A little about how I blog…Okay, so I’m a little OCD when it comes to reading. I read cover-to-cover. I read the Dedications and Forewords and Introductions. I read the Appendices and often look through the glossaries and citations and what-not at the end, too. I also read at the same speed at which I speak, which some folks say is kind of slow. While this has made “doing school” historically difficult for me, especially in Grad School, I think this makes me a better reader in the long run. I stop and re-read things. Sometimes I have “internal conversations” about what I’ve read at the end of a paragraph or chapter. Often I’ll type out these little conversations and process through them in the blog. I’ll use the blog to give voice to the questions that occur to me as I read, and I’ll try to let our group provide answers to those questions.
How YOU can participatePlease feel free to join us at our meetings. (See the schedule at right, please.) Don’t worry if you can’t come to every single meeting. Although, New Teachers, I’ll pay you if you do. It’s all part of my wicked plans: to help you realize your own individual style as a professional educator. Soon we’ll take over the world…!
So feel free to add your comments below, or bring your ideas to our meetings. If you don’t see a box for comments below, just click the “Comments” link at the bottom of any post and one should appear shortly. I look forward to reading the thoughts of my fellow “ramblers!”
Or, if you’d just like to follow along with the conversation (or if you don’t have time to read every page in the entire book) just follow along vicariously. Again, no big whoop.
Introductionpage xviii: “The next day I walked into that class and instantly fell in love with teaching.”
Not every educator will have the opportunity to start their own school and appear on “Oprah” and so on. However, I think – no, I’m CONFIDENT – that each of us has a story to tell, and each has the potential to be just as amazing as Ron’s.
I would love to hear about the moment when you first realized that teaching was the right thing for you. For some of us in early February of our first year in the classroom, perhaps you’re still waiting for this moment to occur – and that’s okay. In fact, it may be normal. (However, does anything in education really deserve the term, “normal”?)
So finally, Part I:
- Teach children to believe in themselves and don’t destroy the dream.
- Not every child deserves a cookie.
- Define your expectations and then raise the bar; the more you expect, the better the results will be.
- Uplift other adults who play a role in the lives of our children.
- Listen - Kind of self-explanatory, don't you think?
- Give all that you have to your children even though you will often receive nothing in return.
- Get to know your students in nonacademic settings. Ideas?
- Be selfless with your contributions to the team.
- Make it happen, Don’t give excuses; find solutions!
- Be excellent!
- Create moments that will have a lasting impact on children’s lives.
- Set the tone for a love of learning.
- Treat every child as if he or she were your own.
- Push yourself to be innovative beyond your imagination.
- Know the name of every teacher, student, parent, administrator, and board member.
- Use music to excite, motivate, and inspire.
- Know your students.
- Don’t let opportunities pass you by, even if the time, funding, and circumstances aren’t completely right.
- Make learning magical.
- Teach children that the good you do in the world comes back to you.
- Teach children to embrace their personalities and present themselves with confidence in all situations.
- Live with no fear.
- Love what your students love…
- Create lasting traditions.