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“…teachers construct narratives about their experiences in the classroom as a way of making sense of an uncertain craft" - McDonald, 1992.

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“…teachers construct narratives about their experiences in the classroom as a way of making sense of an uncertain craft" - McDonald, 1992.

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By telling stories about their experiences, teachers can also learn from one another and develop more effective teaching practices

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Persona (Mc Donalds, Reading on the Trolley, page 28)

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Persona (Mc Donalds, Reading on the Trolley, page 28)

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...persona as a means for reconciling irreconcilable things for holding together the experience of teaching and learning in a classroom... Persona is a good word for this thing because this thing masks the reality that is inevitably a confused tangle of learning objectives and learning achievements. Persona suggests that there is some unifying emotion/experience/sense/order. Both teacher and students trust the persona, though all know it is a mask.

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Throughout chapter 1 of Teaching: Making Sense of An Uncertain Craft book by McDonald, J. P. (1992), the author emphasizes the importance of teachers developing their own personal philosophy of teaching, which involves reflecting on their values, beliefs, and goals as an educator.

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The movie tells the true story of Ron Clark, a teacher from rural North Carolina who moves to Harlem, New York City to teach at a struggling inner-city school. The film stars Matthew Perry as Ron Clark and chronicles his challenges and triumphs as he strives to make a difference in the lives of his students.

Throughout the film, Ron Clark faces many obstacles, including a lack of resources, a disengaged school administration, and students who are apathetic or resistant to learning. However, he perseveres through his unorthodox teaching methods, such as rapping lessons and incorporating dance and music into the curriculum. He also forms strong relationships with his students, many of whom are dealing with difficult home lives and poverty.

The film highlights the importance of creativity and innovation in teaching, as well as the value of building strong relationships with students. Ron Clark's willingness to take risks and try new approaches to engage his students serves as an example for teachers to think outside the box in their own classrooms. Additionally, the film emphasizes the need for teachers to be aware of and sensitive to their students' backgrounds and experiences, and to approach education with empathy and compassion.

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It is about the true story of Erin Gruwell, a high school teacher in Long Beach, California, who inspires her at-risk students to overcome their difficult circumstances and succeed in school. She struggles to connect with her students, who come from diverse backgrounds and have experienced significant trauma in their lives.

As Erin learns more about her students' experiences, she realizes that she can help them by teaching them about the Holocaust and the power of empathy and tolerance. She gives them blank journals to write in, which she calls "Freedom Writers' Diaries," and encourages them to write about their own lives and experiences.

Through their writing, Erin's students begin to open up to each other and to her, and they form a tight-knit community. They learn to appreciate their differences and to work together to overcome their challenges.

The film highlights the importance of empathy, connection, and individualized teaching approaches in helping students succeed. It also emphasizes the need for teachers to be aware of and sensitive to their students' backgrounds and experiences, and to create a safe and inclusive classroom environment where all students feel valued and supported.

The film also demonstrates the potential for creativity and innovation in teaching, as Erin's use of the "Freedom Writers' Diaries" as a teaching tool proves to be highly effective in engaging her students.

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From chapter 1 of Goffman, E.'s book (1959) "The Presentation of self in everyday life (Revised ed.), I learned that teachers must be aware of their own nonverbal cues, such as body language and facial expressions, and should also be able to read and interpret the nonverbal cues of their students.

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From Goffman (1959), "[Introduction] and [I, Performances] from The presentation of self in everyday life (Revised ed.)", I learned that teachers must be able to switch between front stage and back stage behavior, depending on whether they are in front of their students or behind the scenes. This can involve putting on a "teacher persona" in front of students, while also engaging in more casual and relaxed behavior outside of class.

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From Goffman (1959), "[Introduction] and [I, Performances] from The presentation of self in everyday life (Revised ed.)", I learned that teachers are performers in the classroom, and must be aware of how their performances are perceived by students and colleagues.

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15. "Teachers are seen as bookish, cautious, reactive, rule-bound, and risk-averse - Clifford, In The Mind's Eye"

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15. "Teachers are seen as bookish, cautious, reactive, rule-bound, and risk-averse - Clifford, In The Mind's Eye"

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- Teachers should never stop learning. One of the ways is by reading books.
- Instead of being reactive, teachers should be mindful in responding to any misbehavior in the class.

