Friday, February 18, 2011
Money Money Money: The Fabulous Financial Side of Education
Only when the last tree has died and the last river been poisoned and the last fish been caught will we realise we cannot eat money. ~Cree Indian Proverb
So money isn't exactly what you'd call "my thing". I like it, especially what you can buy and do with it. I understand that money makes the world go round, and that our lives are made much easier by having it (well, I could get all philosophical here and talk about the real conundrum that relying on money has gotten us into, but that's for another time, and perhaps another blog). I just don't particularly get it. My sister is the financial wizard in our family. And while I certainly marvel at her skills, I am quite aware of the fact that I can more easily read Dickens than a bank statement, and am more likely to invest in the complete Elvis film collection than RRSP's. My one hope is to convince some banking brainiac that I am a suitable marriage prospect, and rely on his financial savvy.
Needless to say, I was not particularly excited when I found out we were spending a class talking about financing, but realized very quickly that this was big stuff, and something I would have to comprehend, (at least slightly. ) I was not overly surprised by the breakdown of the revenues and expenses. I knew that the majority of funds came from the provincial and municipal governments, and I assumed that the costly price tag on schooling was mostly due to having to pay those oh-so-essential educators. I guess what really struck me was the incredible cost involved in providing a free public education system, and the magnitude of the decisions made by the people who decide where the money goes.
Funding for education is based yearly on a per-pupil basis, which has to be determind by September 30th, the most magical of days in the school calendar. (What I gathered from Jackie's spiel is that it is imperative to get every kid possible by this day, and to refuse entry to those requesting accomodation thereafter.) Money comes either directly from the provincial or territorial government, or through a mix of provincial transfers and local taxes collected either by the local government or by the boards with taxing powers. There is special funding for rural areas, and for students who present with special needs. Aspects such as maintenance for the buildings and equipment (including janitorial), office supplies and staff, classroom supplies and paper costs have to be considered in the yearly budget.
I know the world isn't fair, but why isn't it ever unfair in my favour? - Bill Watterson
Unfortunately, the world in which we live doesn't always give everyone equal opportunities and treatment. This is true for all aspects of education, even in the financal sector. Due to the law of efficiency, urban schools generally have more money than rural schools. This means they are able to provide better programs, and offer a wider variety of courses. This absolutely makes sense to me. But it still sucks. I grew up in a small town that did the best it could with what it had, and I appreciate that, but I still feel sorry for myself that I never got to participate in band or have a Home Economics class. (That is why I can't sew and didn't know clarinets existed until first-year university...thanks a lot disparity in the finances in our education system! Thanks to you I will never be a first-rate musician or good housewife.) Since part of the funding for schooling comes from property taxes, those who live in areas that are considered to be more valuable get more money. This also makes sense to me, but it's not fair. Fortunately, others besides me have realized the disparity in funding, and there are ways in which it is being addressed, such as through extra grants.
After an activity in which we were required to make financial cuts to a school division, I know I will never belong to a school board (or any kind of board that makes financial decisions. Whether I wanted to be or not, likely no one would let me on there once they got to know me at all.) IT WAS HARD! Like really, really hard. Every time I had made up my mind that a program should go, another group member would come up with a reason for it to stay, and I would jump on their bandwagon. (This goes back to my whole "Worst Debator in the World" title. Everything sounds good, and everything is essential and WE NEED ALL OF IT!) As much as I like to imagine a world where money doesn't really matter, and that we can all get by with sunshine, lollipops and rainbows, I know that money talks. If the funds aren't there, the program is cut. That is why school boards need to be filled with intelligent people with an uncanny ability to prioritize. What is it that our kids REALLY need? What is essential, and cannot be done without? I have gained a deeper understanding and respect for what these people have to deal with, and will definitely stop and think before I complain about a decision which was made.
While finances may not be the most riveting topic we have covered thus far, I do believe that learning about all of the aspects of the education system will help me to be the best teacher that I can be.
Cheers.
Glorious Government (or How Does One Possibly Make Governance in Education Exciting?)
Simple.
You don't.
I went and reviewed the class power point presentation on the topic... Hmm, I think it is safe to say I will not be deriving my inspiration from there. Perhaps I took brilliant notes and essentially, all I will have to do is copy and paste? Really?! Does this chicken scratch actually pass for notes? Where was my head this day? I certainly hope I will compel my future students to jot down something besides the alphabet (oh wait...I think that was supposed to be an equation of some sort?) I have to start writing legibly.
So I am required to write a blog on governance, and it's going to be dry and lousy because my brain refuses to get motivated. OH NO! What are my legions of blog-admirers (Hey Jackie and Michelle! How's it goin?) going to do? They have come to depend on me to be able to take even the driest topics and turn them into something marvelous. Maybe Jackie will forgive me for being so boring if I promise to post my remaining blogs on time? :)
Okay, so there are a number of angles from which I can consider this topic. For starters, how about an opinion angle? I like that. I'll go for Angle 1: Lindsay's (Expert) Opinion On Governance of the Canadian Education System. (I like that even more). Our system is pretty terrific if you ask me. Now, I know there will be all sorts of people who will counter that statement with brilliant and well researched arguments, BUT... all Canadians have the right to access a free public school education, and that is way more than most people in the world even dream about. As for the idea that post-secondary education in Canada should be covered for aspiring students as well, I'm not sure how I feel about that. Great idea in theory, but is it practical? Wait, I don't think I'm on topic at all. Maybe I should try another angle, perhaps one that doesn't involve me and my thoughts?
Alright. Let's start from the top.
The federal government of Canada provides financial support for postsecondary education and the teaching of the two official languages. It also provides some funding and support to the provincial and territorial governments. In addition, the federal government is responsible for the education of Registered Indian people on reserves, personnel in the armed forces and the coast guard, and inmates in federal correctional facilities.
Aboriginal Education
The federal government shares responsibility with First Nations for providing education to children ordinarily resident on reserves and attending provincial, federal, or band-operated schools. Band-operated schools located on reserves educate approximately 60 per cent of the students living on reserves, while 40 per cent go off the reserve to schools under provincial authority, usually for secondary school. First Nations children living off reserves are educated in the public elementary and secondary schools in their cities, towns, and communities, with the provinces and territories providing the majority of educational services for Aboriginal students.
Minority-Language Education
Canada is a bilingual country, and the constitution recognizes French and English as its two official languages. The Canadian Charter of Rights and Freedoms defines the conditions under which Canadians have the right to access publicly funded education in either minority language. Each province and territory has established French-language school boards to manage the French-first-language schools. In the province of Quebec, the same structure applies to education in English-first-language schools.
If I may go back to the angle from my perspective, I quite like the idea of each province or territory being responsible for its own education. I know that there are certain national standards which must be upheld (and rightly so), but there is something refreshing about knowing that each "chunk" of Canada is able to do what is best for its particular needs.
*(I might not feel this way if I had grown up in say, Saskatchewan or something, where the education system is no doubt far inferior to the one in Manitoba, but since I received the best quality education in Canada, I'm content).
