EDU 6134 Professional Issues Reflection

8. 2 Growing and Developing Professionally

Teachers occupy a position of trust. They are upheld as role models within the community and as such bound by a high moral code of ethics and policies. Throughout this course, we have discussed the underlying responsibilities and trouble areas teachers encounter. Beneath the designing of lessons and tests, there lies an array of policies and procedures that a new teacher needs to be aware of. These policies and responsibilities govern many aspects of the teaching profession including interactions with parents and students, collaboration with colleagues, reporting suspected abuse or neglect, and pursuing professional development.

One topic covered that has really stuck with me is the isolation factor of teaching. “It is ironic that in a profession which is so centered around human interaction, teachers can find themselves feeling very isolated in their environment” (Teacher Isolation). Every teacher behind a closed door does not promote a sense of comradery. All teachers, especially new teachers, need support and a chance to connect with one another. The push for teacher collaboration and communication within schools and in the teaching field in general seems a necessary step in education reform and with today’s technology is readily available. There is a multitude of organizations and online teaching communities teachers can join. Teacher collaboration is beneficial not only to teacher development but also student success. (Desimone 2011). The article by Brown (2012), Now that I Know, relates the importance of new teachers to make connections with colleagues to “pick colleagues’ brains, figure out what works, and apply it to your class” (p. 27). Meaningful collaboration in staff meetings, as well as, grade level team meetings has really been a guiding force in my first year of teaching.  Discussions with and observations of colleagues has been an informal but powerful part of my developing professionally, as well as, in building my “teaching persona”. I have been observed by many members of my school’s administration, colleagues, and an ESD coach. I look forward to them sitting in and giving me real time feedback, so I can improve my teaching ability.  I always welcome feedback, and I can see how I have improved my teaching instruction and classroom management through their advice and feedback.

Another area I found enlightening was the legalities involved in teaching. Teachers are responsible for student well-being. This idea pertains not only to classroom and academics but to the mental and physical well-being of students. Teachers are by law “mandatory reporters” of child abuse, violence, and neglect, as such, teachers need to be cognizant of the legal nuances and responsibilities that accompany their profession. Federal laws set forth that “Agency and school personnel are legally and ethically obligated to safeguard the confidentiality of student data” (Protecting the Privacy of Student Records). Understanding the responsibilities and procedures for maintaining student confidentiality and reporting suspected child abuse or neglect are critical elements of a teacher’s professional responsibilities.  

Overall, this course has illustrated that teaching is a “profession” with an emphasis on how to establish a professional persona and what it means to be part of a community of professionals. It has provided an understanding of my role and work as a teacher in regards to legal and ethical issues within the school and community.

Reference

Brown, D. (2012, May). Now That I know. Educational Leadership 69 (8), 24-28.

Desimone, L. M. (2011). A Primer on Effective Professional Development. Phi Delta Kappan, 92(6), 68-71. doi:10.1177/003172171109200616

Protecting the Privacy of Student Records: Guidelines for Education Agencies. (n.d.). Retrieved November 25, 2016, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=97527

Teacher Isolation. (n.d.). Retrieved November 25, 2016, from http://www.educ.ualberta.ca/staff/olenka.bilash/Best of Bilash/isolation.html

5. Learning Environment: the teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.4 Managing Student Behavior:

For students to be successful the teacher must first create a classroom environment that is safe for all students and that nurtures learning.  Good classroom management is a necessity for an effective classroom in which learning takes place. Classroom management is “the actions and strategies teachers use to solve the problem of order in classrooms” (Emmer and Stough, pg. 103) and is focused on what and how students “do” things in the classroom. For a classroom to run smoothly, students must be informed as to what is expected of them.  Expectations must be clear and precise. It is also beneficial for students to feel involved in the process, providing them with a sense of control in their classroom life.

 Recently, I was fortunate enough to observe a coworker’s classroom and was impressed with the discussion/management strategy I encountered there. The classroom was an eighth-grade Social Studies classroom studying the Constitution and people’s rights. Using the lesson topic of rights, the teacher allowed students to express their grievances and wants, as well as, propose changes to classroom expectations. For example, the students wanted the ability to keep their binders on their tables during class. The established class rule prohibited this. The teacher amended the class rule providing the students could show responsibility and not have their binders be distractions. The teacher provided clear and precise expectations of how and when binders are used in order for students to maintain their new right. The teacher in this regard gave the students a sense of voice and control in their classroom life.

Another inspired and creative use of classroom management was this teacher’s Samurai Wall. In establishing student expectations at the beginning of the year, this teacher used Samurai warriors and their code of honor as a basis of behaviors and respect expected in his classroom. The teacher created a Samurai Wall in which all student’s names were placed. Students then maintain their place on the wall with positive behavior. Multiple negative behaviors result in being removed from the wall. Students then must earn back their “honor” through positive actions. This method of classroom management both reinforces positive behaviors and requires the student to reflect on their actions.

In my own classroom, I can employ the same technique of discussing expectations and allowing students a voice. A regularly scheduled meeting for expectation management would also be beneficial. It would include both me expressing areas of my concern and my students expressing their thoughts and concerns. A guiding though in my future classroom management strategies is  just as students learn through trial and error so too do teachers. Teachers must be willing to try various strategies, make errors, and try again to find the strategies and techniques that work best for instruction and assessment in their classrooms.  Classroom dynamics are apt to change throughout the year, expectations need to be revisited, re-established and amended keeping in mind the needs of all students.

Reference

Emmer, E. T., & Stough, L. M. (2001). Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education. Educational Psychologist, 36(2), 103-112. doi:10.1207/s15326985ep3602_5