1

CatherineGolitzin

Dr.FrancisLynch

TEC614

18November2017

ReflectionEssays:TheFirstDaysofSchool

1. WhyYouNeedtoSucceedontheFirstDaysofSchool

Thischapterisasoberingwelcometotheworldofteaching.Goodteachers,we

learn,donotstarttheclasswithafunactivity,butbyexplainingtherulesandprocedures

oftheclassroom.Thebackboneofgoodteachingisknowinghowtoteach.Thisis

reassuringforstudents,whowanttoknowthattheycantrustyou,ratherthanhavingfun

inyourclass.Thisincludeshavingaclassroommanagementplanandlessonplansfor

eachday.Manyteachersneverprogressbeyondthesurvivalstage,buttheonlywayto

reachmasteryandthenimpactaretohaveeffectiveteachingtoolssuchasa

classroommanagementplanandlessonplans.

2. WhatIsanEffectiveTeacher?

Thethreecharacteristicsofaneffectiveteacherare:(1)theymaintainpositive

expectationsforallstudents,meaningthattheybelieveintheabilityofallstudentsto

succeed;(2)theyemployeffectiveclassroommanagementtechniques;(3)theydesign

lessonsforstudentmastery.Theessenceofgoodteachingisproducingqualitystudent

output.Intheend,itdoesntmatterhowmucheffortyouputintosomething,butonly

whatthestudentsgainorproducefromit.Tobeagoodteacher,wemustallteach

ourselveswhatweneedtolearn.ThisisapowerfulconceptbecauseitimpliesthatIcan
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overcomethebarriersstandingbetweenmeasIamnowandmeasaneffectiveteacherin

thefuture,ifIsimplypayattentiontowhereIneedtoimprove,andfocuseffortsthere.

3. HowYouCanBeaHappyFirstYearTeacher

Thischapterischockfullofresourcesandadviceforfirstyearteachers.The

underlyingthemeseemstobe,Donotgoitalone.Firstyearteachersareadvisedto

seekoutamentorintheteachingfield;joinaprofessionalorganization;andlearnfrom

colleaguesandworkcooperatively.Thesecrettobecomingasuccessfulteacheristo

Beg,BorrowandStealfromyourcolleagues,otherwiseknownasresearch.Teachers

areacommunityofequals,notacommunityofexperts.Anotherprerequisitetofirstyear

teachersuccessistoparticipateinanorganizednewteacherinductionprogram(in

California,BTSA).Beforeacceptinganewjob,itisimperativethatfirstyearteachers

askifthedistricthasaninductionprogram,toreducetheintensityofthetransitioninto

teaching,andtoprovideeffectivetrainingandsupport.Ifthereisnosuchprogram,the

jobshouldnotbetaken.Furthermore,goodteacherscontinuallyimprovethemselvesand

haveagoalofstrivingforexcellence.IdidalittlebitofresearchonBTSAanditseems

tobeaveryhelpfulprogramthatputstheTPEsinperspective.Ialsoskimmedthe

ContinuumofTeachingPracticeandittooseemstobeaveryhelpfuldocumentthat

essentiallyprovidesarubricforteacherstoassessthemselvesinvariousaspectsoftheir

teachingabilities.

4. HowtoClosetheStudentAchievementGap

This chapter discusses why being an effective teacher is the best way to make a

difference for our students, closing the "achievement gap." Effective teachers plan,

manage their classrooms, think critically, and solve problems. Reading this chapter makes
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me want to learn about as many effective teaching strategies and practices as possible. It

is also encouraging to know that "a student who has an outstanding teacher will remain

ahead of her peers for at least the next few years" (26). While norm-referenced criteria is

not the only way to measure achievement, the message is clear: as an effective teacher,

you can make a difference for students. Lastly, I found the tips for closing the

achievement gap to be helpful: (a) Keep a laser focus on learning for all students; (b)

Maintain a "no excuses" attitude; (c) Use research and data to improve teacher practices;

(d) Involve everyone in improvement processes; (e) Persist through difficulties and

setbacks; and (f) Celebrate accomplishments.

