Leave the Books at School?

I may be a little naive, but we haven't yet reached the technological plateau where actual textbooks are no longer needed, right? There are a lot of good qualities about public schools in which I have substituted in Mobile County, but I have struggled to find justification for one issue--leaving books at school.

Block scheduling offers four classes each day for every student. I substituted for a Special Education paraprofessional recently and was able to sit in regular teachers' classrooms. I thought the teachers did a good job for what one could ask of them. How can the school board, school administration, parents, and anyone else responsible, expect teachers to efficiently educate their students, who have so much potential, by requiring to keep their shared textbooks under their respective desks in the classroom?

I know the issue is money. But, seriously--where are priorities? I was raised in rural Indiana. I had other family members in other parts of the state. Since then, I've substituted in south Mississippi and northern Alabama. I have never previously noticed teachers demanding young people keep their textbooks at school.

If teachers cannot send books home with students, they tend to use classroom time to teach the textbook. Instead, ideally, students should use time at home to use the book, and teachers should spend time at school being able to teach supplementary material.

If this is as big of a problem as I believe it is, we need to do something to fix it. If it remains a problem when I begin my professional career, I will have to find some solution, at least for my classroom. I'd like to challenge my students. Let's make it possible for them to take their books home to study.

Special Moments

My Spring 2010 course schedule is light, so I have had increased opportunities to substitute in Mobile County Public Schools.

I visited the main offices of some area schools today to request my name be added to their master substitute lists. Mobile County uses an automatic system, called Subfinder, which calls potential substitutes to inform them of positions that need filled. Substitutes may also view and select positions on Subfinder's website. It's actually a neat, useful system, but I have not always been able to find a suitable, nearby position.

At one of the local schools I visited today, a secretary asked if there was a class, such as P.E., for which I would not be interested in subbing. I said there is not. At this point in preparing for my career, I believe it is important to get a varied perspective of education. In my five years of experience in substitute teaching, I have filled positions from grades 2-12. I have subbed in virtually every discipline (math, science, language arts, P.E., Spanish, etc.). I have taught in alternative schools and filled roles in Special Education classrooms.

Special Education. This leads me to another recent experience. I recently substituted at Baker High School in one of its Special Education classes. I was very impressed by the classroom aides and nurse who provide special, individualized assistance to the students. They were kind and helpful, and they clearly demonstrated that they love what they do. The students in the classroom were respectful, hard-working, and inspiring.

In this classroom, one student, a very bright 15-year-old boy, told me about his love for music and movies, among other things. He said he wanted to write songs some day to express the way he often feels, especially as a result of his physical challenges. It wasn't long until he asked me to get a piece of paper and a pen so that I could write the lyrics down for him. He gave the thoughts and words; I helped him with the placement of the lyrics, and we finished one song, and began another. He seemed to really appreciate my help. When I went to school that day, I didn't realize I would be writing song lyrics, but I'm glad I did. I wasn't comfortable at first, and honestly, I wasn't sure if I wanted to leave my comfort zone to do something in which I was not experienced. Those were some special moments.

A Classroom with a Tech Twist

Should classrooms today exist identically formatted to classrooms decades ago? Are we to ignore in the classroom the vast technological tools available to us? I believe a classroom should have a tech literate teacher who will implement all sorts of technology along with the primary subjects of their lessons.

In my future classroom, I think it will be great to incorporate blogging, podcasting/vodcasting, Google Docs, Geocaching, Smart Boards, Skype, and more. These things could easily become distractions, so I will carefully use them.

These and other tech twists, if used correctly, can only enhance the students' knowledge and conviction. Some of these methods could also be used to communicate virtues and vices of students with their parents. Without a tech twist to the classroom, students may become bored and, in turn, lose interest in their studies.

My Turn to Teaching: A Change of Course

If someone were to have asked me ten years ago, when I was nearing my high school graduation, what my college major would be, I would have told them something different than the route that I am currently pursuing. I initially set out to major in Computer Information Systems in a school in Tennessee. After rethinking my direction and interests, I determined to attend a vocational school in which I could be trained to preach in churches of Christ. While working as an evangelist has been very rewarding, I have wanted to also fulfill my intentions to obtain a bachelor's degree. My choice of discipline: Secondary Education, English/Language Arts. Those who knew me in the beginning might not have assumed I would become an English/Literature teacher, but as I learned and matured over the past several years, begun a family, and experienced various challenges, I believe it is a charted course that will not change.

Despite having technology as an integral part of my life, Computer Information Systems was no longer relevant, to me. Furthermore, I have not planned to cease my work as an evangelist for the smaller congregation with whom I work, but found that establishing a career in education will supplement my overall ambitions to help others become educated and useful citizens and to use my talents to influence others for good. I have always respected teachers, but have not necessarily always loved teaching. It is a love that has grown on me, starting from a heightened desire to learn and fondnesses I have for reading and writing and stimulating others to think creatively.

So, today I am attending the University of South Alabama. I am excitedly looking forward to the future and working towards graduating in approximately 2011-2012. At the present, I could see myself returning to USA to pursue a master's degree in Administration.

Taught to Teach, Learning to Learn

There should always be a time when every student becomes a teacher, even though he or she may not do so, professionally. The difficulty in the student's transition to teaching is the temptation to forsake learning. Teachers should not forget the pupils' perspective. Students rely on their teachers for motivation, guidance, and correction. They expect their teachers to have a wide knowledge of subjects discussed in classes, but it is impossible for teachers to be so resourceful in they do not seek to learn for themselves. I am convinced that if teachers choose to stop learning, they choose to stop helping their students to do so.

Students are taught to teach. Whether they will end up teaching themselves, their families, small groups at work, young students, or some other audience, they will be teachers. Likewise, their learning in school is also preparation for ongoing learning throughout life, including their time as teachers. I have always been taught that it is impossible to remember the answer to every question that one is asked, but that the best factor to remember where to look to find the answers.

Everyone, regardless of occupation, needs to be a life-long learner, not only being taught to teach, but learning to learn.

Gaining Classroom Experience

For my first post in my professional blog, I think I will begin with a few words about my experience as a teacher. Although I have not yet begun my student teaching, I have been involved with teaching for several years.

Since graduating high school in Indiana in 2001, I have lived in four other states: Tennessee, Florida, Mississippi, and Alabama. I have substituted in both Mississippi and Alabama, and I have loved it. I am currently a substitute teacher for the Mobile County, Alabama public schools. To date, these are the Mobile County schools at which I've worked: Hankins MS, Semmes MS, Hillsdale MS, Baker HS, Theodore HS, Montgomery HS, Bryant HS, and LaFlore HS. I have previously substituted for schools in Calhoun County, including Saks MS, Saks HS, Weaver HS, Wellborn HS, and Pleasant Valley HS. When living in Mississippi, I substituted at several elementary, middle, and high schools in the city of Gulfport and Harrison County.

I have mostly seen very well-run classrooms with considerably bright, interested students. To broaden my teaching perspective, I have also purposefully chosen schools at which to work that represent diversity in student and faculty makeup. Although most experiences have been good, the few exceptions have demonstrated to me the constant need in all schools to facilitate improvement.

As a side note, I have professionally taught for more than six years in a distinctly different field. I have worked with three different churches as a local evangelist, developing my public and personal teaching skills with people of all ages.