Local governance of education is usually entrusted to school boards, school districts, school divisions, or district education councils. Their members are elected by public ballot. The power delegated to the local authorities is at the discretion of the provincial and territorial governments and generally consists of the operation and administration (including financial) of the group of schools within their board or division, curriculum implementation, responsibility for personnel, enrolment of students, and initiation of proposals for new construction or other major capital expenditures.
There is also the community level, which consists of Parent and Advisory Councils, and the Community Partners that support them. What is so great about the people described here is that they are volunteers. These folks are involved because they value education, and care about what is going on in the school system. They are instrumental in getting things done and raising awareness, among many other things.
Summary
Each and every person involved in the governance of education plays an important role. While some may have more influence or authority than others, the system wouldn't work very well if any one component was missing. I'm sure it has its flaws, but I think our system runs relatively smooth, and most people involved feel that it is serving the needs of our population.
Well, that was fun.
* The writer of this blog wishes to inform the reader that in no way is this statement based on fact, it was merely intended to get a rise out of any Roughrider fans that may be in our midst.
You don't.
I went and reviewed the class power point presentation on the topic... Hmm, I think it is safe to say I will not be deriving my inspiration from there. Perhaps I took brilliant notes and essentially, all I will have to do is copy and paste? Really?! Does this chicken scratch actually pass for notes? Where was my head this day? I certainly hope I will compel my future students to jot down something besides the alphabet (oh wait...I think that was supposed to be an equation of some sort?) I have to start writing legibly.
So I am required to write a blog on governance, and it's going to be dry and lousy because my brain refuses to get motivated. OH NO! What are my legions of blog-admirers (Hey Jackie and Michelle! How's it goin?) going to do? They have come to depend on me to be able to take even the driest topics and turn them into something marvelous. Maybe Jackie will forgive me for being so boring if I promise to post my remaining blogs on time? :)
Okay, so there are a number of angles from which I can consider this topic. For starters, how about an opinion angle? I like that. I'll go for Angle 1: Lindsay's (Expert) Opinion On Governance of the Canadian Education System. (I like that even more). Our system is pretty terrific if you ask me. Now, I know there will be all sorts of people who will counter that statement with brilliant and well researched arguments, BUT... all Canadians have the right to access a free public school education, and that is way more than most people in the world even dream about. As for the idea that post-secondary education in Canada should be covered for aspiring students as well, I'm not sure how I feel about that. Great idea in theory, but is it practical? Wait, I don't think I'm on topic at all. Maybe I should try another angle, perhaps one that doesn't involve me and my thoughts?
Alright. Let's start from the top.
The Federal Government
Aboriginal Education
The federal government shares responsibility with First Nations for providing education to children ordinarily resident on reserves and attending provincial, federal, or band-operated schools. Band-operated schools located on reserves educate approximately 60 per cent of the students living on reserves, while 40 per cent go off the reserve to schools under provincial authority, usually for secondary school. First Nations children living off reserves are educated in the public elementary and secondary schools in their cities, towns, and communities, with the provinces and territories providing the majority of educational services for Aboriginal students.
Minority-Language Education
Canada is a bilingual country, and the constitution recognizes French and English as its two official languages. The Canadian Charter of Rights and Freedoms defines the conditions under which Canadians have the right to access publicly funded education in either minority language. Each province and territory has established French-language school boards to manage the French-first-language schools. In the province of Quebec, the same structure applies to education in English-first-language schools.
Provincial/Territorial Government Role
Public education is provided free to all Canadians who meet various age and residence requirements. Each province and territory has one or two departments/ministries responsible for education, headed by a minister who is almost always an elected member of the legislature and appointed to the position by the government leader of the jurisdiction. Deputy ministers, who belong to the civil service, are responsible for the operation of the departments. The ministries and departments provide educational, administrative, and financial management and school support functions, and they define both the educational services to be provided and the policy and legislative frameworks.If I may go back to the angle from my perspective, I quite like the idea of each province or territory being responsible for its own education. I know that there are certain national standards which must be upheld (and rightly so), but there is something refreshing about knowing that each "chunk" of Canada is able to do what is best for its particular needs.
*(I might not feel this way if I had grown up in say, Saskatchewan or something, where the education system is no doubt far inferior to the one in Manitoba, but since I received the best quality education in Canada, I'm content).
Local Governance
Local governance of education is usually entrusted to school boards, school districts, school divisions, or district education councils. Their members are elected by public ballot. The power delegated to the local authorities is at the discretion of the provincial and territorial governments and generally consists of the operation and administration (including financial) of the group of schools within their board or division, curriculum implementation, responsibility for personnel, enrolment of students, and initiation of proposals for new construction or other major capital expenditures.
Educators (At the School Level)
This refers to maintaining the daily goings-on at school. The Principal and Vice-Principal are primarily in charge, with the teachers and professional non-teaching and support staff right underneath them. They are licensed by the provincial and territorial departments or ministries of education.Community Level
There is also the community level, which consists of Parent and Advisory Councils, and the Community Partners that support them. What is so great about the people described here is that they are volunteers. These folks are involved because they value education, and care about what is going on in the school system. They are instrumental in getting things done and raising awareness, among many other things.
Summary
Each and every person involved in the governance of education plays an important role. While some may have more influence or authority than others, the system wouldn't work very well if any one component was missing. I'm sure it has its flaws, but I think our system runs relatively smooth, and most people involved feel that it is serving the needs of our population.
Well, that was fun.
* The writer of this blog wishes to inform the reader that in no way is this statement based on fact, it was merely intended to get a rise out of any Roughrider fans that may be in our midst.
Monday, February 7, 2011
Everyone Should Be a History Major (And The World Would Be a Much Better Place).
Oh History. How I love thee. I am that girl who reads History textbooks for FUN! So now I am faced with the arduous task of making an interesting post about History? How does one make History interesting? Isn't the simple joy of learning about our glorious past enough?
No?
How can anyone not feel deeply grateful that we have come a long way from the early French Catholic tradition in education, where boys and girls were separated, and boys were given the better education? You bet your bottom dollar that makes my blood boil! Focusing on a religious and needs-based education would not be MY idea of superb schooling. Or how about those English Protestants?! They were a real fine bunch too, believing that your wealth (or lack thereof) dictated the quality of your education. (Unfortunately, this practice still exists today in many societies, including our own). At least they saw to it that everyone had some opportunity to gain knowledge, as the children of poor families were able to be educated by the church, or in 'Dame Schools'. The American loyalists who moved in weren't a whole heck of a lot better. Being British to the core, (their surrounding layers having been Americanized), they were essentially of the same mindset as the English, just more of a focus on college preparation.
Who didn't want to stand up and let out a big "WHOOP WHOOP" when we got to the section on Scottish influence?! What a progressive and brilliant band of skirt-wearing Scotties! Democratic, everyone attends, no class structure, boys and girls as one, elementary and secondary focus, science and art included...I couldn't be prouder to be able to trace my lineage back to these visionaries.
The individual provincial accounts are just as mesmerising. Quebec followed the French/Catholic model until the protestants showed up around 1760 and started forming their own schools. So there were two completely separate school systems. Sounds like the setting from a terrific turf-war movie, doesn't it?