5. WhyYouShouldUseProven,ResearchBasedPractices

Teachers should teach according to what research proves is effective, given their

classrooms' populations and contexts. Richard Elmore of Harvard University says, "Most

decisions made in education, especially in urban schools, are made for the benefit of the

adultsnot the children" (30). Unfortunately, I noticed this personally during my time

working at a school for children with emotional disturbances. Teaching would be more

rewarding, and effective, if we put the interests of the children first in every case. The

main concern of effective teachers is student achievement, and they know that the best

way to reach this is by adopting research-based practices. Additionally, I appreciated the

specific examples of research-based practices, that can be implemented in almost any

classroom. These are aligned time on task, learning community, extensive reading, and

wait time. Aligned time on task refers to spending significant time studying, aided by

lesson objectives, learning activities, and tests that are appropriate to the grade level and

content area, and emphasized by the teacher. Learning community refers to collaboration
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and group work. Extensive reading is self-explanatory, while wait time refers to

extending the time between posing a question and calling on students for answers. Lastly,

I appreciated the contrast noted between ineffective and effective teachersineffective

teachers try to keep children "busy," while "Effective teachers talk more about the

research they constantly look for to improve the achievement of their students" (30).

Simply put, effective teachers are proactive and goal-oriented.

5. WhyPositiveExpectationsAreImportant

Thekeyideaforthischapteristhat"yourexpectationsofyourstudentswill

greatlyinfluencetheirachievementinyourclassandintheirlives"(37).Theauthor

pointsoutthatitisimpossiblenottohaveexpectations,andthechoicewhethertheywill

bepositiveornegativeisyours.Itturnsoutthatbothpositiveandnegativeexpectations

carryaselffulfillingprophecy:"Ifyouexpecttobesuccessful,youareconstantlyalert

andawareofopportunitiestohelpyoubesuccessful"(38).Justreadingthelistof

positiveexpectationsthatteachershavemademefeelstrongerandmoreeffective:"Iam

agoodteacher,andIamproudthatIamaprofessionaleducator"(38).Likewise,the

positiveexpectationthateffectiveteacherscommunicatetotheirstudentshelpsmeto

relaxintoknowingthateverythingwillbeokayorrather,thatitwillbegreat,andthat

relaxationactuallycontributestotheendgoal."Thiswillbeanexcitingclass,andyouare

goingtohavethemostmemorableyearyouhaveeverhad;asaresult,youwilldovery

well"(39).Asastudent,Ihavealwayshadpositiveexpectationscommunicatedtome.It

isthisthatallowsmetotakeondifficulttaskswithacertaintythatIcanandwillsucceed.

Beingawareofmyownthinking,IknowthatthispositiveexpectationIhaveformyself
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isthebeginningofactualsuccess.TherewasquitealotinthischapterthatIwouldlike

tomemorize,butonekeyideawasthepowerofexpectations:

Peoplearemoldedmorebythedepthoftheirconvictionsorexpectationsthanby

theheightoftheirintelligence.Successinvolvesconvertingpeople,nottoyour

wayofknowing,buttoyourwayoffeeling.Peoplecanrefusewords,butthey

cannotrefuseanattitudeoranexpectation.(40)

Thisconceptdescribesourinterconnectednessashumanbeings.Ibelievethatinthis

conceptliesthekeytoteacherandstudentachievementandsatisfaction.Whoweareis

muchmorethanwhatweknoworcandoitiswhatwebelievein,orbelieveispossible;

dreamfor;andworktowards.IwishIcouldsaymoreaboutthis,butIthinkitjustneeds

tobelivedout.

Thisisalsoanethicaldirectiveforteachers,inthatourexpectationsdirectly

correlatewiththeirachievementand,byextension,futurecontributiontosociety.As

teachers,weshouldurgeyoungpeople"tobecomeleadersorheroes",counteractingthe

messagetheyusuallyreceive,whichisthat"it'snotcooltosucceedinschool"(43).As

teachers,weshouldbringourstudentsmindstoahigherlevelfromoperatinginthe

realmofappearances,tocontemplatingtheirvaluesandsettingthemselvesgoals.Wong

sumsthisup:"Whatparentsandteachersconveytoyoungpeopleintheirformativeyears

asexpectationswillinfluenceyoungpeopletoachieveaccordingly.Yourexpectationsof

yourstudentswillgreatlyinfluencetheirachievementinyourclass,intheirlives,and

ultimatelyintheworld"(44).
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Furthermore,readingthischapterremindedmeofthepowerofattitudeina

