by Amanda Gramcko
Ms. Virginia Tucci was my 1st grade and my 3rd grade teacher. Her reputation preceded her and she was known by both present and former students as “tough Tucci.” She was the cause of the groan that many students experience when they find out they have a difficult teacher. In fact, I can remember desperately not wanting to be in her class. Despite begging to my mom to be switched to another teacher, I walked into her 1st grade classroom.
For the first three months, I don’t think I saw Ms. Tucci smile. She was incredibly strict and enforced a no tolerance policy for disrespect and bad behavior. To be honest, I was very extremely afraid of her. However, at some point over the course of the year, she began to get nicer and I even saw her smile a couple of times. As time progressed, I saw how brilliantly she taught and how clear it was that she truly cared about her students. Without being strict, she would not have such good control over her classroom and I would not have learned as much as I did.
I will never remember Ms. Tucci for being the nicest teacher, but I still remember her as the best teacher I ever had. She expected a lot and demanded much from her students, but it was because she knew what we were capable of. Ms. Tucci inspired me to become a teacher; and I learned a lot from her on how to become a good teacher. While my personality is very different from hers as will be my teaching style, I will model many things in my own classroom after hers.
Sunday, January 21, 2007
Saturday, January 6, 2007
by Jennifer Hatrak
One of the best teachers I have ever had was one of my private piano and voice instructors. He was an elementary school music teacher and private voice, piano, and acting coach as well. I began studying piano with him, and later took up voice lessons. This teacher transformed the way that I play the piano as well as my confidence level in general. I looked forward to my weekly lessons and practiced harder than I ever had before.
Lessons were always challenging, but I rarely became frustrated or upset. He felt that praises must be earned, and therefore, when a compliment was given, it was not to be taken lightly. Although this may have previously frustrated me, as I was used to teachers praising me a lot, I learned much more through this methodology. His teaching style encouraged me to become a more active learner.
Every lesson was filled with silly exercises that would make me laugh, and humorous jokes. This kept each lesson light and fun, most especially during stressful times as I prepared for an audition or upcoming concert. Throughout my years studying with him, my confidence soared. I was very shy and quiet when I began studying with him at eleven years old. I had previously been so scared of playing a wrong note or rhythm that my playing was barely audible. This new teacher changed that. I can still hear him say, “If you are going to make a mistake, make it big!” I began to learn more effectively as my confidence rose. I played pieces of advanced difficulty that I didn’t think I could ever play. He raised the bar and challenged me to new levels. I played in more concerts and recitals. I eventually auditioned to become a music major, and was offered a piano scholarship as well as a student accompanying job. I eventually changed my major to elementary education, however, the experience I’ve had musically will stay with me forever. I hope that one day I will be as influential as my former music teacher.
Lessons were always challenging, but I rarely became frustrated or upset. He felt that praises must be earned, and therefore, when a compliment was given, it was not to be taken lightly. Although this may have previously frustrated me, as I was used to teachers praising me a lot, I learned much more through this methodology. His teaching style encouraged me to become a more active learner.
Every lesson was filled with silly exercises that would make me laugh, and humorous jokes. This kept each lesson light and fun, most especially during stressful times as I prepared for an audition or upcoming concert. Throughout my years studying with him, my confidence soared. I was very shy and quiet when I began studying with him at eleven years old. I had previously been so scared of playing a wrong note or rhythm that my playing was barely audible. This new teacher changed that. I can still hear him say, “If you are going to make a mistake, make it big!” I began to learn more effectively as my confidence rose. I played pieces of advanced difficulty that I didn’t think I could ever play. He raised the bar and challenged me to new levels. I played in more concerts and recitals. I eventually auditioned to become a music major, and was offered a piano scholarship as well as a student accompanying job. I eventually changed my major to elementary education, however, the experience I’ve had musically will stay with me forever. I hope that one day I will be as influential as my former music teacher.
Tuesday, January 2, 2007
by Valaree Henderson
I think that children are absolutely amazing and I really believe that as much as children can learn from adults that adults can learn a lot from children as well. I have four younger siblings; the oldest is now fourteen and the youngest is almost eight. I spent a lot of time watching and teaching my younger siblings. Through this I feel that I came to really enjoy teaching children and being a role model for them to look up to. I have a lot of patience and understanding when it comes to children. I decided to become a teacher because I think that it is a gift to be able to work with children and like every skill not everyone can do it. Teaching is a very important profession and I do not feel that it should be taken lightly. There are not many things more important than teaching our youth. I think that there is a need for good teachers; by good I mean teachers that really care about their students and teachers that will take their time to know their students and their individual needs. Teaching is not just a job and it should not be approached in that way; it is a lifestyle and it is important to keep an open mind and to keep learning yourself. I think that I would make a really great teacher and I do not think I should waste that. I know that I will not be able to effect or make an impression on every child, but I will try my hardest and if I can make an impression on one child or have made at least one child more confident then I have done my job right. In closing, I am really looking forward to the experience I will gain through this semester. I am really excited to be working with students on a more regular basis and I hope to gain a lot of confidence and skills through this experience.