Nova Scotia demonstrated just how gracious the British can be, when they took over the province in 1750/60 and forced the French-speakers to leave. While the Society for the Propagation of the Bible (can't you just picture these snappy stalwarts spreading the good word?) took care of the schooling, the place became re-populated with US Loyalists and those promoters of equality: The Scots! Due to their large influence, the school system in Nova Scotia became awesome (the state was responsible for the schools, and financing came from taxation based on local property assessments).
Apparently no one wanted to live in New Brunswick (reminds me of the town I grew up in), so there was plenty of space for those Union Jack-loving anti-Americans (US Loyalists) to move in and provide their upper class British education (church and state working together harmoniously) to the protestants. Then the rest of Europe decided to move in and upset the delicate balance. (BAH! Just stay in Europe why don't you?!) 1871 saw everyone come to their senses, and a free, non-religious school system funded by taxes was born.
Prince Edward Island (which will forever be my favourite province because of Anne of Green Gables and their potatoes) doesn't seem to have had anything too crazy in their path to enlightenment. Just the usual bickering between Catholics and Protestants over the role of the church in school. In 1873 they passed a Public School Act for non-denominational schools funded through taxes based on property assessment. (Gotta love those Scots!)
Now anyone who loves long-withstanding bitter feuds will adore Newfoundland! This province is terrific for so many reasons, most of all for the fact that they only joined Canada (many quite resentfully) because no one else wanted them. Who wasn't completely dumbfounded when it was brought to our attention that until as recently as 1998 there were still two entirely distinct school systems throughout the province, Protestant and Catholic? THAT takes some determination, my friend. It's nice that they were all funded though.
Labrador had some missionaries that were pretty hip for their time. While the main goal of the educators in the Church of the United Brethren (Moravian Church) was to convert the Inuit people to Christianity, they also had a strong focus on helping them to become literate in their own language. That's pretty darn noteworthy, if you ask me.
Ontario became saturated with loyalists demanding American-style grammar schools that would prepare their children for college. Everyone worked out their issues, non-denominational public schools were developed, and both public and private schools were funded. The best thing to come out of Ontario in my opinion (besides my family) was the declaration that "Whenever 20 students could be gathered together, the state will offer funding". That seems pretty reasonable to me.
The Prairies. What a fascinating expanse of farmland. They were controlled by the Hudson's Bay Company for a LONG time. They also had their typical Catholic/Protestant squabbles, and based their education around religion. 1885 saw an immigrant BOOM, and the dynamics of the prairies have never been the same. Marvelous Manitoba decided to stand out and allow some protesting Ukrainians to influence the education system (I think there was a lot of perogie-bribing going on). English would be front, right and center, but wherever ten students or more requested language accomodation, they would get it.
I totally would have been a British Columbian Gold Rusher had I been alive in the day. Must have been pretty wild in BC at the time, since 1858 saw people arrive from all over the world. These people wanted free education, thought religion should be left out, and in 1860 they got it.
Had I not been a gold rusher, I might have been a northern explorer. I dig snow. A lot. I probably wouldn't have received the greatest education though, being that the territories were too poor and sparsely populated to establish a system.
I can't imagine anyone honestly not having an interest in the history of residential schools for First Nations children. This is powerful stuff that would help anyone to have a better grasp on our society today. It all starts with the British North America Act of 1867 delegating responsibility to the individual provinces for education, but the responsibility of educating the First Nations children to the Federal government. This wasn't in their line of interest, so they passed down the responsibility to the churches, who in turn established residential schools. I'm not going to begin to get into this topic here, it could fill up a blog (or ten) by itself, but I will say that although it was tragic, wrong, and unfair, I do believe that the people involved (mostly) truly believed in what they were doing. They thought they were doing the right thing.
Our more recent history of education is full of excitement, such as advanced opportunities in education (a basic education just isn't enough anymore), women starting to fulfill the demands for more teachers (despite not being as respected as men, these working gals were real heroes), dealing with the effects of industrialization, increases in technical training, the ongoing issue of rural depopulation (again, this is a topic that needs its own blog, or ten), and students actually completing school ("Golly! They're not all farming by age nine, we need to add on another grade or two!"). Universities began offering education programs (thank goodness! Where would my life be without the Brandon University Faculty of Education?), and educational psychology and pedagogy started to be considered.
What I love about history it that it's amazing to look back and realize that these people from our past were just like us. They were doing what they felt was best for their children and their world. Someday, people will read about this piece of time in the history of education and perhaps have a laugh or two, wondering what the heck we were thinking?! We get to learn so much from the trials and tribulations of others.
Wow. That was far too much excitment for one night, all that fabulous history. I cannot wait to dream up my next post, the gloriousness of governance.
No?
How can anyone not feel deeply grateful that we have come a long way from the early French Catholic tradition in education, where boys and girls were separated, and boys were given the better education? You bet your bottom dollar that makes my blood boil! Focusing on a religious and needs-based education would not be MY idea of superb schooling. Or how about those English Protestants?! They were a real fine bunch too, believing that your wealth (or lack thereof) dictated the quality of your education. (Unfortunately, this practice still exists today in many societies, including our own). At least they saw to it that everyone had some opportunity to gain knowledge, as the children of poor families were able to be educated by the church, or in 'Dame Schools'. The American loyalists who moved in weren't a whole heck of a lot better. Being British to the core, (their surrounding layers having been Americanized), they were essentially of the same mindset as the English, just more of a focus on college preparation.
Who didn't want to stand up and let out a big "WHOOP WHOOP" when we got to the section on Scottish influence?! What a progressive and brilliant band of skirt-wearing Scotties! Democratic, everyone attends, no class structure, boys and girls as one, elementary and secondary focus, science and art included...I couldn't be prouder to be able to trace my lineage back to these visionaries.
The individual provincial accounts are just as mesmerising. Quebec followed the French/Catholic model until the protestants showed up around 1760 and started forming their own schools. So there were two completely separate school systems. Sounds like the setting from a terrific turf-war movie, doesn't it?
Nova Scotia demonstrated just how gracious the British can be, when they took over the province in 1750/60 and forced the French-speakers to leave. While the Society for the Propagation of the Bible (can't you just picture these snappy stalwarts spreading the good word?) took care of the schooling, the place became re-populated with US Loyalists and those promoters of equality: The Scots! Due to their large influence, the school system in Nova Scotia became awesome (the state was responsible for the schools, and financing came from taxation based on local property assessments).
Apparently no one wanted to live in New Brunswick (reminds me of the town I grew up in), so there was plenty of space for those Union Jack-loving anti-Americans (US Loyalists) to move in and provide their upper class British education (church and state working together harmoniously) to the protestants. Then the rest of Europe decided to move in and upset the delicate balance. (BAH! Just stay in Europe why don't you?!) 1871 saw everyone come to their senses, and a free, non-religious school system funded by taxes was born.
