As a teaching assistant I work 7 out of 8 periods and have one period for lunch. Maybe it's because I'm used to the teacher end of things, but I feel like this "free period" is the time to get stuff done - not eat, or chat, or do my homework.
Before I continue, let me say: teachers should take time to eat, rejuvenate, etc. However, it has at least been my experience that teachers are busy ALL day.
So, as a teaching assistant, this is what I did during my "free period" today:
made flash cards for a student to use for a Global Studies vocab quiz tomorrow; visited a student in a resource room to help him get on track with overdue English assignments; spoke with the head of my department about changing my schedule (again) so that I can support students with whom I work in regular classrooms; also spoke about my concerns regarding two specific students; made copies of teacher handouts and plans; distributed these copies to three different resource room teachers; made a seating chart for one of the classes I work with; picked up the second half of a student's paper to deliver to the student later in the day; and, as the period ended, herded three students into class.
This type of daily experience always brings me back to Alex's post specifically the "What am I NOT into?" part. Does all this work really need to be done? Am I really making a difference by doing any of these things? What is the quality of the "difference" I am making (if any)? Could my time be better spent - making a difference in a bigger way? Should I just remind myself of my HOURLY rate of pay, eat my PB&J, find a quiet spot in the library and read Friedman?
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4 comments:
You give me the reassurance that Im constantly searching for that Ive chosen the right field. Thank you. You're there for the right reasons, the students, first and foremost. I need more experience with teachers like you.
You are asking terrific questions. Once when we were "young" (all relative) we thought time was endless--school days seemed so long didn't they" I know I was a clock watcher in h.s...couldn't wait for that dismissal bell so I could get over to my boyfriend's!
But now, I am acutely conscious of how little time we have w/our students, and how precious the use of that time is.
What is essential??--when we strip away much of what goes on in schools that I would argue is not essential but rather "filler."
How we answer that question determines who we are as teacher I have increasingly come to believe. For example, what I might once have said is important, "good lectures or teacher talk" I now think needs to be flipped--what is truly important is what students say and how teachers "hear" it and work with it...well, this could be a very long post and I need to keep my 12 hour teacher day moving..aren't we all in a race w/our own mortality, time, and for me recently the realization that all the books I once thought I could read in my lifetime--I won't be able to read...and that's a scary thought to me these days.
You said some provocative things about teacher "time" Tues. night Sarah. I hope we have more opportunity to talk about that.
Ms. Ostrom-
This is actually in response to your enhanced podcast.
The pictures of children engaged so casually with technology were perfect. I love the picture of the little girl sprawled in the portable blue chair fiddling with some sort of portable electric device.
In addition, your comments about witnessing the birth of computers and tracing your youth in relation to technology (atari, email, etc) struck close to home as it seems we had parallel experiences. The music from 2001 Space Odyssey (is that from The Planets symphony cycle?) is witty and perfect. In general, I thoroughly enjoyed experiencing your podcast. Thank you!
Two by the ways: 1. did you photoshop that picture of friedman's book on a keyboard? 2. Are all those children part of the Ostrom clan?!
My only constructive criticisms are pretty self-evident. I think you can speed up the voice over and pictures. I also was confused by the picture of the boy in handcuffs and didn't know how that fit in especially because you were referring, at that point, to the collective stubbornness of those that refuse to accept the flattening of the world. I assume you weren't referring to him, but that is what the conflation of the picture and image implied. . . . Finally, I think your last lines are just cut off at the end of the podcast.
By the by, I really enjoy your contributions in class. You are obviously passionate, very articulate, and your experiences in Brooklyn are informative for all of us!
ciao,
chris
Seeing as Chris is the first to respond, I am not going to have much to say without being redundant.
I agree with all that Chris has said. The only thing I would like to say that he hasn't already said is this: later in the podcast, the music switches rather abruptly--a bumpy transition.
Hey, who doesn't like Atari. I spent countless hours playing River Raid and Asteroids. I still remember when I first beat Asteroids. And, of course, Donkey Kong is still one of my favorites.
How far we have come so fast!
However, unlike you and Chris, I have no teaching experience. So, the comment he made about your experiences being informative--goes doubly for me!
In the school where you work, how feasible would it be to have students develop enhances podcasts and I-movies?
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