Reading Analysis : ' The New Teacher '

Mr. Rose presents many descriptive vignettes of teaching professionals in his life who have influenced him both positively and negatively and whom he has retained for emulation or distinction. These characters in his life include teachers from grammar school throughout his college experience. All have in one way or another left a considerable imprint on his recollection of school and learning.

The twenty-five stories that are contained in the book, My First Year As A Teacher, are about real teachers and their experiences during the first year of teaching. Each story is different. Some are about memorable students while other stories are about some of the hardships that are encountered as a novice teacher. The diverse sampling of stories in this book gives insight of what kind of problems one might encounter as a teacher, yet they also describe how rewarding the profession can be. I found it rather difficult to choose only ten stories as my favorite but after much consideration and rereading I decided on the following stories because in many ways I could relate to the students as well as the teachers that are given life in these stories.

In Kevin Clarke’s essay from Speaking of Reading, the greatest obstruction faced by Clarke in learning to read was his own negative mindset and way of looking at himself as a reader. When Clarke was young and had just commenced reading it was evident that he had struggles and even says himself “I was too afraid I wouldn't be able to understand another book” (4). Clarke saying this illustrates that he created his own negative way of thinking by fearing failure and not understanding something which is a major obstacle for him in learning to read. In addition to this, Clarke feels as if he doesn’t have what it takes to be a superior reader and goes on to say “I assumed I was wrong...I don’t trust myself to read it right”

In American classrooms many democratic ideals are present. Each classroom may use them in different ways, but they are all around the school system. In each classroom visited during TE-100 democracy was alive. Each school proudly displayed a true democratic atmosphere from the large, diverse hallways of Grand Island Senior High, the colorful, friendly rooms of Holdrege Middle School, or the fun, interactive feel of Kenwood Elementary. In each school, students of all types were all given amazing democratic environments to learn and grow in, and are all in the process of becoming democratic citizens.

What I learned in the documentary called “The First Year” is the aspects of each teacher’s way they deal a classroom with students as first-timers. Especially when coming across to many challenges and the struggle they had during their first time ever as educators. Watching what lengths they will go to for the benefit of the students is admirable. The teachers who are into five separate schools in the Los Angeles area are known to be George Acosta who teaches English as a second language, Joy Kraft-Watts teaches high school history, Genevieve Debose teaches middle school language arts and social studies, Maurice Rabb teaches kindergarten, Nate Monley teaches fifth-grade bilingual education, and Andrew Glass teaches elementary special education.

Every character that travels down a path, that encounters obstacles on their journey, that makes sacrificial decisions faces each of these components as they undertake a life-altering quest. Often times the hero ventures out to save someone or solve a problem, but in fact, their true journey is a search for self-knowledge. Through every obstacle and road-block along the way, the character discovers more about themselves and their true identity. Though they may have journeyed across great lands to accomplish their mission, the thing they were searching for was inside of them all along; the journey and challenges only helped to reveal their real character. As explained in Thomas C. Foster’s literary criticism, How to Read Literature Like a Professor,

The exuberant and laid back Miss Hancock made for a great elementary teacher but not so much for secondary. The high school students quickly strip Miss Hancock “of [her] 15 years of overblown confidence” (77). In reality, the students need a sterner teacher that can balance laid-back with discipline. Moreover, Miss Hancock is too dependent on her confidence; as soon as her confidence is broken she becomes pathetic. A “desperate

No matter what my background and the struggles I have in life, I can use all experience as motivation and relevant opportunities to assist in teaching others. In the midst of preaching and teaching, I learned that I must always seek to make learning relevant by using real-life scenarios and illustrations. Not only that, but I must go the extra mile to ensure that I create lessons and sermons connecting with learning modalities. Moreover, I should strive to always include reluctant learnings in every learning opportunity and not single-out students because of their

A newly licensed teacher walks into her empty classroom on the first day of school. She has her curriculum guide, her pacing calendar, her unit instructional plan, and her lesson plans for the first week. She has her copies made and in her mind she has stored the countless hours’ worth of instruction she received for four years. The bell rings, and it is time for her first class. With a somewhat nervous breath, she watches as students begin pouring in.

This book helps first-year teachers synthesize strategies in teaching. It also helps first-year teachers establish an effective relationship with others.

Joanne Lipman, a middle-aged woman from New Jersey, is the author of the article Why tough teachers get good results. Working for the Wall Street Journal, Joanne finds a career in publishing, writing, and editing. While in high school, Joanne learned to play violin from a stern teacher, Jerry Kupchynsky, who valued traditional learning. Joanne states that Kupchynsky “made us rehearse until our fingers almost bled.” (Lipman, Why tough teachers get good results) Although Mr. Kupchynsky’s ways seem draconian, Joanne remarks that Jerry’s style of teaching helped her become a successful woman. Born in the baby-boomer generation, Joanne grew up with traditional learning. Teachers valued memorization and drilling, and praising students was only

What I found most significant about this reading was the idea and meaning of sexuality between both men and women. When I think of the term sexuality, I simply just think about sex. Who I have sex with and what I like during sex. From the reading, I felt like social reforms, scientists and physicians were implying that sexuality was meant for procreation and anything that prevents procreation is an abomination to sexuality. It was stated, “The conservative social reforms mounted a political battle against anything and everything that facilitated non-procreative sexual behavior, including prostitution, homosexuality, masturbation, abortion and birth control” (Bem,1993, p.82). How can you relate sexuality

My first observation experience was eye-opening. Upon my arrival to Providence Catholic High School, I only had basic knowledge about what it took to be an effective teacher. After working with many different teachers at this high school, it became evident that every teacher adopted their own style of teaching. I also began to understand that in order to be a wonderful

Reading is one of my favorite pastimes. I am a tuned-in Reader, and I appreciate well written biographies. Enjoyable reading takes my mind off school work and relaxes me. I enjoy academic reading as well, but sometimes it is intense and requires much concentration. Moreover, I am a tuned in reader when it comes to academic subject’s such as; psychology, nutrition, health and history.

When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of humor, their tactfulness, their love of the subject matter, their fanatical and sporadic behavior, or their yearning to be childish themselves, I can still remember at least one quality of every teacher I have ever encountered. Every one of these teachers conveyed subject material to their students just as they were educated and employed to do. However, I trust that every professional in the world has an abundance of opportunity for improvement; teachers could discover and improve themselves merely by having