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Teacher Personality Statement- Shakira P.-2

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Rita Oliva_Final Draft of Teacher Positionality Statement

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Rita Oliva_Final Draft of Teacher Positionality Statement

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Rita Oliva_Final Draft of Teacher Positionality Statement

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When the question is asked my immediate response is honestly what type of person I am. I am practical, emotionally understanding, reasonable and caring. However, how does this translate into a classroom? While I lack artistic gifts that many students would find interesting and grab their attention especially in our media/digital driven society, what skills do I possess to make up for it. In all honesty I am unsure. I have heard from many that I would be a wonderful teacher because I seem “cool”. But it is “cool” enough. Some even argue that because I am to produce work that gets me As in all my classes, have good time management and I even have time to do others work while going to school… that in itself enough is a reason I should be a good teacher. However, when did good grades decide ability for one to teach. While we measure the ability for someone to teach based on their own success, unfortunately there is nothing further from the truth. Not all teachers are patient, but I want to be. Not all teachers are caring, but I want to be. Not all teachers are organized, but I want to be. But just in my statement alone how much did I leave out that would leave me as someone else's “Good” teacher. I Guess what I am saying is I want to be a flexible teacher, I don't need to please everyone but I want to be able to maximize my desires that align with my morality but in the interest of the children I am teaching. As for the structure and style aspect of teaching, I value the respect of the individuals in the classroom the most. However this respect is not singular to me nor the students, it is to everyone. When I speak I demand focus, because I do not speak for fun. Further, my implications of non conforming text will not be argued. While the works of white men will never lose their educational value, there is so much that has not been taught and can offer a greater understanding of the world when combined with said white text. I will also never take away from one's freedom in english, in freedom comes creativity. English honestly is the only subject in school that offers freedom, which is arguably why it's the only subject I would teach

The importance of this lies in why I am pursuing this career. We can count out the money aspect because anyone can simply see the dispositions finically of pursuing a career in education. I have no other answer than it's something I am familiar with and aligns with all the reasons I think of myself as the teacher I stated above.

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Fernando Abreu - Final Teacher Postionality Statement 

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Fernando Abreu - Final Teacher Postionality Statement 

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Final

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EDSE 32500 - Teacher Positionlaity Statement (1)

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Mayra Munoz Teacher Positionality Statement

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EDSE 32500 - Teacher Positionlaity Statement

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Olivia Saragias Final Assignment Teacher Positionality Statement

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Johnathan Caceres Image of Teacher Statement & Comment

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Johnathan Caceres Image of Teacher Statement & Comment

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I began with my own theorem which is that there are no bad ideas. Telling a student that their idea/method/strategy is completely wrong, especially in a math class, is something that can harm a student's learning. Hence, why we must stay positive and tell our students to stay positive as well. Everyone has the potential to the math believe it or not. That is the environment that I want my classroom to have. Everyone is free to make mistakes because that is how you learn in math and in life. It is why I like math so much. It teaches one a lot of lesson related to one's life.

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Arianna Ramkumar - Teacher Statement Picture & Writing Component

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Arianna Ramkumar - Teacher Statement Picture & Writing Component

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edse 32500 teacher statement writing component

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My collage summarizes my teaching philosophy which is committed to diversity, inclusion, and tolerance in the classroom for all students of any background. I personally think that a classroom built on the foundation that all students should be welcomed for who they are and be able to learn without hindrance is very important to education. I want students to feel comfortable in their own learning space which is my classroom and ensure that the right environment is in a place befitting a classroom of tolerance and inclusion.

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Rita Oliva's Collage and Explanation of Collage

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Rita Oliva's Collage and Explanation of Collage

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Explanation of Collage_Issues of Secondary Schooling

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Teacher Personality Statement- Shakira P.

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I’ve always wanted to highlight the “problem child” in any academic discussion. These children we constantly have to tell to stop talking, interrupting the class, or arguing with the teacher. It's often complex and not an issue that can be solved with a face value solution. My interest particularly comes from me being the problem child myself. I often argued with teachers,  talked the whole period, and interrupted the teacher if I disagreed and some teachers were scared of me. They would often say things like Demargo does all of his work but we can't get him to stop interrupting the class. Took me a while to figure out but I simply  was not being challenged. I enjoyed learning so much I would take the text books home and  steal the class templates  and do them weeks ahead. I had no problem doing homework and enjoyed the struggle of not understanding something. So naturally when class time came  there was nothing else for me to do besides cause chaos.

Within my recent visits to my highschool I've come across this young man named Alexis. In every class he constantly talks  and interrupts the teacher if he doesn't agree with something .However, he was never afraid to share his work and completed everything 30-40 minutes before his peers. Sometimes he would purposely come late to class because he knew he only needed 20 minutes to complete work that took some the whole period. I spoke with the head teachers of each classroom and asked what they can do in a situation like this. They all simply said nothing. Alexis mentioned he didn't want to do extra work because he didn't need it, and he could not really get in trouble because he had the top grades in his class. But where does that leave us? I think it speaks to him needing to be placed into a higher level class. Unfortunately, many highschools including mine do not have the resources for AP below the grade of 12.  So now we  have this  young  man full of potential far outside of the  classroom he  is present in but he cannot expand and he is simply unaware of it. It reminded me of a quote from Baldwin's Sonny's Blues: “These boys, now, were living as we'd been living then, they were growing up with a rush and their heads bumped abruptly against the low ceiling of their actual possibilities.” It's the sad truth of lack of opportunities, which unfortunately is the truth for any  growth who  does not  appeal to the dominating discourse of the world.  I often feel I have been robbed of my potential but here I am writing this  in hopes of  changing that for  students when I begin to teach.