differentway.Itbothersmewhenteacherssendunfavorablemessagesaboutschoolor

specificsubjects.Today,Iheardsomeonesay,"Ms.Njustsavedyoufromdoingamath

worksheet."Asteachers,weshouldmodelloveforlearninginallsubjects,notjustour

favorites.WhatifthenextStephenHawkingisoneofyourstudents,andyou

communicatethatmathissomethingboringandunenjoyable?Thatattitudecouldrob

humanityofthatstudent'sgreatcontributionstoglobalknowledge.

5. HowtoHelpAllStudentsSucceed

Thischapterindicatestheimportanceofthefirstdayofschool,whichshouldbe

celebratedbyeveryoneintheschoolandalsothegreatercommunity.Thereshouldbea

sensethateveryoneisworkingtogethertoensurechildrenssuccess.Thispositive

atmospherewouldbuildonthenaturalpositiveexpectationschildrenhaveforthemselves

atschool.Thechapteroutlinessomeofthepracticalstrategiesthatteachersandthe

schoolcommunitycantaketowelcomestudents,suchashavingtheschoolbandplay

outside,andhangingapersonalwelcomegreetingonyourclassroomdoor.Thekey

conceptisthatschoolisaplacewherestudentsarewelcometolearnandenhancethe

qualityoftheirliveswithoutfearofintimidationorharm,guidedbyhospitableand

caringpeopleinacleanandorderlyenvironment(47).Toimplementtheseconceptsto

themaximumextent,itisnecessarytoworkaspartofaunifiedteam.Onanindividual

basis,however,ateachercanandshouldtakestepssuchastohelporganizeaFirstDay

ofSchoolcelebration,planaclassroomwelcomeforthefirstday,ensurethementaland
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physicalwellbeingofallstudents,andcreateanenvironmentforallstudentstosucceed

(49).

5. HowtoDressforSuccess

Inthischapter,Wongdiscussestheimportanceofprofessionalappearance.The

cruxofthisideaisthatdressingprofessionallyreflectsselfrespect,whichisnecessaryin

ordertogainstudentsrespect,sothatlearningcanhappen.Likeitornot,peopledo

actuallyjudgeoneanotherbasedonappearance;researchdemonstratesthatstudentsform

judgmentsontheirteachersbasedonappearance.Effectiveteachersmakethatfactwork

forratherthanagainstthem:Itisnotwhatisbutwhatisperceivedthatcounts(51).

Additionally,itistheteachersresponsibilitytodressprofessionally,asyouaresettingan

exampleforstudentstofollow:

Youngpeoplelearnwhatisappropriateinsocietybylookingattheiradultrole

models.Yourdress,youractions,andyourwordsarewhatyoungpeoplewilltake

tobeappropriate.Bytheendofthesecondweek,theentireclasswillhavetaken

signalsfromyouastohowtheyshouldbehavefortherestoftheschoolyear.(52)

Inshort,teachershavearesponsibilitytoencouragelearning,andlearningbeginsby

gainingandkeepingtherespectofstudents[throughappearance](54).Thisiseven

morecrucialinthecontextofglobalizationourstudentsaremorelikelythaneverto

workforinternationalcompanies,andtheyneedtoknowwhatisconsideredprofessional

attirearoundtheworld,notjustinthiscountry,whichisgenerallymoreinformalthanthe

globalnorm.Furthermore,Ifoundithelpfultoconsiderthelistoffourtraitsthatare

supportedbyprofessionaldress:respect,credibility,acceptance,andauthority.Ateacher
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whoembodiesthesetraitsthroughdressismuchmorelikelytobeeffectivevisvis

students.Ialsofoundithelpfultoconsidertheeffectsofdressingprofessionallyon

teacherstudentrelationships:Ifyouconsistentlycometoschoolinappropriately

dressed,[students]willnotsayawordbecausetheysurmisethatifyoudonotcareabout

yourself,theyneednotcareaboutyou.Dressappropriatelybecauseitisveryimportantto

knowthatpeoplecareaboutyou(56).

