It seems like members of MTC are asked this question all the time. We are asked by interested applicants, colleagues at our respective schools, and even by other members of MTC as we go through the program. I must say that I haven't really thought about my answer to this question. When presented with this question, I don't respond with my life philosophy. My answer to this question is probably a little more simplistic than I think it should be. That has probably served me well, because I don't allow myself to be inundated with the stresses of living up to my initial reasons for joining MTC.
Why Should Someone Join?
Someone should join MTC because they feel like they absolutely have something special to offer a child. I'm not talking about coming to Mississippi to be a savior. Nor, am I talking about treating the kids like they are charity cases. Joining MTC should be about offering a new perspective to your students. A perspective that gives them a sense of education, work ethic, and genuine care. I did not join to be known as the teacher/coach who saved some kids from throwing their lives away. I dare not ever patronize my students or players in that way. If anything, someone should join to impart that which was imparted to them in their middle school and high school years. The masters coursework is also a reason someone should join. The challenge of being a strong teacher and a strong student at the same time is one that should be respected. MTC is a continual process of teaching and learning. A great MTCer is one who is very reflective. One who can manage relationships, stress, and transition. Someone should join MTC because they are a cut above the rest, and they can operate at the highest level consistently.
Why Should Someone Not Join?
Don't join MTC to say that you took a bunch of poor, lazy kids and made them scholars. If anyone thinks that they are above reproach on any level, then they shouldn't join either. If you are someone who compartmentalizes every success and failure, then MTC may not be the program for you. No failure can get you too low, and no success can get you too high. Even kilned and level-headed people seem to do the best in this program. Someone should not join if they cannot take criticism--constructive and destructive. I don't want to deter anyone from applying. If anyone feels like they are qualified, then please apply. Just know that MTC is not a cake walk; but MTC also isn't the hardest thing in the world.
I joined MTC because I knew that I had something to offer. I come from a family of educators, so I've always understood the value of education (from the standpoint of a teacher). Moreover, I knew that I could offer even more through coaching. I knew that through this program, I could get closer to the educational attainment that I seek, and have a chance to affect lots of amazing kids. Every MTCer will give a different answer, but we all probably have some of the same core values. I'm so glad that I'm in MTC. I appreciate the opportunity, and as a future applicant, someone should go into the application process with that same appreciation. The opportunity is priceless.....
Thursday, February 10, 2011
Responsibility...
As I've navigated through this school year, I've tried to figure out what the most difficult part of my job is. Throughout the school year, there is one thing that has continually come up with my students. This thing affects the exceptional students and the students who don't do so well. This mystical thing is RESPONSIBILITY.
Since August, the factor that has ensured success in my class has been responsibility. I've tried to structure my class so that the strongest--and the weakest--readers can excel. I always tell my students that we can work on skill mastery and the intricacies of certain topics. All they have to do is come to class, put in a reasonable effort, and the rest will be taken care of. I had quite a few students fail my class because they just neglected to turn in any work. Although I absolutely hate giving zeros, I feel that the kids need to see that number to let them know that this is not their normal cake walk. We have had talks about developing life skills. I've constantly said that even if they don't leave my class as strong readers, they will at least value the importance of responsibility, accountability, and work ethic.
For too long, it seems like the majority of my students have been coddled to the point where they are able to just coast through school without any of the blame being put on them. Now, I'm not calling my students lazy--not at all. What I am saying is that they are not used to having to consistently work to achieve the grades and results they want. This is more of an indictment of the system they've been growing up in for the past 7 or 8 years. More than anything, I want them to value hard work. I want them to respect the value of responsibility. If I can at least get my students to the point where they feel like they are accountable for their grades, and their behavior, then I will feel like I've done my job. The issues regarding mastering text structures, main idea, or situational irony will all be taken care of when the students feel like they are the main determinants of their grades.
So, through meetings with administration, parent conferences, team meetings, and students conversations, I've continued to harp on this point. I cannot have a part in the perpetual handicapping of my students. I know that this is a transition from what they're used to, but I know that developing the life skill of responsibility will benefit them well after 7th grade. If that makes me a "hard" teacher, then I'll wear that hat proudly. I hope it makes them see me as the teacher who cares about their development as teenagers, and future members of the larger society.
Since August, the factor that has ensured success in my class has been responsibility. I've tried to structure my class so that the strongest--and the weakest--readers can excel. I always tell my students that we can work on skill mastery and the intricacies of certain topics. All they have to do is come to class, put in a reasonable effort, and the rest will be taken care of. I had quite a few students fail my class because they just neglected to turn in any work. Although I absolutely hate giving zeros, I feel that the kids need to see that number to let them know that this is not their normal cake walk. We have had talks about developing life skills. I've constantly said that even if they don't leave my class as strong readers, they will at least value the importance of responsibility, accountability, and work ethic.
For too long, it seems like the majority of my students have been coddled to the point where they are able to just coast through school without any of the blame being put on them. Now, I'm not calling my students lazy--not at all. What I am saying is that they are not used to having to consistently work to achieve the grades and results they want. This is more of an indictment of the system they've been growing up in for the past 7 or 8 years. More than anything, I want them to value hard work. I want them to respect the value of responsibility. If I can at least get my students to the point where they feel like they are accountable for their grades, and their behavior, then I will feel like I've done my job. The issues regarding mastering text structures, main idea, or situational irony will all be taken care of when the students feel like they are the main determinants of their grades.
So, through meetings with administration, parent conferences, team meetings, and students conversations, I've continued to harp on this point. I cannot have a part in the perpetual handicapping of my students. I know that this is a transition from what they're used to, but I know that developing the life skill of responsibility will benefit them well after 7th grade. If that makes me a "hard" teacher, then I'll wear that hat proudly. I hope it makes them see me as the teacher who cares about their development as teenagers, and future members of the larger society.
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