Prince Edward Island (which will forever be my favourite province because of Anne of Green Gables and their potatoes) doesn't seem to have had anything too crazy in their path to enlightenment. Just the usual bickering between Catholics and Protestants over the role of the church in school. In 1873 they passed a Public School Act for non-denominational schools funded through taxes based on property assessment. (Gotta love those Scots!)
Now anyone who loves long-withstanding bitter feuds will adore Newfoundland! This province is terrific for so many reasons, most of all for the fact that they only joined Canada (many quite resentfully) because no one else wanted them. Who wasn't completely dumbfounded when it was brought to our attention that until as recently as 1998 there were still two entirely distinct school systems throughout the province, Protestant and Catholic? THAT takes some determination, my friend. It's nice that they were all funded though.
Labrador had some missionaries that were pretty hip for their time. While the main goal of the educators in the Church of the United Brethren (Moravian Church) was to convert the Inuit people to Christianity, they also had a strong focus on helping them to become literate in their own language. That's pretty darn noteworthy, if you ask me.
Ontario became saturated with loyalists demanding American-style grammar schools that would prepare their children for college. Everyone worked out their issues, non-denominational public schools were developed, and both public and private schools were funded. The best thing to come out of Ontario in my opinion (besides my family) was the declaration that "Whenever 20 students could be gathered together, the state will offer funding". That seems pretty reasonable to me.
The Prairies. What a fascinating expanse of farmland. They were controlled by the Hudson's Bay Company for a LONG time. They also had their typical Catholic/Protestant squabbles, and based their education around religion. 1885 saw an immigrant BOOM, and the dynamics of the prairies have never been the same. Marvelous Manitoba decided to stand out and allow some protesting Ukrainians to influence the education system (I think there was a lot of perogie-bribing going on). English would be front, right and center, but wherever ten students or more requested language accomodation, they would get it.
I totally would have been a British Columbian Gold Rusher had I been alive in the day. Must have been pretty wild in BC at the time, since 1858 saw people arrive from all over the world. These people wanted free education, thought religion should be left out, and in 1860 they got it.
Had I not been a gold rusher, I might have been a northern explorer. I dig snow. A lot. I probably wouldn't have received the greatest education though, being that the territories were too poor and sparsely populated to establish a system.
I can't imagine anyone honestly not having an interest in the history of residential schools for First Nations children. This is powerful stuff that would help anyone to have a better grasp on our society today. It all starts with the British North America Act of 1867 delegating responsibility to the individual provinces for education, but the responsibility of educating the First Nations children to the Federal government. This wasn't in their line of interest, so they passed down the responsibility to the churches, who in turn established residential schools. I'm not going to begin to get into this topic here, it could fill up a blog (or ten) by itself, but I will say that although it was tragic, wrong, and unfair, I do believe that the people involved (mostly) truly believed in what they were doing. They thought they were doing the right thing.
Our more recent history of education is full of excitement, such as advanced opportunities in education (a basic education just isn't enough anymore), women starting to fulfill the demands for more teachers (despite not being as respected as men, these working gals were real heroes), dealing with the effects of industrialization, increases in technical training, the ongoing issue of rural depopulation (again, this is a topic that needs its own blog, or ten), and students actually completing school ("Golly! They're not all farming by age nine, we need to add on another grade or two!"). Universities began offering education programs (thank goodness! Where would my life be without the Brandon University Faculty of Education?), and educational psychology and pedagogy started to be considered.
What I love about history it that it's amazing to look back and realize that these people from our past were just like us. They were doing what they felt was best for their children and their world. Someday, people will read about this piece of time in the history of education and perhaps have a laugh or two, wondering what the heck we were thinking?! We get to learn so much from the trials and tribulations of others.
Wow. That was far too much excitment for one night, all that fabulous history. I cannot wait to dream up my next post, the gloriousness of governance.
Wednesday, January 26, 2011
MTS: How They Will Conduct Your Code (and How YOU Can Code Your Conduct!)
I was a fairly moderate, quiet child, who kept most of my opinions inside and didn't seem to get too riled up about things (except for when it came to anything to do with my sister, but that's a whole other story). Occasionally, something would come up that would ignite my passion, and I would feel the need to share my perspective with anyone who would listen to me (or not. Whatever.) Like when I decided I was born in the wrong century, and was actually supposed to be Laura Ingalls Wilder. Or my lasting infatuation with Kevin Costner, the only man worthy of my affections (yah, I was eight.) In my mind woodticks were the epitome of evil, and I was convinced they were out to get me. Above all, I became animated about unions. I'm not sure where exactly it came from, but I felt very strongly that unions were bad news, and I was proud to state that I would never, EVER work in something as awful as a unionized job. I remember being absolutely baffled that grownups would get so mad at their boss that they would refuse to work, and march around wearing silly signs trying to arouse sympathy for their cause. "Can't they resolve things in a peaceful and mature manner?" I asked my mother. She, ever wise and thoughtful, responded "They have tried that dear. And this is a peaceful manner. They are just showing their bosses that they are serious. Unions are a good thing, they stick up for the rights of the worker." I remained unconvinced. So nurses would strike and leave people to die just for more money? City workers would leave garbage and allow unbelievable filth to spread just because they wanted shorter working hours? BLASPHEMY! Where were the hard-working, non-complaining and loyal heroes of my youth? (Fred Penner would NEVER deprive his fans of his music no matter how bad things got, he understood his show was providing an essential service). What was wrong with these yahoos?! "People just don't work like they used to...always wanting more...now the dock workers and the railways, how is a farmer supposed to make a decent living with everyone striking along the way?" I heard my Grandpa tell my Dad, feeding fuel to my fire. I think what bothered me the most is that there is no choice. You are forced to join the union, pay for it, and then you HAVE to do what they tell you to do. If they decide to strike, you have to as well! Whether you believe it is the right thing to do or not. I firmly believed our society had a human rights disaster on its hands. What had happened to freedom of speech and choice?!
Here I am, several years later, about to join the Manitoba Teacher's Society and its gasp! U-N-I-O-N.
The Manitoba Teachers' Society is the collective bargaining and professional development organization for all of Manitoba's 15,000 public school teachers. Founded in 1919, the Society provides assistance to local associations in collective bargaining, offers professional development workshops and lobbies government on legislation that affects education, students and teachers. (Alright, that doesn't sound too bad. I think that's a nice little introduction).
The Manitoba Teachers’ Society is dedicated to safeguarding the welfare of teachers, the status of the teaching profession and the cause of public education in Manitoba. (Okay, it wouldn't be so bad to have someone watching my back. Sounds like these people might know what they're doing).
In fact, the more I read about the society, the more I like it. Their goals are thoughtful and well-written. The Code of Professional Practice is more than something I will just adhere to, it is a code I can be proud of. There is nothing in this document which I feel the need to dispute, since I fortunately agree with all of the points made. While I think all thirteen points outlined are important, I find the first six to resonate more strongly with me, due to their more personal nature. To me, this code outlines how teachers should behave, interact with others, and what is required of them. It lets the public know what they should be able to expect from the people left in charge of their most precious possessions seven hours a day, five days a week. As long as you adhere to the code, you never have to be alone in dealing with issues, MTS is there for you! The Code of Professional Practice holds teachers to a high standard, which I believe should be expected by the parents, students, colleagues, society in general, and of yourself. Teachers need a set of rules to abide by, and a way to be held accountable for their actions.