5. HowtoInviteStudentstoLearn

This chapter is about being inviting. I enjoyed the story of a successful Back to

School Night, in which the teacher planned to have students copy a letter, make a paper

crane, and write a personal letter to their parents, all of which were left on their desks for

the parents to find at the event.

I resonate with the directive, "Invite parents to be partners in unleashing the

potential of their children" (60). To me it is empowering and exciting. It reminds me of

my middle school teachers, who used parent volunteers to pull off all sorts of amazing

field trips, including backpacking in Yosemite, camping in Point Reyes and Monterey,

rock climbing trips, and visits to a trapeze arts center and ropes course. These parents

truly were involved in unleashing the potential of their children!

As always, I found the practical tips helpful: "See if your classroom is inviting....

Is the door clearly marked? Are welcome and information signs posted? Are signs written

in jargon? Is the first assignment clear and understandable? Are there clues that show you

care for young people?" (60) I plan to reflect on this further, as I develop my classroom

management plan.
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I love the traits of the effective teacher here outlined: "The effective teacher is

committed to seeing all people as able, valuable, responsible, and possessing untapped

potential in all worthwhile areas of human endeavor" (60). A sense of optimism bursts out

of every page of this book, and this passage is no exception. Just reading this sentence

makes me think of new possibilities for my relationships with people in my life.

5. HowtoIncreasePositiveStudentBehavior

Thischapterbasicallysaysthatbymodelingthetypeofbehavioryouwanttosee

inyourstudents,youwillgetitincludingapositiveattitudeandpolitemanners.Like

therestofthisbook,itisaverycommonsenseapproach.Uponreflection,thisconcept

willbeveryusefulformetoimplementinmyfutureclassroom.Itremindsmeofmy

experiencecanvassingforanonprofit:everyaspectofourinteractionwithpotential

membershadtobeperfectconstanteyecontact,afriendlyexpression,andperfect

speakingmanners.Ithinkkeepinginmindthatexperience,andthischapterofFirstDays

ofSchool,willservemewellinanyteachingsetting.

5. HowtoHaveaWellManagedClassroom

Thischaptergivespracticaltipsforhowtoorganizeyourclassroom;forexample,

sortingeverythingintoplastictubsandusingverticalfilessothatyoucanseetitlesrather

thanahorizontalstack.Itremindedmethattheclassroomisaverydifferentspacethan,

say,ourbedroomsorkitchens.Thereneedstobealotofoptionsforstoringeverykindof

littlethingteachersupplies,kidsupplies,worktograde,alreadygradedwork,and

more.ThesewereinvaluabletipsthatIwilldefinitelymakeuseofwhiledesigningmy

classroomstoragespaces.

5. HowtoHaveYourClassroomReady
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Inthischapter,WongandWongremindusthateffectivenessisdeterminedbefore

youevenleavehome.Thisisaveryempoweringconcept,becauseitshowsthatourlevel

ofsuccessreallyisuptousandtheextenttowhichweplanforit.Thus,ifwewanttobe

successful,there'snopointbeinganxiousorwonderingwhattodo:wesimplymustbegin

planning,asfarinadvanceaspossible,andkeepgoinguntilwehavearrivedatthelevel

ofpreparationweneedtobeeffective.It'sfunnyhowsuchabasicconceptoftengoes

ignoredbypeoplelikemyself.IalsoappreciatehowWongandWongareconstantly

tyingbackexpectationsforteacherbehaviortheoutsideor"real"worldofbusiness.A

hugepartofourroleasteachersistoprepareourstudentsforthisoutsideworld,andso

ourlevelofpreparation,manners,andbehaviorsetsastandardthatwillstickwiththem

foralongtime.

5. HowtoIntroduceYourselftoYourClass

Inthischapter,WongandWongemphasizetheimportanceofthefirstimpression

andsuggestthattheimpressionstudentsreceivefromyouandyourexpectationswillset

thetoneforthewholeyear.Intheory,it'spossibleto"lose"yourclass'srespectand

attentionfromDayOne;ontheotherhand,it'spossibletoensuretheirundying

cooperationandlovefromthatfirstdaytoo.Itwillbeveryhelpfulformetoremember

thisfactsothatIcanapproachthefirstdayaspreparedtofacemystudentsaspossible.

