Jim's Work

As a teacher you encounter and interact with hundreds of students each day with complex and unique personalities. A student of mine named Jim (alias) is incredibly smart but his study habits leave a lot to be desired. Jim can ace difficult tests with ease but he finds it nearly impossible to turn in his homework on time. At open house Jim's father explained that he will study for a subject but cannot bring himself to actually complete work because he can't focus. For about two weeks now I have been hounding Jim to finish a Geography project to no avail. When I asked him why he hasn't turned it in yet he told me, "Mr. Clay... I just can't bring myself to do it, I got so many things running through my head at once, I don't know how to control it." How do you respond to that? I wanted to help him but I was clueless as to how. I told him that I would remind him every day until it was complete. The following day he comes into class and hands me a sketch of earth that was obviously created during Adisvory period (home room). We then began a conversation that went like this:

"Jim, this is your project?"
"I'm sorry my project is so crappy Mr. Clay."
"Try that again Jim."
"Sorry its so crappy."
"One more time without cussing."
"This is a really crappy project...crap ill try better next time."

Jim is now on a progress report; all of his homework assignments are checked and signed off by his parents before he turns them in. In the end I am glad that Jim cares about finishing his assignments and has the support to do so.

PENN GSE v. TFA

I am currently three months into my Masters program in secondary education at Penn Graduate School of Education (GSE). Prior to entering GSE I participated in a program called Teach For America (TFA) where I taught in urban Miami for two years. Teaching in urban Miami was painful and challenging yet highly rewarding. I am glad that I did it but afterwards I decided to take a year off from teaching. Although my teaching experience ended on a high note I didn't know if teaching was for me. I didn't know if I could be in a constant state of stress for the rest of my life. I didn't feel like I was trained enough to meet the challenges that my students posed. Although TFA did have the option to get a masters at a local university it was not required mostly due to lax state standards on certification (that may have changed by now).

So why did I decide to come back to teaching? Teaching is one of the few professions where you are constantly stimulated and challenged. You have to be on your toes all of the time, you have to be ready to ask questions, you have to bring energy and excitement to your subject, you have to be organized, you have to constantly assess what your students have learned, you have to make your students think. Working in an office hardly compares to the excitement and enjoyment of teaching. So here I am.

I chose Penn GSE because the program seemed best able to prepare me for the pressures of being a teacher. Having had teaching experience I knew that I wanted to enter a program that offered a lot of support. My TFA experience did not offer the type of support that I receive from Penn GSE. I teach with an excellent teacher who mentors and critiques me everyday, a penn mentor visits my class once a week to offer feedback and my classwork constantly reflects upon my teaching experience and gives me tools that I can use in the classroom. Receiving support and feedback has been important in my decision to continue in education.

Is one program better than the other? That's for you to decide. I do know that teaching is more enjoyable now than than when I participated in TFA.