One of the early things that attracted me to education and becoming a teacher was the idea of taking on a positive role of participation within the community I lived. I grew up in a somewhat small insulated community (In Boulder, Colorado) myself. It was the kind of place that was big enough that you would never always recognize everyone but small enough that you would always run into people you knew. I love the idea of not only making a difference within the classroom but participating other aspects of learning outside of the school.
Well, part of our instructions for this student teaching process included reaching out and trying to meet other teachers and staff and as I did so I realized that throughout the school were people who felt just like I did. My own co-operating teacher was in constant communication with the other teachers and faculty, both formally and informally, in the school about all of the students and taking this lead I introduced myself to everyone I could. I met the librarians, aids, principle and vice principle, custodian, nurse, teachers, more teachers, deans, etc... etc... etc.... and took the time to get to know them. One of the best first things I did.
This not only allowed me to feel comfortable and a part of the school it allowed them to see me as a part of the machine that works towards getting the best out of all of these students. It was just invaluable. While the school doesn't actively work towards an organized synchronization of subject matter the constant communication allows us to follow the general progression of students as a whole and individually. For example, one of the first challenges I had was working with a student who had an IEP and was really struggling in all of his subjects. I reached out the the special ed teacher, who in turn reached out to the librarian and between the three of us we had several meetings aimed at helping him bring his strengths to the forefront in our history class.
Well, part of our instructions for this student teaching process included reaching out and trying to meet other teachers and staff and as I did so I realized that throughout the school were people who felt just like I did. My own co-operating teacher was in constant communication with the other teachers and faculty, both formally and informally, in the school about all of the students and taking this lead I introduced myself to everyone I could. I met the librarians, aids, principle and vice principle, custodian, nurse, teachers, more teachers, deans, etc... etc... etc.... and took the time to get to know them. One of the best first things I did.
This not only allowed me to feel comfortable and a part of the school it allowed them to see me as a part of the machine that works towards getting the best out of all of these students. It was just invaluable. While the school doesn't actively work towards an organized synchronization of subject matter the constant communication allows us to follow the general progression of students as a whole and individually. For example, one of the first challenges I had was working with a student who had an IEP and was really struggling in all of his subjects. I reached out the the special ed teacher, who in turn reached out to the librarian and between the three of us we had several meetings aimed at helping him bring his strengths to the forefront in our history class.