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14. "Teachers are also expected to show tactful firmness, strength, and resilience before bothering some parents, obtuse members of the public (including school board members), and even errant colleagues - Clifford, In The Mind’s Eye"

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14. "Teachers are also expected to show tactful firmness, strength, and resilience before bothering some parents, obtuse members of the public (including school board members), and even errant colleagues - Clifford, In The Mind’s Eye"

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As part of a community, teachers are faced with challenges from multiple components. We need to stay tough and wise in responding and finding the solution to each.
The advice on the blog mainly encourages teachers to always focus on the positive aspects of everything.

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17. "Teacher imagery is rooted in what teachers show of themselves and in what others think they see determined in significant part by their own experience, status, and ideology - Clifford, In The Mind's Eye".

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17. "Teacher imagery is rooted in what teachers show of themselves and in what others think they see determined in significant part by their own experience, status, and ideology - Clifford, In The Mind's Eye".

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The way people perceive teachers is based on what teachers reveal about themselves, as well as the beliefs and experiences of the observer. People's preconceived notions about teachers, including their social status and personal beliefs, can also influence their perception of a teacher. The image that people have of teachers is shaped by a combination of what teachers present to the world and the observers' own biases and experiences.

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13. "We can't be too careful in our instruction. One word or action of ours may lead our pupils on to a high and noble vocation in life or cause them to become miserable and wretched in every sense of the word - Clifford, In The Mind’s Eye"

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13. "We can't be too careful in our instruction. One word or action of ours may lead our pupils on to a high and noble vocation in life or cause them to become miserable and wretched in every sense of the word - Clifford, In The Mind’s Eye"

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Being a competent teacher is not enough. Being a wise one is better.

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12. "the spirit of a teacher should be of the highest, purest, and most elevated character - Clifford, In The Mind’s Eye"

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12. "the spirit of a teacher should be of the highest, purest, and most elevated character - Clifford, In The Mind’s Eye"

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This quote reminds me of Jesus as a great teacher. According to my belief, it was Jesus Christ who taught the highest truths of all time. The purity of his ideals was unparalleled. He gave the greatest wisdom that men have ever heard. Among all men, he was the wisest and the greatest.

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11. "Teachers do not have to be 'great' by any accepted definition -or popular or even effective- to be significant in individual or societal terms - Clifford, Introduction, 2014"

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11. "Teachers do not have to be 'great' by any accepted definition -or popular or even effective- to be significant in individual or societal terms - Clifford, Introduction, 2014"

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https://www.trevormuir.com/blog/teachers-superheroes
- This Mentality Leads to Teacher Burnout
- Being a ‘Savior’ is an Unattainable Standard
- Students Don’t Need to Be ‘Saved’
- There’s a Difference Between Superheroes and Heroes.

A few highlights of the website mention that teaching and life require balance and trying to be all things to all students is impossible. Besides, fulfilling school board’s and parent’s standards, which demand us to be perfect for the students, is unachievable.

Sometimes, a simple act we do for our students can have a significant impact on their lives.

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Teachers distributed donations to a disabled community.

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10. "Teachers were expected to express the values of the communities employing them and most were probably fairly comfortably in so doing - Clifford, Introduction, 2014"

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10. "Teachers were expected to express the values of the communities employing them and most were probably fairly comfortably in so doing - Clifford, Introduction, 2014"

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In the photo, a group of teachers from the foundation of the school where I once worked were giving donations for a community of the disabled that had been gathered by the school.
Being a blessing to others is one of the ideals they constantly seek to uphold, thus they made the decision to host this event, particularly during the challenging COVID times.

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9. Mann: Teaching was woman’s true calling, one that would take advantage of all her natural, God-given talents as a nurturer.

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9. Mann: Teaching was woman’s true calling, one that would take advantage of all her natural, God-given talents as a nurturer.

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This quote makes me think of the organization where I formerly worked. To apply for the position of a kindergarten teacher, only female candidates were accepted. Conversely, they worked so hard to find male teachers to teach elementary kids.

Are women the only ones with nurturing skills?

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This picture shows that our job as a teacher is not easy. Students come from various backgrounds and cultures which causes them to have different points of view on certain topics.
We are not supposed to silence them. We need to help them to be critical and wise thinkers.

