help" them.
1.4 -- Similarities between the statements: Both focus on the individual child. Teaching to each student, not just the "good" few.
Differences between the statements: The statement from Hammond, Wise, and Klein is much more specific in regards to approach and rationale behind their philosophy. There are specific definitions to the "love" and "help" they want for their students. It also talks about the discovery element of teaching.
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I've always found it very interesting when someone tells me they want to be a teacher because they love children. I like children, but I agree with you, it can't be the driving force for becoming a teacher. It should definitely be apart of a teacher's philosophy, but a successful teacher will need more than just love to get them through the school year. Not every student is "lovable," but I do think every student is likable if we are willing to find the likable part about them.
ReplyDeleteWhenever someone asked me why I wanted to teach, it never even occurred to me to answer because "I love kids." I didn't really even think to answer "because I want to help kids" either, so I found it fascinating that these were the two main rationales that the text essentially forced upon us. I think that looking at the many aspects of joys, as well as the frustrations, that will come from teaching and striving to balance them as you have will make it very possible for you to keep your passion alive.
ReplyDeleteI’m going to post all my comments on Chapter 1 here...You note that teachers need to be aware of what needs changing and have the courage to make those changes. Do you think teachers are responsible for developing their students as change agents? Do you think teachers need to be “socially neutral”? Why or why not? You make an interesting comment about weaknesses...what do you think it means to value students’ weaknesses in a way equal to their strengths? I appreciate your comment that teaching is more than or even different than “loving your students”. Sustainability. So important to have a sense of what will nurture you as a teacher so you can have a long and successful career in spite of challenges you might face with students. Should teaching be discovery?
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