Fortunately for myself (and those who know me), I have gradually come to my senses, and my opinions have matured considerably. I now know I would not have made a good pioneer. My ridiculously picky eating habits would have seen me either starve, or most likely be abandoned by any sane pioneer parents. Although Kevin Costner made the greatest Robin Hood, Matt Damon or Ewan MacGregor are far more suitable marriage prospects (the fact that they are both happily married does not deter me. (Eye on the prize Lindsay, eye on the prize). I still find woodticks to be pretty awful, but I know they are just as likely to attack you as me. Most importantly, I have finally realized that unions are not such a terrible thing after all. In fact, they are pretty alright. I am lucky to have grown up in a country where women are respected as equals. I am fortunate that my parents value education, and made my dreams of going to a post-secondary institution a priority. And I will have a real advantage in the workplace because of the strong union and respectable society I belong to.
Here I am, several years later, about to join the Manitoba Teacher's Society and its gasp! U-N-I-O-N.
The Manitoba Teachers' Society is the collective bargaining and professional development organization for all of Manitoba's 15,000 public school teachers. Founded in 1919, the Society provides assistance to local associations in collective bargaining, offers professional development workshops and lobbies government on legislation that affects education, students and teachers. (Alright, that doesn't sound too bad. I think that's a nice little introduction).
The Manitoba Teachers’ Society is dedicated to safeguarding the welfare of teachers, the status of the teaching profession and the cause of public education in Manitoba. (Okay, it wouldn't be so bad to have someone watching my back. Sounds like these people might know what they're doing).
In fact, the more I read about the society, the more I like it. Their goals are thoughtful and well-written. The Code of Professional Practice is more than something I will just adhere to, it is a code I can be proud of. There is nothing in this document which I feel the need to dispute, since I fortunately agree with all of the points made. While I think all thirteen points outlined are important, I find the first six to resonate more strongly with me, due to their more personal nature. To me, this code outlines how teachers should behave, interact with others, and what is required of them. It lets the public know what they should be able to expect from the people left in charge of their most precious possessions seven hours a day, five days a week. As long as you adhere to the code, you never have to be alone in dealing with issues, MTS is there for you! The Code of Professional Practice holds teachers to a high standard, which I believe should be expected by the parents, students, colleagues, society in general, and of yourself. Teachers need a set of rules to abide by, and a way to be held accountable for their actions.
Fortunately for myself (and those who know me), I have gradually come to my senses, and my opinions have matured considerably. I now know I would not have made a good pioneer. My ridiculously picky eating habits would have seen me either starve, or most likely be abandoned by any sane pioneer parents. Although Kevin Costner made the greatest Robin Hood, Matt Damon or Ewan MacGregor are far more suitable marriage prospects (the fact that they are both happily married does not deter me. (Eye on the prize Lindsay, eye on the prize). I still find woodticks to be pretty awful, but I know they are just as likely to attack you as me. Most importantly, I have finally realized that unions are not such a terrible thing after all. In fact, they are pretty alright. I am lucky to have grown up in a country where women are respected as equals. I am fortunate that my parents value education, and made my dreams of going to a post-secondary institution a priority. And I will have a real advantage in the workplace because of the strong union and respectable society I belong to.
Tuesday, January 25, 2011
...O is for Omnipotent, P is for Professional...(The ABC's of Teacher Qualities)
As I sit here in my fuzzy purple housecoat, sipping on herbal tea and munching on apple slices, I ponder what it means to be a professional (and how awesome it would be if I had real food in my apartment).
PROFESSIONALISM...What does it mean to me? When I was asked this question in class, I was quite surprised by how stumped I was. "Umm, well, it means to be...ahh, ummm, professional." As our group talked it through we came up with some pretty good descriptive words, but I still didn't feel as though I had fully grasped the essence of the term. After spending the weekend with four of the most special people that I know, I think I have come up with a definition that is wholly my own.
My Dad is one of the most remarkably professional people I know. He is incredibly hard-working and driven. My father is the guy that every employer wishes they had on their team (unfortunately for all of you employers out there, he is a die-hard farmer who only works for himself...and my mother of course : P). It doesn't matter if it's -50 or +40 degrees celsius, my father is out there pulling calves and building bins, whatever needs to be done. If he didn't have such an impressive appetite, we might not have seen much of him as kids. He gives 110% to every job that he takes on, making sure that he gets it done right. If he's unsure of how to do something, he will figure it out. He takes his time to ensure that the job is done properly. My Dad has many impressive qualities, but there are two I admire above all:
Honesty is always the best policy. This is my father's guiding principle in life, something he preached to my siblings and I from day one. He treats everyone in his life with respect and courtesy, and in turn, all who know him admire and respect him.
Patience is the companion of wisdom - St. Augustine. My father is the most remarkably patient person I have ever known (and most likely ever will know). His calm and relaxed manner have served our family well over the years, when he has had to put up with three highly energetic and inventive children, a chronically late wife, pushy pigs, too many cows, and many other situations which I shall not acquaint others with here, but make me realize what a saint my father is. If I have ended up with a fraction of my father's patience, I am going to be a heck of a teacher, let me tell you. Nothing is going to faze this lady.
Despite her serious inability to arrive anywhere on time (luckily she's a charmer, so no one can stay mad at her for long), my mother is the person I most aspire to be like. She is thoughtful, friendly, intelligent, meticulous with detail...the list goes on and on. One of my favourite things about my Mom is that she always looks the part. She looks like a Mom. She looks amazing in coveralls and rubber boots when she's being a farmer, and she looks like a teacher when she goes to school. Image is important, whether we like it or not. Even children will judge you (sometimes the harshest) based on how you put yourself together. The best thing about my Mom, however, is how much she cares. She is an Educational Assistant, and I am pretty sure the teachers and students she works with are the luckiest ones in Manitoba. She cares about her job, about her colleagues, and above all, about the students she works with. She is constantly thinking about ways she can improve herself in regards to her work. She pays close attention to detail, and is always looking out for the best interests of her students. She commits herself to her job and the people she works for with such merit, it inspires me.
My sister. I am certain it will make her ( and her husband, our parents, our brother, most people who know her..) giggle to know that I am including her in my definition of professionalism, but she is one of a kind, and deserves this recognition. I am pleased to say there is nobody in the world quite like my sister (which is a good thing, because the world certainly could not handle two of her). Her commitment to her work is legendary in our part of the province. She will bend over backwards for her employers and the people she serves. I have seen her in action, and she really is a marvel to behold (I honestly watched her help some customers in the Credit Union one time while I was waiting for her to finish work, and I had to refrain from bragging to the rest of the people in line that the amazing teller at the front was MY sister.) She knows what she is doing. No matter what job she has decided to tackle, she takes it seriously, and does her research. Whether she is serving drinks at the bar (despite her personal choice not to consume alcohol, my sister knows every drink combination out there), advising Credit Union customers (this girl is a financial wizard I tell you, she has saved many a bank account), or arranging tables for a banquet (she has some serious style) my sister knows everything there is to know about it. Although she is undoubtedly employee of the year no matter where she works, my sister is also aware of her personal rights in the workplace. She is not afraid to stand up for herself, or for her fellow employees, when she feels something is inappropriate or wrong. She knows who she is, and what her rights as a worker and as a Canadian citizen are. In addition to many of the wonderful qualities I attributed to my parents which my sister also exemplifies, she is passionate, determined and confident. She possesses so many of the outstanding attributes I hope to one day be able to put on my "Professional Qualities" list.