Lookingahead,Ianticipatethatanareaofgrowthformewillbelearningtomanage

disciplineissues,whilemaintainingpositiveexpectations,andhopefullycrafting

effectiveassignments,willbeamongmystrengths.HowIpresentmyselfineachofthese

threecategorieswillaffectstudents'overallimpressionofmeonthatfirstday.
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5. HowtoArrangeandAssignSeating

Inthischapter,WongandWongdiscusshelpfulwaystoseatstudents.They

suggestthatyouwillmaintainmorecontrolovertheclassbyassigningseatsratherthan

allowingstudentstoselfselectseats.Theyalsosuggestthatdesksshouldallbefacing

thefrontoftheroom.IamnotsurethatIwillfollowalloftheirrulestoaT,atleastafter

afewyearsofteachingexperience,buttheyarecertainlyveryhelpfulforbeginnersto

startoutwith.

5. HowtoStartaClassEffectively

Thischapterwasveryhelpfulformetoread.Elsewhereinthebook,Wongand

Wongnotethat"effectiveteachingisinvisible"thatanobservershouldnotparticularly

noticeproceduresbecausetheyallowtheclasstorunsmoothlybuttheabsenceof

proceduresishugelyvisible,sinceitresultsinadisruptive,unrulyclass.Lookingback,I

hardlyrememberanyproceduresinmypublicschoolclasses,exceptforspecificones

thatIthinktheteachersmayhavetakendirectlyfromWongandWongforexample,a

certainwayofpassingmathpapersacrosstherowsthatisdescribedhere. Anyhow,itis

difficultformetorememberproceduresfrommyownexperience,andsotheconcrete

suggestionshereonhowtostartaclasseffectivelyusingprocedureswasveryhelpful.

5. WhenandHowtoTakeRoll

Thischapterisaboutfindinganalternatemethodtotakingrollsothatitdoesnot

takeawayfrominstructionaltime.Itofferssomegoodsuggestionsandtheargumentisa

goodone.Idontrememberanyofmyteachersevertakingrollafterthefirstdayof

school,exceptwhenwehadsubstitutes.Inmyfutureclassroom,Iwillmakesuretotake
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careofrollbydoingitwhilestudentsareengagedinanothertask.Ipreferthemethods

whereImtakingrollbymyself,becauseImaynotalwaystruststudentstobecompletely

honestwithasystemsuchasmovingapopsiclestickorothertokenintoanenvelope.

5. HowtoMaintainanEffectiveGradeRecordSystem

WongandWongoutlinethethreecriteriaforgrades:attendance,scoresand

runningtotal.Itwasveryhelpfulinbreakingdownconcretestrategiesforstaying

organizedforreportcardsandparentconferences.However,movingbeyondtheconcrete

strategies,thischapterwasacatalystformetoreflectonthesignificanceofgradesinmy

futureclassroom.Gradesareachallengingsubject,sinceaseducators,wewantto

discouragea"fixed"mindsetinstudents,andgradescanseemtorewardorpunish

studentsfortheirinnateabilitiesratherthantheireffort.Ideally,Iwouldinvolvemy

studentsintheirownassessmentbyconferencingwiththemmoreanddoingmore

formativeassessmentsthatIbaseinstructionon.Additionally,Iwouldliketohavethe

"scores"portionofgradesreflecteffortaswellasachievement;forexample,by

rewardingexceptionaleffortand/orimprovementoverthecourseofthesemesterinthe

overallgrade,notjusttheinitialorminimumeffort.Rubricsandapolicyofrevisioncan

behelpfulinthisregard.

5. HowtoHaveanEffectiveDisciplinePlan

Inthischapter,WongandWongdiscusselementsofadisciplineplanthatfoster

responsibilityinstudents.Iverymuchsupportthismodel,sinceourgoalistobuild

effectivecitizensinsociety,andcitizensshouldberesponsiblefortheirownactions.

