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Interviewing the school while they are interviewing me

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Relationship building has been slow working under my mentor teacher. I would likepy spend much more time up front developing relationships to be able to build the trust and engagement necessary for high school kids, or anyone, to risk trying and messing up in front of others. I have built trust and care over time with the class, talking with each and every student over the course of a week or two, personally, outside of just calling on them. As expected, some students have also attempted to abuse this by pushing boundaries and misbehaving when my mentor teacher is not around.

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2. Being at my high school has really taught me how I don't want to be as a teacher. Many of my coworkers are super strict and often kids get the support they need. -s

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1) Relationship building has been lovely! I've enjoyed connecting with students. Some students who are going through a lot of and managing heavy loads on their mental healths are very inclined to connect with teachers, and I wish I could support them more.

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3. Many of the math concepts I teach are something I haven’t thought about in the last few decades. I have had to relearn things from when I was a kid, but it’s easier this time because the path was already there once. It takes a lot more to teach math than to simply do well on tests only worrying about myself.

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2. I would say my sense of belonging. I learned where I am seen and where I am not. That awareness shaped my identity around culture, background, interests, and purpose. Now that I have been at that my placement for two years many students tell me that I am one of the few teachers that understands them. NP

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1. I am still working on building relationships with students. I feel like I am so busy with coursework and working on my teaching skills that relationship building has unfortunately taken a back burner. I also feel like I need boundaries in terms of relationships in order to practice classroom management.

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2. I have relearned how much I thrive when my days are structured. Having a structure to work within allows me to be more flexible in the moment and adapt more quickly and positively to change. This also serves as a good reminder of how important clear expectations and classroom systems are for my students.

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1. Relationship building at my school has been great so far. I feel like I have gotten to know so many of my students. It has been hard though in the sense that I am so busy between the work, temple responsibilities, and my personal life. I miss opportunities to go to school functions and sporting events which I know would mean a lot to many of the kids.

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1. I've found it easy to build relationships with the students at my school. I just talk to them about things they are interested in or whatever problems they are having. Sr.

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1. it’s been going great! I might not have a relationship with every single student but i was very intentional about my initial actions to make connections. I feel like i’m still building those relationships, and I don’t have a problem with that. I think that because i’m younger than my mentor it is a little easier because they feel a little more comfortable to share things with me rather than share with my mentor. KC

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I learned that I’m definitely old now

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2. One thing I feel like I have learned about myself through working in school and engaging with students is the importance of being confident in who you are, purposefully cheesy, and embracing/acknowledging our differences rather than trying to skip over them. I also think that while there are things about myself that I would love to change, modeling yourself as a confident person who knows their shit inside and out is awesome. AB

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Question #1: Relationship building has vastly improved with my students from social relationships to professional relationships and that has allowed everyone to find the fine line of interacting professionally and socially as teacher and a support system even a friend. LG

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1. very positive. We have a great environment between students and teachers.. wish we weren’t closing 🥺

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4. Co-planning and reflecting with my mentor teacher

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2. I learned integrating authenticity into my identity is one of the key components to becoming successful in this field. My identity also includes being empathetic and understanding that I have the power to make a change, even if it’s one student.

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I couldn’t find what this was in reference to

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Tell them to give time lol

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Not coming in scared cause the kids know

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Being perceived as my existence being inherently racist/transphobic

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Carrying transparency throughout the teaching journey.

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Transitioning into the classroom smoothly, recalling everything that has been learned.

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managing my coursework while remaining fully attentive and present with my mentor and students in the classroom

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15

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18

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Not knowing my subject well enough to teach my students.

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Understanding that identity is different for everyone.

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My fear is getting behind in my class load.

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Don't expect your students to do something that you won't/can't do.

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My biggest concern is with the Temple workload. I'm excited to get in the classroom.

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Not really. I’m just sad we ran out of time and weren’t able to explore more of the powerpoint.

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Take risks with your students! I mean, be willing to be open and vulnerable so that they can do the same.

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I really wonder what teacher I’m going to be once I stand in front of the future students and teach. I’m afraid that I will struggle to apply all of the useful knowledge given to me in my teaching (like, is all of this “being mindful” in many different aspects easier said than done, or is it luckily just trivial if you simply care are compassionate enough?)

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Balancing the work and job expectations

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My greatest takeaway is that your identity as a teachers is important in understanding how to connect with your students and earn that trust to build that relationship.

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Love the identity template

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Balancing Temple classes and contributing in the classroom.

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My greatest wonder is the I’m excited and also concerned to learn as much as I can in special education while also building relationships with the students