Last, but certainly not least, my little brother rounds out my definition of professionalism. In addition to being one of my favourite people, he's also a great role model for professional character. My brother is always eager to learn. Self-growth and maturation are important for him, as they should be. His employer this past summer described him as a sponge: "He just soaks up everything you say, and then BAM! He's got it!" He knows that you have to evolve with the job, that you can't just get to a certain point and assume you know it all. My brother recognizes that as human beings, we are never finished learning, and he doesn't want to be! He's already looking into new programs he would like to get into after he graduates with his Agriculture diploma this spring. My brother's most apparent quality (one, which beyond him, is not a strong point in our family, I'm afraid) is organization. This kid is on top of things. His room is clean and orderly. He knows where his things are. He makes use of his agenda, and is aware of upcoming tests and projects, school events, family get-togethers, and most importantly for a university student, social engagments. He gets his sense of time management from his father (one essential component my sister and I missed out on - thanks Mom!), and never reneges on any of his commitments. My brother's best attribute (while not at the top of my professionalism list, but certainly on my "Awesome Person" or "Great Teacher" description) is his sense of humour. He has this wonderful ability to make everyone around him laugh, a skill which alludes me, but that I greatly admire.
There you have it. I have most likely created the longest definition of professionalism ever, but it's a pretty hefty subject, once you really get into it. I quite like Sergiovanni's Four Commitments to Professionalism: Commitment to Caring, Commitment to Practice in Exemplary Ways, Commitment to One's Own Practice, But Also to the Practice Itself, and Commitment to Valued Social Ends, and think that my fabulous family exemplifies all these commitments and then some.
As I put on my fuzzy purple slippers and head to the kitchen to feed my cats in the hope that they will stop ripping apart my couch cushions, I reflect on my chosen career and all of the "professionalism" that is required of me. Luckily for this lady, I am surrounded by exemplary professionals who will not hesitate to lavish me with guidance and support.
PROFESSIONALISM...What does it mean to me? When I was asked this question in class, I was quite surprised by how stumped I was. "Umm, well, it means to be...ahh, ummm, professional." As our group talked it through we came up with some pretty good descriptive words, but I still didn't feel as though I had fully grasped the essence of the term. After spending the weekend with four of the most special people that I know, I think I have come up with a definition that is wholly my own.
My Dad is one of the most remarkably professional people I know. He is incredibly hard-working and driven. My father is the guy that every employer wishes they had on their team (unfortunately for all of you employers out there, he is a die-hard farmer who only works for himself...and my mother of course : P). It doesn't matter if it's -50 or +40 degrees celsius, my father is out there pulling calves and building bins, whatever needs to be done. If he didn't have such an impressive appetite, we might not have seen much of him as kids. He gives 110% to every job that he takes on, making sure that he gets it done right. If he's unsure of how to do something, he will figure it out. He takes his time to ensure that the job is done properly. My Dad has many impressive qualities, but there are two I admire above all:
Honesty is always the best policy. This is my father's guiding principle in life, something he preached to my siblings and I from day one. He treats everyone in his life with respect and courtesy, and in turn, all who know him admire and respect him.
Patience is the companion of wisdom - St. Augustine. My father is the most remarkably patient person I have ever known (and most likely ever will know). His calm and relaxed manner have served our family well over the years, when he has had to put up with three highly energetic and inventive children, a chronically late wife, pushy pigs, too many cows, and many other situations which I shall not acquaint others with here, but make me realize what a saint my father is. If I have ended up with a fraction of my father's patience, I am going to be a heck of a teacher, let me tell you. Nothing is going to faze this lady.
Despite her serious inability to arrive anywhere on time (luckily she's a charmer, so no one can stay mad at her for long), my mother is the person I most aspire to be like. She is thoughtful, friendly, intelligent, meticulous with detail...the list goes on and on. One of my favourite things about my Mom is that she always looks the part. She looks like a Mom. She looks amazing in coveralls and rubber boots when she's being a farmer, and she looks like a teacher when she goes to school. Image is important, whether we like it or not. Even children will judge you (sometimes the harshest) based on how you put yourself together. The best thing about my Mom, however, is how much she cares. She is an Educational Assistant, and I am pretty sure the teachers and students she works with are the luckiest ones in Manitoba. She cares about her job, about her colleagues, and above all, about the students she works with. She is constantly thinking about ways she can improve herself in regards to her work. She pays close attention to detail, and is always looking out for the best interests of her students. She commits herself to her job and the people she works for with such merit, it inspires me.
My sister. I am certain it will make her ( and her husband, our parents, our brother, most people who know her..) giggle to know that I am including her in my definition of professionalism, but she is one of a kind, and deserves this recognition. I am pleased to say there is nobody in the world quite like my sister (which is a good thing, because the world certainly could not handle two of her). Her commitment to her work is legendary in our part of the province. She will bend over backwards for her employers and the people she serves. I have seen her in action, and she really is a marvel to behold (I honestly watched her help some customers in the Credit Union one time while I was waiting for her to finish work, and I had to refrain from bragging to the rest of the people in line that the amazing teller at the front was MY sister.) She knows what she is doing. No matter what job she has decided to tackle, she takes it seriously, and does her research. Whether she is serving drinks at the bar (despite her personal choice not to consume alcohol, my sister knows every drink combination out there), advising Credit Union customers (this girl is a financial wizard I tell you, she has saved many a bank account), or arranging tables for a banquet (she has some serious style) my sister knows everything there is to know about it. Although she is undoubtedly employee of the year no matter where she works, my sister is also aware of her personal rights in the workplace. She is not afraid to stand up for herself, or for her fellow employees, when she feels something is inappropriate or wrong. She knows who she is, and what her rights as a worker and as a Canadian citizen are. In addition to many of the wonderful qualities I attributed to my parents which my sister also exemplifies, she is passionate, determined and confident. She possesses so many of the outstanding attributes I hope to one day be able to put on my "Professional Qualities" list.