Theirapproachesremindedmeofthe"restorativejustice"approachthatwehavebeen
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learningaboutinotherclasses.Ithinkthatthebackboneofaneffectivedisciplineplanis

havingwarm,caringrelationshipswithstudentstothegreatestextentpossible.Wongand

Wongmentionthatstudentsmust"buyin"totheclassandschoolrules,andIthinkthe

strongestwaytoencouragethisbuyinistoencouragethestudentstobepartofaclose

knitclassroomcommunity.Theheartofthiscommunityistheteacherandhisorher

relationshipswithindividualstudents,aswellastherelationshipsbetweenstudents,

whichteachersfacilitatethroughthewarm,safeclimateoftheclassroom.

5. HowtoTeachStudentstoFollowClassroomProcedures

Thischapterisallaboutprocedures:howtoteachthem,howtorehearsethem,

andsomespecificexamples.WhatIappreciateaboutthischapteristhefactthatkids,

especiallyatriskyouth,thriveinthepresenceofstructure.Implementingthiskindof

consistentstructuremaybechallengingatfirst,sinceeveryonelovesfreedom,butthe

benefits,especiallylongterm,willoutweightheinitialdiscomfort.Asaneducator,I

mustrememberthateverythingIdoissupposedtohavethebestinterestsofmystudents

inmind.

5. HowProceduresImprovetheOpportunitytoLearn

Thischaptercontinuestodiscussproceduresandgivesmoreexamplesofonesto

use.Init,Mr.Wongnotesthateveryeffectiveclassroomhasprocedurestomovethe

actionalong.Overthesummer,whenIsubstitutetaughtExtendedSchoolYearata

nonpublicschoolforfiveweeks,Ihadnotyetexperiencedthevalueofprocedures.Idid

notteachreallyanyproceduresatall(forSpecialEdstudents!)andasaresult,my
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classroomwaschaoticandunpredictable.So,afterreadingthischapter,Iamdefinitely

lookingforwardtoseeinghowtheuseofprocedureswillbenefitmyfutureclassroom!

5. HowtoCreateanEffectiveAssignment

Inthischapter,WongandWongdescribehowaneffectiveassignmentisbuilt

aroundobjectives.Ononehand,thisisquitecommonsense,butontheother,our

readingsfromtheCurriculumStudiesReader,particularlyfromEisner,remindmethat

notalllearningcanorevenshouldbemeasuredandstandardized.However,Iknowthat

throughCCSSandtheNGSS,itisstillpossibletodesignhighlyengagingandauthentic,

inquiryorprojectbasedassignmentsthatstilladdressaparticularstandardorsetof

standards.ItisthistypeoflearningthatIwouldliketofacilitateinmyfutureclassroom.

IappreciatethetechniquesthatWongandWongofferhere,especiallyBackwards

Design.It'slikeascaffoldforteacherstocreateaneffectiveassignment.Additionally,I

appreciatethequipinthisbook,TheroleofateacherisnottoCOVER.Theroleofa

teacheristoUNCOVER(227).Thisremindsmeofthesubjectcenteredclassroomin

CouragetoTeach,inwhichstudentsinteractdirectlywiththesubjectofknowledge,

whiletheteacherfacilitatesthisinteraction.

5. HowtoTestforStudentLearning

Ireallylikedhow,asthischapterwasfocusingonhowtogivetests,Mr.Wong

mentionedthatweneedtochangefromatestingculturetoanassessmentculture.

Throughoutthechapter,hementionstheneedtowritetestsforthesakeofstudentsand

theirachievement,nototherinvalidreasonssuchaspassageoftime,materialcovered,

curvegrading,periodtokill.Iabsolutelyagreethattestingshouldalwaysbeforthesake
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ofthestudent,notforanyotherreason.Asintheanalogywiththedoctorandpatient,

testsareusedtodeterminewhetherastudentneedscorrectivehelp.Asteacher,itisour

responsibilitytoremediatethestudent,sothatlearningcanimproveandthestudent

doesntfallfurtherbehind.Additionally,Iappreciatethetipsforwritingtestssothatthey

trulymeasurestudentachievement.Oneoftheseistowritethetestatthesametimeas

youarewritingtheassignment,whichmakessensebecauseyouarebeginningwiththe

endinmindandcanthereforeguidestudentlearningtowardsthedesiredoutcome.The

otherhelpfultipistocomposethetestsimplyofaseriesofquestionsforeachofthe

assignmentsobjectives.Withthesetipsandapproachinmind,testingcanbecome

actuallyenjoyable,asstudentsseektodemonstratetheircontentmastery.