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This remark is well-known to all instructors and staff members because I spent six years teaching in a Christian school.  It is our belief that being called to teach is being chosen by God to serve a meaningful purpose. As a result, you will be able to serve many people and be able to influence their development and ability to positively contribute to their communities.

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6. "the mind of a teacher should migrate, as it were, into those of his pupils, to discover what they know and feel and need - Mann, 1957, p.46".

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6. "the mind of a teacher should migrate, as it were, into those of his pupils, to discover what they know and feel and need - Mann, 1957, p.46".

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For this reason, a colleague once advised me to consider myself to be a student when creating lesson plans and determine whether or not the information is clear enough to follow and implement.

This quote means that a good teacher needs to understand their students' thoughts, feelings, and needs by "migrating" or putting themselves in their students' shoes. By doing this, teachers can gain insight into their students' perspectives and tailor their teaching methods to better meet their needs. In other words, teachers need to have empathy and be able to see things from their students' points of view in order to be effective in their role.

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"A hallmark of the culturally relevant notion of knowledge is that it is something that each student brings to the classroom. Students are not seen as empty vessels to be filled by all-knowing teachers. What they know is acknowledged, valued, and incorporated into the classroom."

Their background, thoughts, and feelings are valid and respected to be part of the process of constructing their knowledge.

Ladson-Billings, Gloria. The Dreamkeepers : Successful Teachers of African American Children, John Wiley & Sons,
Incorporated, 2009. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/teacherscollege-ebooks/detail.action?docID=1132872. p.95

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Pauline Dupree is an African American woman who lives in the more affluent white community that borders the district where my study was carried out. She attends an African American Baptist church that many of the students and parents in the district attend. To some, she appears reserved and humorless but during my two years of study, I found her to be serious and sophisticated. She describes herself as a no-nonsense, no-frills teacher. Dupree is a slender, attractive African American woman. She is always impeccably dressed in a style that reminds one of a corporate executive. Her outfits always are coordinated; she seems to have a different pair of shoes for each. During our first interview, she said that the girls in her class sometimes peek around the classroom door in the morning to see what she is wearing. When one of her students asked why she was always “so dressed up,” Dupree replied that she dressed the way she did because she was coming to work and she worked with very important people, so she wanted to look good. Dupree’s classroom reflects her penchant for neatness. As the saying goes, there is a place for everything and everything in its place. Despite the fact that her class is housed in one of the school’s smaller portable classrooms, she has found a way to utilize the space efficiently and avoid a sense of clutter. Stepping from the boisterous playground into her classroom is like stepping into another world. The students are well-behaved and orderly— much like Pauline Dupree herself. During our interview, Dupree commented that she was somewhat dismayed at some of the young white teachers who had come to work in the district. “They come in here dressed like people going to scrub somebody’s kitchen. I mean what kind of message do you send the children when you don’t care enough to put on clean, pressed clothes?”

Ladson-Billings, G. (2009). The Dream-keepers: Successful Teachers of African American Children. John Wiley & Sons, Incorporated. Created from teachers college-ebooks on 2023-01-18 14:54:03. Copyright © 2009. John Wiley & Sons, Incorporated.  SEEING COLOR, SEEING CULTURE p. 39

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Painted by German School which was uploaded on October 25th, 2016.

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https://fineartamerica.com/featured/a-teacher-and-his-pupils-german-school.html

An elderly male teacher is attempting to get a young boywho appears to be having trouble paying attention to the teacher as he reads a book to his class. Contrarily, the other girl concentrates on the teacher.

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Shulman reminds us:

Teaching is, essentially, a learned profession. A teacher is a member of a scholarly community. He or she must understand the structures of subject matter, the principles of conceptual organization, and the principles of inquiry that help answer two kinds of questions in each field: What are the important ideas and skills in this domain? And how are new ideas added and deficient ones dropped by those who produce knowledge in this area? That is, what are the rules and procedures of good scholarship or inquiry?

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I believe that one of our roles as teachers is to nourish our students. They come to school with different backgrounds and prior knowledge or seeds. Our responsibility is to water them with new knowledge, new perspective, and positive behaviors so that they will flourish.