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How do we utilize theory, experiences, and practices to cultivate and (re)design our teaching practice?

We can utilize experiences and practices to re-design our practice by applying what we have seen to our classrooms. I think an example is when we look at our own teaching styles and experienes in the classroom. We should take a more self reflective look at the work we have done and ask some questions. A few questions one could ask is "is my teaching culturally relevant?, "can students relate to me?". I think when you ask questions like these you would get a better idea of how to implement different strategies in becoming a more effective teacher. An effective teacher is not only one who excels in the academic material being broachedt o students but also excels in the socio- cultural relationships between themselves and the students in the classroom.

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I am doing my fieldwork in a Religious Education program, observing an 8th grade teacher. I have the required amount of hours but will continue to attend every Saturday until their school year ends. Part of the reason is because the program is hosted in the school that I went to middle school at, leading me to enjoy my experience there mixed with a little nostalgia. The teacher I observe is very friendly and accommodating to me. I have more of a hands-on experience, not necessarily instructing the class, but I get to do more than just observe, and I am working 1 on 1 oftentimes with students. However, this doesn't mean I don’t have burnout. Not specifically from this fieldwork, but when you put everything together. Managing college courses, my job, the fieldwork, family, and other personal relationships. It makes me wonder if the life of an actual teacher will be any easier. Will it be more difficult? Will the pay be enough to compensate for struggles? Will I grow as a person through this and shape children's futures for the better? All questions I sit and ponder from time to time.

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I'm currently a middle school science teacher, so this is fulfilling my fieldwork requirements. However, there's still a lot to unpack here, and I'm going to take this blog post as a moment to be a bit more cathartic than it might have been intended to be. I got my graduate degree in climate science from Columbia University; I had no idea I would be teaching. Honestly, it wasn't even a thing that I'd even considered before. I always thought I would be doing something more policy-related, maybe working for an NGO like Oceana (my dream since middle school). Then the pandemic hit, and all climate-related jobs disappeared, and understandably so. No one knew the extent the pandemic was going to reach. However, I didn't expect Columbia to kind of just push us out the door and cut their losses. One day I was in Butler library, and the next, I was practically in a chat roulette room with a professor who didn't know how to turn his mic on. What I thought would be an investment in my future turned out to be a hundred thousand dollars in debt to be stuck in a zoom waiting room half the time.
I digress; the point is teaching wasn't on my radar. I realized I wanted to teach when I started helping with a climate literacy course. I  noticed how bad scientists are at talking about science to people who don't know science. So, I started a non-profit with some friends to make a climate change curriculum for people who are bad at science. There's certainly a better elevator pitch, but that's the short version. Fast forward a few months, I found myself at a charter school that hasn't had a science class in two years, teaching over zoom for the first time in the pandemic. The reason im telling this whole story is because I haven't escaped the feeling of drowning ever since. I love teaching; I really do. However, I just can't tell if I think people who do this for their entire lives are just sadists. With the hoops you have to jump through even to get certified, you would think teaching was one of the most well-paid jobs in America. Instead, it's one of the most tiring, under-appreciated, and underpaid jobs I could think of. I recently had a child tell me I was his father figure; I've had him for three years, so I know him well, but that wasn't cute. That statement was terrifying; I barely keep a dog alive. I want to teach, and I enjoy it, but I just can't tell if it is practical in the long run. Im too tired to be this young

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My fieldwork this semester was a bit of a mess. I was in one school where they had me observing 4 different teachers throughout the day and 6 different classes. It was a very interesting way to observe and I honestly think that's how student observations should be conducted. Obviously, that means getting consent from a bunch of teachers but being able to see how different teachers teach and interact with their students is so much more valuable when you can compare them to the teacher before. I felt I was able to figure out what aspects I would like to include in my classrooms and some things I definitely wouldn't want in my classroom. However, that fieldwork was cut short due to complications with another class, but now I'm in a new school and it's very interesting and different from what I've experienced before, which is nice. One of the best things about NYC schooling is the wide range of different schools and focuses for learning. I hope to continue to be able to take in as much as I can in my future fieldwork observations.

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I wanted to discuss the relevant pedagogy going on in my classroom. I find it very important that there is a semblance of student culture that goes on sometimes in class discussion or one on one interaction. It does make students more engaged in the classroom in my opionion, it makes them think that teachers care about them and their circumstances, as well as whats going on in their daily lives. Teachers also benefit from this because they know where students are coming from, and how best to go about helping them in any way shape or form that they can in the classroom.

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Arianna Ramkumar - Teacher Positionality Statement

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Arianna Ramkumar - Teacher Positionality Statement

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Rita Oliva's Teacher Positionality Statement 

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Rita Oliva's Teacher Positionality Statement 

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Rita Oliva's Teacher Positionality Statement

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Teacher Personality Statement- Johnathan Caceres

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Teacher Personality Statement- Johnathan Caceres

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Teacher Positionality Statement - Fernando Abreu

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Teacher Positionality Statement - Fernando Abreu

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Peper Carroll Teacher Positionality Statement

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Peper Carroll Teacher Positionality Statement

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EDSE 32500 Teacher Positionality Statement

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Edward Shkreli Teacher Positionality Statement

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Edward Shkreli Teacher Positionality Statement