Monday, January 1, 2007
Great Teacher?!
by Lauren White
During my years throughout high school, when the question, “Where do you see yourself in five years?” repeatedly popped up in conversation, I could always remember thinking teaching looks fun and easy. Then I began teaching dance at a local studio where I grew up, and decided teaching was where I saw myself. I enrolled as an elementary education major at The College of New Jersey; the reality began to set in. I found myself involved in education classes, clubs, and honor societies and lesson plans slowly started approaching. One of the biggest aspects about the involvement was working with teachers and students who all wanted similar goals and titles. I began working with some of the best teachers and educators around and this led me to ask what makes a “great teacher?”
Throughout my education classes it seemed to me, the best teachers were those willing to go the extra mile to see their students succeed. For example, I had a professor who came in on her day off to meet with me about an extra credit project, and over the break we continued to exchange emails regarding my progress. Another example, when my high school geometry teacher met with me three times after school (this past semester) to work on a major research paper for one of my college courses. These teachers were “great teachers” because they simply cared and wanted to make a difference. But what of the teachers who are not so “great,” what characteristics do they possess, so I may not?
This past semester I had two professors that if I had known about them earlier I would have never taken their course, whether it had been a requirement or not. These two professors taught two different subjects, and in different ways represented teachers I wish never to become. The first emailed slide shows to the class, then when in class read the same slide show, never giving practice problems, or other relevant information about the subject. When it came time for lab, which the students read and answered questions prior to the meeting, she would begin the first forty minutes reading the lab to herself, and then to the class. How can a professor be a “great teacher” when they do not prepare lesson plans, assignments, or research the topic they wish to teach before hand? I feel a “great teacher” may not know all the known answers, but should feel comfortable and familiar about the topic, and not simply read off information.
The next “disappointing” teaching example involves a professor who depended on her students to teach and research all the knowledge while she only graded. She simply emailed numerous notes out of order, skimmed the notes in class out of order, then criticized students who found confusion, and demand they seek extra help outside of class from someone else other then herself. This teacher did not want to help her students further their knowledge, but overload them independently. A “great teacher” should be willing to work with her students, especially if they are struggling, and revise her information if it was not comprehendible. As future teachers we are taught that many students learn in different ways, some are visual learners, others are hands on. In order to be a “great teacher” one must be willing to adapt to change for the sake of one’s students.
If I were to define a “great teacher” the last two examples would fall short tremendously. A “great teacher” is caring, passionate about the subject, organized, and prepared to work and therefore teaches well. I want to be a “great teacher.” I know teachers are humans too and they are not perfect, but if anything I hope none of my students ever feel about me the way I feel about these two professors. I want my students to remember me, and want them to come back and feel they can always look to me for an extra lesson or two.
During my years throughout high school, when the question, “Where do you see yourself in five years?” repeatedly popped up in conversation, I could always remember thinking teaching looks fun and easy. Then I began teaching dance at a local studio where I grew up, and decided teaching was where I saw myself. I enrolled as an elementary education major at The College of New Jersey; the reality began to set in. I found myself involved in education classes, clubs, and honor societies and lesson plans slowly started approaching. One of the biggest aspects about the involvement was working with teachers and students who all wanted similar goals and titles. I began working with some of the best teachers and educators around and this led me to ask what makes a “great teacher?”
Throughout my education classes it seemed to me, the best teachers were those willing to go the extra mile to see their students succeed. For example, I had a professor who came in on her day off to meet with me about an extra credit project, and over the break we continued to exchange emails regarding my progress. Another example, when my high school geometry teacher met with me three times after school (this past semester) to work on a major research paper for one of my college courses. These teachers were “great teachers” because they simply cared and wanted to make a difference. But what of the teachers who are not so “great,” what characteristics do they possess, so I may not?
This past semester I had two professors that if I had known about them earlier I would have never taken their course, whether it had been a requirement or not. These two professors taught two different subjects, and in different ways represented teachers I wish never to become. The first emailed slide shows to the class, then when in class read the same slide show, never giving practice problems, or other relevant information about the subject. When it came time for lab, which the students read and answered questions prior to the meeting, she would begin the first forty minutes reading the lab to herself, and then to the class. How can a professor be a “great teacher” when they do not prepare lesson plans, assignments, or research the topic they wish to teach before hand? I feel a “great teacher” may not know all the known answers, but should feel comfortable and familiar about the topic, and not simply read off information.
The next “disappointing” teaching example involves a professor who depended on her students to teach and research all the knowledge while she only graded. She simply emailed numerous notes out of order, skimmed the notes in class out of order, then criticized students who found confusion, and demand they seek extra help outside of class from someone else other then herself. This teacher did not want to help her students further their knowledge, but overload them independently. A “great teacher” should be willing to work with her students, especially if they are struggling, and revise her information if it was not comprehendible. As future teachers we are taught that many students learn in different ways, some are visual learners, others are hands on. In order to be a “great teacher” one must be willing to adapt to change for the sake of one’s students.
If I were to define a “great teacher” the last two examples would fall short tremendously. A “great teacher” is caring, passionate about the subject, organized, and prepared to work and therefore teaches well. I want to be a “great teacher.” I know teachers are humans too and they are not perfect, but if anything I hope none of my students ever feel about me the way I feel about these two professors. I want my students to remember me, and want them to come back and feel they can always look to me for an extra lesson or two.
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