What Keeps Teachers Going Vs Why We Teach

Pedro Noguera, a phenomenal urban sociologist and a professor at New York University confronts the problems which exist in our nation’s education system in his book, City Schools and the American Dream: Reclaiming the Promise of Public Education. Noguera describes what he views to be the main problems facing urban education and suggests strategies for improvement. From years of experience as a teacher and school board member, he reflects on what he believes to be the real problems. Noguera blames the school’s failures on students, parents, and teachers which leads to blame local government officials or policymakers. Noguera states in City Schools and the American Dream, “The central argument of this book is that until there is a genuine commitment to address the social context of schooling — to confront the urban condition — it will be impossible to bring about significant and sustainable improvements in urban public schools” (pg.6). Noguera believes that we must address the central problem to make any type of solutions for improvement.

The purpose of this report is to show an analysis of the role and responsibilities of teachers, incorporating some research topics including codes of practice, and also the boundaries and relationship between the teaching role and other professional roles.

Every teacher’s worst nightmare – that is the setting to which Madame (whatever you do don’t call her Mrs.) Esme Raji Codell stepped into as her first job fresh out of college. In this sink or swim world Esme, unknowingly, became a lifeguard to thirty youngsters, as she seemed the only one who could protect the children from the rough waters that are inner city Chicago. Through studying her very candid and personal diary, I am awe stricken by her extraordinary display of pedagogy as she exemplifies what it truly means to be a teacher. Esme’s proficiency in her dealings with situations surrounding equity, creating a safe, relaxed and positive classroom environment, expectations as a teacher, gender, diversity learning, multicultural

Kids are in a vulnerable part of their life in elementary school. Growing up, trying to find themselves can be a huge struggle. Sometimes all they need is to know someone loves them, cares about them, and is there for them. Some kids, especially at public schools, do not always come from the best homes and families. They might not see what love should look like from their current situation, but I was able to see how much a teacher’s love can impact her students through having and observing Mrs. Greer. She taught them to love others along with so many valuable lessons. For example, there was a phrase she kept repeating: “Don’t shout out the answer because you’re taking your friend’s thoughts away.” This simple phrase teaches the kids so many things including self-control, respect, and

Today, teachers strive for the creation of positive and influential learning environments for all students. Moreover, they aim at increasing children’s chances of succeeding. They constantly re-evaluate their teaching strategies for educational improvement of students. Teachers create supportive and respectful school environment that makes students strive for more prosperous and eventually rewarding lives. According to Deborah Tannen, the teacher’s encouraging and

Teaching is not a lowly job as most people think. Teaching is a profession that is highly, commendable just like banking, nursing and other professions. However, some people often ridicule the teaching profession merely because of its poor pay, poor career prospects, not to mention the perceived monotony of the daily routine writing lesson plans and preparing lecture materials. Despite all these criticisms, not many teachers have defended themselves. However, in the article “I am not a babysitter,” Heather Robinson takes a stand to defend the teaching profession effectively by appealing to ethos, pathos and logos. This

In the newspaper article by author: Sara Drumm, “Protests outside School Board”. There is debate surrounding the issues teachers face throughout every school. Many Americans fail to realize that teaching is no easy task and that it takes full dedication as well as unique skills to teach, while masterfully controlling and executing a classroom.

Heather Ruha grew up in a “pretty rough” suburb on Chicago’s west border; this background has allowed her to connect with the hardships that her urban students face. Her interest in education was sparked by an incredibly influential teacher’s assistant in one of her classrooms, who Heather described as “giving” but always pushed her to do her best and challenge herself. She graduated from Northeastern Illinois University in Chicago with a major in Elementary Education and a minor in Psychology. Ms. Ruha has been working in the Kenosha Unified school district since 2006, originally as a teacher in elementary classrooms, until she discovered a true passion for working with middle school students.

Watson (2011) discussed the views that pre-service teachers had when it came to teaching urban students. Watson interviewed pre-service teachers who were in a teaching program that catered to the needs of urban school districts. It was observed that these candidates had preconceived notions as to what urban meant. Some teachers were in shock to find out that these students did not live up to the expectations —or lack thereof—they had set for “urban” students. None of these pre-service teachers were black with only one of sixteen being of Asian descent. The majority of the teachers interviewed wanted to teach in an urban school, but they did not want the students to be too urban (Watson, 2011).

Since my first day of grade school I have dreamt of becoming a teacher. It was not until my junior year of high school that my dream grew into a passion for wanting to teaching in an urban environment. During a field tip to a Chicago Public School, I observed that the students where clearly in an underfunded and disadvantaged environment compared to my own experience in school. The moment that I saw that teacher earning respect and influencing her students, it was obvious to me that these teachers were the most influential factor in the classroom. The teacher’s attitude and ability to influence was more important than any other resource.

Under social norms, the stigma behind teachers’ is their philosophy of teaching revolves strict social contracts within the classroom to reign control and achieve student success. In Educating Esme: Diary of a Teacher’s First Year by Esme Raji Codell, Esme provides a scope into what thoughts rumble within a teacher’s first-year experience and how there is always a way around to challenge conformity. She accredits her mentor, Ismene as her aspiration for pursuing the education profession and to firmly stand by her beliefs. She echoes Ismene’s words as “she urged me to forgive myself at the end of each day; that no single thing I could say would break a child … or make a child. Still, she taught me not to be too flippant, that, as a doctor cures

I believe my drive for wanting to become an urban teacher derives from my upbringing. I am an African American male who is himself a product of the inner-city schools, a low income, single parent house hold and a multi-ethnic underprivileged community. I am of the belief that education no longer needs to be an “elusive dream” for urban youth! Once we, as a nation, understand that every under-educated child is a national tragedy! Then we can begin to build meaningful partnerships based on trust and respect with the student, parent and community. I trust we can gain a better understanding of the dynamics impacting the urban learner by having a deeper understanding of the social, economic, societal, psychological, and environmental, forces that

I have chosen to become a teacher because I believe that education is the center of a country’s development process and prosperity. I want to be an educator to play an effective role in my society’s revival. Besides, I have always dreamed to be a teacher; it is a passion, which I truly have since I was young. The strong teaching motivation, which I have is derived from the deep belief that teachers can make a big difference in their students’ lives. In addition, I believe that teaching is a noble profession, which should be taken seriously. I know that being a teacher is never easy; it comes with high responsibilities and obstacles, but I am sure that I have suitable qualifications, which make me eligible to overcome them. Education as a basic concept in my perspective is all about developing knowledge, skills, values, ethics, physical and spiritual aspects,

Like Okonkwo, teachers can serve their students through critical reflection of their experiences and the injustices in the urban education

As children, we absorb information and learn from experiences that mold us into who we are. Many individuals impact a child’s life, but the most powerful and influential role lies in a devoted teacher, a teacher provides growth to students as a gardener would to a garden of flowers. Each child can bloom into a thriving flower so long as you water their garden with optimism, love, patience, and guidance. Throughout my educational experiences I was lucky enough to have educators who poured their knowledge and optimism into me, and now I would like to reciprocate that back to students who are in the position I was once in. Balancing life and school is hard enough for a student, but a powerful and caring teacher can steer you in the right direction. In this autobiography you will read about my educational background, experiences that influenced my decision to become a teacher, and what I believe the role of a teacher should be in a student’s life.