Imagine It- Phase 4
Unfortunately, as an urban school teacher I have experienced similar if not all of the exact dilemmas mentioned in the book. However, two of the dilemas more so than the others resonated with me. Perhaps because these dilemmas are a seemingly daunting task that are ongoing on a continuous basis, the students and teaching in urban settings.
The first dilemma I chose is with students. Teaching in a poverty stricken neighborhood embraces all of the external problems of the the neighborhood. Those problems are amplified at the school level, and trickle down in the classroom. Thus, impacting instruction. One of the major problems students deal with is violence. Unfortunately, my students have encountered too many up close and personal experiences. These negative and violent experiences now have become the "norm". Therefore, making it extremely difficult at times to motivate and inspire them to learn. It also makes it difficult for students to even arrive at the school. Furthermore, research has shown students that come from poverty are less likely to come to school on a daily basis. We know chronic absences tend to cause students to lag academically behind their peers. In order to combat this beast, I will offer attendance incentives and utilize positive recognition when students make it to school. participate in peace circles as often as needed an implement restorative justice practices into the classroom as necessary.
The second dilemma the book discusses is teaching in urban settings with personal identity developmental issues for novice teachers. I believe veteran teachers encounter these dilemmas as well and maybe even more frequent. While all public school teachers are scrutinized nationally , neighborhood school teachers are really under the microscope. The powers that be dictate what I teach, how I teach and when I teach. Thus limiting any remote possibility for autonomy and creativity. Unfortunately, I carry the stigma of being a less than desirable teacher simply because of geographics and the dynamics of the student population I serve.
For the aforementioned reasons I too currently suffer with identity crisis. I often wonder Am I good enough? Am I making a difference? My self-esteem at one point was at an all time low. Like the students, I have witnessed the most unimaginable, and horrific incidents which I care not to mention. These incidences were traumatic, life-altering and has caused me to question my practice.
However, the only thing that keeps me going is my sincere desire to educate children. I have always wanted to teach since I was a child I believe I was ordained and called for this work. That being said, I have to keep pressing forward so that I may be a tangible testimony offering my students a ray of hope. I still believe in them. I can't control the school district policies nor its politics. Albeit I can only control the actions I take to benefit my students. Therefore, my only resolution is to continue this journey as a life-long educator in order to make me a better me. Hopefully in doing so I will continue to nurture minds in the process.
The first dilemma I chose is with students. Teaching in a poverty stricken neighborhood embraces all of the external problems of the the neighborhood. Those problems are amplified at the school level, and trickle down in the classroom. Thus, impacting instruction. One of the major problems students deal with is violence. Unfortunately, my students have encountered too many up close and personal experiences. These negative and violent experiences now have become the "norm". Therefore, making it extremely difficult at times to motivate and inspire them to learn. It also makes it difficult for students to even arrive at the school. Furthermore, research has shown students that come from poverty are less likely to come to school on a daily basis. We know chronic absences tend to cause students to lag academically behind their peers. In order to combat this beast, I will offer attendance incentives and utilize positive recognition when students make it to school. participate in peace circles as often as needed an implement restorative justice practices into the classroom as necessary.
The second dilemma the book discusses is teaching in urban settings with personal identity developmental issues for novice teachers. I believe veteran teachers encounter these dilemmas as well and maybe even more frequent. While all public school teachers are scrutinized nationally , neighborhood school teachers are really under the microscope. The powers that be dictate what I teach, how I teach and when I teach. Thus limiting any remote possibility for autonomy and creativity. Unfortunately, I carry the stigma of being a less than desirable teacher simply because of geographics and the dynamics of the student population I serve.
For the aforementioned reasons I too currently suffer with identity crisis. I often wonder Am I good enough? Am I making a difference? My self-esteem at one point was at an all time low. Like the students, I have witnessed the most unimaginable, and horrific incidents which I care not to mention. These incidences were traumatic, life-altering and has caused me to question my practice.
However, the only thing that keeps me going is my sincere desire to educate children. I have always wanted to teach since I was a child I believe I was ordained and called for this work. That being said, I have to keep pressing forward so that I may be a tangible testimony offering my students a ray of hope. I still believe in them. I can't control the school district policies nor its politics. Albeit I can only control the actions I take to benefit my students. Therefore, my only resolution is to continue this journey as a life-long educator in order to make me a better me. Hopefully in doing so I will continue to nurture minds in the process.