5. HowtoAssessforStudentLearning

Thissectionofferswaystocommunicatelearningexpectationstochildren,such

asrubrics.Inmypersonalexperience,Ihavefoundthatrubricsarehighlyhelpfulwhen

workingonagroupproject,becauseyoucanassignonecategorytoeachpersonto

reducetheworkloadforall.Thebasicprincipleinthischapteristhatstudentsshould

haveanexample,oratleastaclearidea,ofwhatisexpectedofthem.Ihopethatinmy

futureclassroom,Iwouldalsoencouragethemtocustomizetheirfinalproducttotheir

interestsorpersonality,ortogo"aboveandbeyond"therubric,justbecausetheyenjoyed

theproject.

5. HowtoEnhanceStudentLearning

Inthischapter,WongandWongdescribetheimportanceofteachercollegiality

andcollaboration.Whenteacherscollaborate,studentsachievemorehighly.Weread
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aboutthisdirectlyinMissionHigh,whichdescribesaschoolinSanFranciscowhereall

teachersdiscussspecificstudentsindepthandintegrateacrosssubjectstohelpthem

achieve.Thisishighlyinspiringandremindsmeofthetruereasonwhyweshould

becomeeducators:tohelpstudentsachieveandgrowaspeople.Iamlookingforwardto

theopportunitytoworkingalongsidemyfuturecolleaguesintheinterestofourstudents.

5. HowtoBeaTeacherLeader

ReadingMr.Wongsdescriptionoftheteacherleaderatfirstledmetoactually

questionmypotentialasaneducator,sincecertainaspectsofitwillbeverychallenging!

Yetthesectionon"choice"renewedmycertainty:Iammakingachoicetogointo

education!Ideally,Iwouldliketoteachatanaschoolwithanontraditionalapproach

(Montessori,Waldorf,orclassical),althoughIverymuchlookforwardtotheopportunity

toworkataregularpublicschoolaswell.Inacertainsense,itistheseschoolsthatare

themostimportanttoworkat,becausetheyaretheplacesthateveryonegoes,especially

thosewho,socioeconomically,havetheleast.Sointheseschools,thereismoreofan

opportunitytomakeabigdifference.Additionally,Ihopetomakeautismadvocacya

partofmyeducationalphilosophy:Ithinkthatadvocatingforthepreferencesofautistic

childrenclear,consistentrules,anottoostimulatingenvironment,differentiated

education,andmaybeevenfacilitatedsocialinteractioncanbehelpfulforallstudents!

Ialsoappreciatedthisbook'sfinal,partingadvice:toaskoneselfcontinually,

WhatdoIneedtoknowinordertodowhatIneedtodo?Ireallyresonatedwiththis

andknowthat,whileteachingwillbeadifficultjourneyforme,asforanyone,itwill

certainlybeworthwhile.Ihavealwaysenjoyedleadership,andIhavebecomesomeone
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whoperseveresandisdeterminedtoachievegoalsandworkthedirectionofmypersonal

values,nomatterwhat.WongandWongindicatethatkeytraitsofasuccessfulteacher

arecommitment,dedicationandhardwork,andabeliefthatallchildrenarecapableof

success.Theyremindus,Youarethedeterminerofsuccessinyourclassroom,and,

Whatyouchoosetobelieveiswhatyouchoosetobecome.Thesearenotonly

encouragingwords,butalsotrueconcepts,andIwilltakethemasencouragementalong

myownpersonalandcommunalteachingjourney.Overall,thisbookwasveryhelpful,

helpingmereconsidermyownorientationtowardallelementsofteaching.

References

1.Wong,H.K.,&Wong,R.T.(1998).TheFirstDaysofSchool:HowtoBeanEffective

Teacher.