Mr. Who ???

When I came into class the student teacher gave me a note card and syllabus and asked me to find my new seat on the overhead. What was wrong with my old seat? Why is he changing things? And what happened to Mr. Frank, I don't even see him in here today. Is he sick?

The preclass is the same old thing. "Date and answer every question please." That's all the new guy says. Do this, do that. I'm sitting next to David. Great. The teacher is telling me that I have two more minutes to finish my preclass but I barely just sat down. One of the questions on the preclass asks me what two college's I want to go to. He let's me know that I have one more minute to finish so I take my pen out and start to answer the questions. Yesterday we had a classroom college fair, so we got to see all different types of colleges in the area. I really liked Penn State. I think I have a good shot of getting in there. I need to bring my GPA up though. He... what's his name? Mr. Clay tells me that its important. Mr. Clay walks around the room and asks for the college's that we're interested in. I want to ask him what kind of SAT scores you need to go to Penn State but I don't raise my hand, although I think he might know.

He gives us a four page syllabus! For the next three weeks! To top it off we have two homework assignments this weekend. I know we do because its on the syllabus. In big bold print and everything. It even tells us when it's due. Great. That's too much homework. I have to pick my sister up from school too.

In the middle of class he moves us into our groups and gives us a review sheet of the syllabus. He listed our group members in the syllabus too. I'm sitting with pretty much the same people sitting around me so we begin working on the review sheet. He says we have five minutes but if we take our time I'm sure that he'll forget. He comes over to ask us if we have any questions and I begin working but I just fake it. Sure enough five minutes later he begins reviewing the worksheet with us.

He finishes up the class by having us draw a circle on a paper and putting our names in the middle. He tells us to put the things that are most important to us towards the circle and things that are less important further away. We share in our groups and it turns out that David isn't Puerto Rican, he's from Venezuela. Lastly, he gives us our homework assignment this weekend. "Describe what event has influenced you the most up to right now?" Write one full page, single spaced, due Monday. I'm not doing this, I hate writing. He excuses us and there is a line at the door. Students are turning in their classwork. I get to the door and Mr. Clay tells me "Beatriz, have a good day, I look forward to reading your essay on Monday." And then he shakes my hand. Maybe I'll do my homework. Maybe.

Inequality and History

It's important to understand that Penn GSE's teacher education program is committed to social justice and examining how teaching is a powerful tool in creating social change. As a part of our commitment to social change this past week my entire cohort (secondary teachers) left our teaching duties to attend a workshop called "Facing History." The topic of the workshop was the Eugenics movement in the United States beginning in the 1880's. You might be asking yourself; "why in the world would you take a week off from teaching to study the Eugenics movement?" We did it for two reasons. To examine the role and cause of racism in our country and to learn from excellent teachers (our workshop leaders).

If you're looking for a teacher ed. program where you sit, listen and observe before you begin teaching, Penn GSE isn't for you. Our program is built around interaction with peers and professors. We talk, we talk a lot and we aren't afraid to voice our opinions. Were we always like this? Nope. The program pushes you to express your opinions and to think about your role in the classroom, school and society.

So, at "facing history" when the topic came up about the inferior quality of education between predominately white and predominately African-American schools in Boston, Massachusetts we expressed outrage. We wanted to find a solution. How can you have two schools that receive the same amount of money be so different academically? Some of my peers expressed frustration with the quality of teaching at the African-American school. A video about the schools explained that teachers at the African-American school told students "I'm just here for a check." How can students learn when teachers are not supportive and not holding students to high standards? It was hard for us to realize that the teachers and administrators might be the main source of the inequality.

You have to look at yourself in the mirror before you form an opinion about anything. This program teaches you to reflect. As painful as it is to glare at your deficiencies this program teaches you to do just that. Our history explains who we are today. To omit facts about history like the eugenics movement or to omit the reality of segregation in public schools only serves to perpetuate inequality. You can't accept inequality, you have to change it, you have to give everyone the same opportunities. Are you willing to step up to the challenge?

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.