Last, but certainly not least, my little brother rounds out my definition of professionalism. In addition to being one of my favourite people, he's also a great role model for professional character. My brother is always eager to learn. Self-growth and maturation are important for him, as they should be. His employer this past summer described him as a sponge: "He just soaks up everything you say, and then BAM! He's got it!" He knows that you have to evolve with the job, that you can't just get to a certain point and assume you know it all. My brother recognizes that as human beings, we are never finished learning, and he doesn't want to be! He's already looking into new programs he would like to get into after he graduates with his Agriculture diploma this spring. My brother's most apparent quality (one, which beyond him, is not a strong point in our family, I'm afraid) is organization. This kid is on top of things. His room is clean and orderly. He knows where his things are. He makes use of his agenda, and is aware of upcoming tests and projects, school events, family get-togethers, and most importantly for a university student, social engagments. He gets his sense of time management from his father (one essential component my sister and I missed out on - thanks Mom!), and never reneges on any of his commitments. My brother's best attribute (while not at the top of my professionalism list, but certainly on my "Awesome Person" or "Great Teacher" description) is his sense of humour. He has this wonderful ability to make everyone around him laugh, a skill which alludes me, but that I greatly admire.
There you have it. I have most likely created the longest definition of professionalism ever, but it's a pretty hefty subject, once you really get into it. I quite like Sergiovanni's Four Commitments to Professionalism: Commitment to Caring, Commitment to Practice in Exemplary Ways, Commitment to One's Own Practice, But Also to the Practice Itself, and Commitment to Valued Social Ends, and think that my fabulous family exemplifies all these commitments and then some.
As I put on my fuzzy purple slippers and head to the kitchen to feed my cats in the hope that they will stop ripping apart my couch cushions, I reflect on my chosen career and all of the "professionalism" that is required of me. Luckily for this lady, I am surrounded by exemplary professionals who will not hesitate to lavish me with guidance and support.
Monday, January 17, 2011
Subject Knowledge Verses Professional Knowledge
I love debates. I think they are fascinating. I love good debaters even more. There are very few people whom I admire more than someone who can argue that black is white, and manage to convince you because they are just that good at making a point.
Unfortunately, I don't have a decent debating bone in my body. I could blame it on the fact that my high school never had a debate team, or that my parents taught me arguing wasn't a very nice thing to do. Or, I could just admit that I am not meant to be a debater. I have never really been able to pick one side of an argument and stick with it. I'll feel fairly confident with what myself and my team have come up with, but usually within about five minutes I'm extremely impressed with the points made by the other team and I conclude that we should all just meet in the middle somewhere and celebrate that we are all smart and came up with good points. I've even applauded for opposing team members when they say something I think is terrific, and surrendered in the middle of a debate because I thought people were getting too passionate. Needless to say, no one really wants me on their debate team. Go figure.
For me, the question of subject vs. professional knowledge...which is more important? is no different. I think they're both essential.
Subject knowledge is incredibly important, and surprisingly I feel a lot of people don't realize this. For me personally, I wanted my teachers to be smarter than me. I wanted them to know the answers to the questions I had, and if they didn't, I wanted them to at least make an educated guess. Some would argue that in elementary school, this doesn't matter as much. I don't agree. Of course you don't have to be an expert in every subject you are going to be covering, but it's important that you know what you're talking about. I think passion about a subject falls into this category. Of course your students are going to notice if you're passionate about a subject, and your students are bound to learn more from you if you are.
A former teacher of mine was one of the best teachers I've ever had because she was so passionate. She LOVED science. She brought in animals and cool books, she showed us slides, and took us on awesome field trips. None of us were science enthusiasts by any stretch of the imagination, but that year she ignited a passion in all of us for the scientific world. She was careful to find a scientific level she could relate to all of us on: She made me feel like the coolest girl in the world because on occasion, salamanders would get into my basement. (I honestly believed that was something to be proud of until I was in grade eight or something ridiculous like that. ) After that awesome year, my interest in science gradually faded away to the point of sheer annoyance with the whole subject in my middle school years.
On the opposite end of the spectrum, I once had a math teacher whom I will politely describe as incapable of doing math. She had all the essentials of teaching down pat. She knew all of the curriculum guidelines, she knew all of the tips and tricks, and she had studied the textbook thoroughly. Any administrator or colleague would tell you she was a fine example of a professional teacher. There was only one problem: she didn't get math. Now, she could use an example out a textbook, write it up on the board, and show us the answer. However, try plugging a seven in instead of a nine, and this woman's world was thrown upside down. She could struggle through what was required of her as a teacher in the subject, but she certainly didn't inspire anyone in math that year, or the next few that we were stuck with her. Some might argue that when a teacher has struggled with a subject, it's all the better for him/her to teach it to you. The teacher understands that you have difficulties, and can show you different methods to work through them because he/she has had difficulties too! This is all fine and dandy, unless the teacher is so busy trying to figure the subject out him/herself, he/she is unable to teach it to you. Or has you so confused by the end (after attemping and erasing the work to the question numerous times, and arriving at totally different answers every time) that you're really not even sure what it is you're supposed to be learning. To this day, I have a three-year blank period when it comes to math. That's not to say it's all her fault. I could have pursued math interests on my own time. I could have signed up for an extra tutorial with a willing teacher or I could have tried to learn the concepts on my own. I'm just saying, she will always be thought of as a terrible teacher in my mind, and it's not because she wasn't thoroughly educated in the professional knowledge sector.
That all being said, I really think that professional knowledge is just as, if not more important than subject knowledge. Just because you are really bright in a certain subject, or even in general, it does not mean that you will be a great teacher. Far from it. Many of the smartest people I know are terrible teachers (fortunately, most of them recognized this and have no desire to be in the teaching profession). To a certain extent, I do believe that if you have the basics of teaching down pat, you should be able to teach most subjects. For most people, it is probably much easier to take a crash course in a subject (whoops! Didn't realize that this new position included high school chemistry...I was a biology kind of kid...) than it is to take a crash course in teaching (hmmm, I've spent my whole life working in a library archiving pictures. It should be no problem for me to brush up on my teaching skills and take on this English position. I love to read, and really, how hard can teaching 23 thirteen and fourteen year-olds be?).
As our class debate illustrated, it really wouldn't work to focus on simply one aspect or the other. The best teachers are the ones able to combine both excellence in subject knowledge and professional knowledge.
Unfortunately, I don't have a decent debating bone in my body. I could blame it on the fact that my high school never had a debate team, or that my parents taught me arguing wasn't a very nice thing to do. Or, I could just admit that I am not meant to be a debater. I have never really been able to pick one side of an argument and stick with it. I'll feel fairly confident with what myself and my team have come up with, but usually within about five minutes I'm extremely impressed with the points made by the other team and I conclude that we should all just meet in the middle somewhere and celebrate that we are all smart and came up with good points. I've even applauded for opposing team members when they say something I think is terrific, and surrendered in the middle of a debate because I thought people were getting too passionate. Needless to say, no one really wants me on their debate team. Go figure.
For me, the question of subject vs. professional knowledge...which is more important? is no different. I think they're both essential.
Subject knowledge is incredibly important, and surprisingly I feel a lot of people don't realize this. For me personally, I wanted my teachers to be smarter than me. I wanted them to know the answers to the questions I had, and if they didn't, I wanted them to at least make an educated guess. Some would argue that in elementary school, this doesn't matter as much. I don't agree. Of course you don't have to be an expert in every subject you are going to be covering, but it's important that you know what you're talking about. I think passion about a subject falls into this category. Of course your students are going to notice if you're passionate about a subject, and your students are bound to learn more from you if you are.
A former teacher of mine was one of the best teachers I've ever had because she was so passionate. She LOVED science. She brought in animals and cool books, she showed us slides, and took us on awesome field trips. None of us were science enthusiasts by any stretch of the imagination, but that year she ignited a passion in all of us for the scientific world. She was careful to find a scientific level she could relate to all of us on: She made me feel like the coolest girl in the world because on occasion, salamanders would get into my basement. (I honestly believed that was something to be proud of until I was in grade eight or something ridiculous like that. ) After that awesome year, my interest in science gradually faded away to the point of sheer annoyance with the whole subject in my middle school years.
On the opposite end of the spectrum, I once had a math teacher whom I will politely describe as incapable of doing math. She had all the essentials of teaching down pat. She knew all of the curriculum guidelines, she knew all of the tips and tricks, and she had studied the textbook thoroughly. Any administrator or colleague would tell you she was a fine example of a professional teacher. There was only one problem: she didn't get math. Now, she could use an example out a textbook, write it up on the board, and show us the answer. However, try plugging a seven in instead of a nine, and this woman's world was thrown upside down. She could struggle through what was required of her as a teacher in the subject, but she certainly didn't inspire anyone in math that year, or the next few that we were stuck with her. Some might argue that when a teacher has struggled with a subject, it's all the better for him/her to teach it to you. The teacher understands that you have difficulties, and can show you different methods to work through them because he/she has had difficulties too! This is all fine and dandy, unless the teacher is so busy trying to figure the subject out him/herself, he/she is unable to teach it to you. Or has you so confused by the end (after attemping and erasing the work to the question numerous times, and arriving at totally different answers every time) that you're really not even sure what it is you're supposed to be learning. To this day, I have a three-year blank period when it comes to math. That's not to say it's all her fault. I could have pursued math interests on my own time. I could have signed up for an extra tutorial with a willing teacher or I could have tried to learn the concepts on my own. I'm just saying, she will always be thought of as a terrible teacher in my mind, and it's not because she wasn't thoroughly educated in the professional knowledge sector.
That all being said, I really think that professional knowledge is just as, if not more important than subject knowledge. Just because you are really bright in a certain subject, or even in general, it does not mean that you will be a great teacher. Far from it. Many of the smartest people I know are terrible teachers (fortunately, most of them recognized this and have no desire to be in the teaching profession). To a certain extent, I do believe that if you have the basics of teaching down pat, you should be able to teach most subjects. For most people, it is probably much easier to take a crash course in a subject (whoops! Didn't realize that this new position included high school chemistry...I was a biology kind of kid...) than it is to take a crash course in teaching (hmmm, I've spent my whole life working in a library archiving pictures. It should be no problem for me to brush up on my teaching skills and take on this English position. I love to read, and really, how hard can teaching 23 thirteen and fourteen year-olds be?).
As our class debate illustrated, it really wouldn't work to focus on simply one aspect or the other. The best teachers are the ones able to combine both excellence in subject knowledge and professional knowledge.
FISH! Philosophy
* Be There
* Play
* Make Their Day
* Choose Your Attitude
The idea of FISH! is pretty basic. It's based upon the work motto of the fishmongers at Pikes Place Fish Market in Seattle, Washington. It's simple, clear, and to the point. And it's AWESOME!
Be There
This refers to the concept of being emotionally present for people. For myself, this is the key aspect of the whole philosophy. I believe it is of utmost importance that we are emotionally invested in the people we interact with daily. It is much easier to make positive progress with people if they feel you are interested in them and their well-being, and they are able to communicate and relate to you on some kind of level.
Play
This idea emphasizes being creative, enthusiastic, and having fun. Unfortunately, beyond childhood, I think many people tend to forget the importance of having fun. Something as simple as a smile can make someone else's day. Many of us are at our best when we're playing. Everyone needs to experience play, at every age. Most people will learn more when they're having a good time. Work doesn't even feel like work when you're having fun. Find ways to incorporate more fun and play into your day, you won't be sorry!
Make Their Day
This statement is all about finding simple ways to serve or delight people in a meaningful, memorable way. Doing something for somebody else simply for the sake of making them happy, and not expecting something in return. What a wonderful feeling it is to do something good for another person! Your day is bound to go a whole lot smoother if those around you are in good spirits as well.
Choose Your Attitude
This concept focuses on taking responsibility for how you respond to what life sends your way.
"I discovered I always have choices and sometimes it's only a choice of attitude." - Judith M. Knowlton. As Ms. Knowlton so brilliantly states, it's not always up to us when it comes to the things that happen in our lives. We can, however, always choose how we are going to react to these things, and that makes all of the difference. Choose to be miserable, or choose to be happy. Choose to return a rude comment from a student, or choose to compliment them instead. Anything can be super if you put a smile on your face, and convince yourself it's going to be.
One of the things that is so great about this philosophy is that it is extremely broad. It can be used to improve a workplace, a classroom setting, dynamics in a home or for relationships in general. Plain and simply, it just helps the world to be a better place.
* Play
* Make Their Day
* Choose Your Attitude
The idea of FISH! is pretty basic. It's based upon the work motto of the fishmongers at Pikes Place Fish Market in Seattle, Washington. It's simple, clear, and to the point. And it's AWESOME!
Be There
This refers to the concept of being emotionally present for people. For myself, this is the key aspect of the whole philosophy. I believe it is of utmost importance that we are emotionally invested in the people we interact with daily. It is much easier to make positive progress with people if they feel you are interested in them and their well-being, and they are able to communicate and relate to you on some kind of level.
Play
This idea emphasizes being creative, enthusiastic, and having fun. Unfortunately, beyond childhood, I think many people tend to forget the importance of having fun. Something as simple as a smile can make someone else's day. Many of us are at our best when we're playing. Everyone needs to experience play, at every age. Most people will learn more when they're having a good time. Work doesn't even feel like work when you're having fun. Find ways to incorporate more fun and play into your day, you won't be sorry!
Make Their Day
This statement is all about finding simple ways to serve or delight people in a meaningful, memorable way. Doing something for somebody else simply for the sake of making them happy, and not expecting something in return. What a wonderful feeling it is to do something good for another person! Your day is bound to go a whole lot smoother if those around you are in good spirits as well.
Choose Your Attitude
This concept focuses on taking responsibility for how you respond to what life sends your way.
"I discovered I always have choices and sometimes it's only a choice of attitude." - Judith M. Knowlton. As Ms. Knowlton so brilliantly states, it's not always up to us when it comes to the things that happen in our lives. We can, however, always choose how we are going to react to these things, and that makes all of the difference. Choose to be miserable, or choose to be happy. Choose to return a rude comment from a student, or choose to compliment them instead. Anything can be super if you put a smile on your face, and convince yourself it's going to be.
One of the things that is so great about this philosophy is that it is extremely broad. It can be used to improve a workplace, a classroom setting, dynamics in a home or for relationships in general. Plain and simply, it just helps the world to be a better place.
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