Topic One - Part A
Why I want to become a teacher? Am I a teacher 24 hours a day?
by Tanya Weller - Monday, 12 September 2016, 11:39 AM
Why I want to become a teacher?
This Saturday I volunteered at S.E.A.R.C.H. at the Four Directions Health Centre on 5th Ave. I was placed as a childcare worker. Throughout my shift I was privileged to assist one little girl in her play time. Teaching her manners and politeness as she was interacting and playing with others was very rewarding, especially that she was willing to learn. The director came in near the end and was asking us what happened with this little one because she was using what she had just been taught in a craft activity with others. She was asking to join them and using other social mannerisms. I was told that she can be quite bossy and pushy, which I could see, too. That made me happy to see that this little girl was bearing ‘fruits’.
Making a difference in someone’s life by teaching them how to play and seeing a change is so rewarding. Serving another community is allowing me to expand my sphere of influence and make an impression on others lives. I enjoy learning myself and seeing the changes in my life as well.
I want to be the kind of teacher that is first of all compassionate to my students. Secondly, I want to see them do better than they or others thought possible. Thirdly, I want to prepare them for life outside the four walls of a classroom.
I had two teachers in my schooling to whom I owe gratitude. Mrs. Bird from grade 1 made me feel very proud when I got the best mark on an assignment and sent me home with a banner across my chest proclaiming my achievement. Another instance of pride was when my grade 8 teacher told me that I had the highest year end mark for French. Again, the glow lasted these many years. Will I have moments when students remember my recognition of their achievements or kindnesses that I have shown many years hence? I am sure after these many years those two teachers may not remember me. However, I will remember them until I can remember them no more.
Lastly, I want to be that teacher who helps her students strive to be the best that they can be; the teacher who cares about her students, and most of all wants to learn from her students, too. I want my students to feel comfortable, and to know that they are loved and respected. Will I be an inspiration to my students?
Am I a teacher 24 hours a day?
Lifelong-learning, perseverance and overcoming are a few of my core values. At my present job, a janitor in an elementary school, I have a strong worth ethic, energy and enthusiasm that has not waned after 2 ½ years at the job. Even though the years have crept forward I have never lost my love of learning. I am sure that becoming a teacher will be challenging, sometimes exhausting and frustrating. I hope to overcome all the stumbling blocks in my way – even working ’24 hours per day’ to realize the rewarding career choice it is for me. I do wonder if there is an opportunity for an almost 60 year old to find employment as a brand new teacher? I do feel excited and hopeful despite my age.
My daughter-in-law is a teacher in Calgary and works long and hard for her students in and out of the classroom. Often during the summer, winter and spring breaks teachers at my school are itching to get back to prepare for the return of students. Some teachers put a lot of effort into their discipline.
Re: Why I want to become a teacher? Am I a teacher 24 hours a day?
by Julie Machnaik - Monday, 12 September 2016, 12:42 PM
Tanya, As I read your post I could feel your passion to work with children, prepare them for life, make sure they have positive moments where they go home feeling good about themselves. You give gratitude for two teachers who made you feel special. Isn't it amazing how such small caring gestures are still powerful memories for you.
One thing you wrote about was that you will CARE for and about your students. To me, that is the key. Students must feel safe, cared for, respected and have a strong sense of belonging. We need to build strong relationships with our students and families.
And Tanya, I don't much care what the age is of a teacher for it is the HEART of a teacher that matters and you have a big one.
Your posting reminded me of a beautiful YouTube video that I'd like to share with you.
Please sit back and enjoy watching the video.
Why I want to become a teacher? Am I a teacher 24 hours a day?
by Tanya Weller - Monday, 12 September 2016, 11:39 AM
Why I want to become a teacher?
This Saturday I volunteered at S.E.A.R.C.H. at the Four Directions Health Centre on 5th Ave. I was placed as a childcare worker. Throughout my shift I was privileged to assist one little girl in her play time. Teaching her manners and politeness as she was interacting and playing with others was very rewarding, especially that she was willing to learn. The director came in near the end and was asking us what happened with this little one because she was using what she had just been taught in a craft activity with others. She was asking to join them and using other social mannerisms. I was told that she can be quite bossy and pushy, which I could see, too. That made me happy to see that this little girl was bearing ‘fruits’.
Making a difference in someone’s life by teaching them how to play and seeing a change is so rewarding. Serving another community is allowing me to expand my sphere of influence and make an impression on others lives. I enjoy learning myself and seeing the changes in my life as well.
I want to be the kind of teacher that is first of all compassionate to my students. Secondly, I want to see them do better than they or others thought possible. Thirdly, I want to prepare them for life outside the four walls of a classroom.
I had two teachers in my schooling to whom I owe gratitude. Mrs. Bird from grade 1 made me feel very proud when I got the best mark on an assignment and sent me home with a banner across my chest proclaiming my achievement. Another instance of pride was when my grade 8 teacher told me that I had the highest year end mark for French. Again, the glow lasted these many years. Will I have moments when students remember my recognition of their achievements or kindnesses that I have shown many years hence? I am sure after these many years those two teachers may not remember me. However, I will remember them until I can remember them no more.
Lastly, I want to be that teacher who helps her students strive to be the best that they can be; the teacher who cares about her students, and most of all wants to learn from her students, too. I want my students to feel comfortable, and to know that they are loved and respected. Will I be an inspiration to my students?
Am I a teacher 24 hours a day?
Lifelong-learning, perseverance and overcoming are a few of my core values. At my present job, a janitor in an elementary school, I have a strong worth ethic, energy and enthusiasm that has not waned after 2 ½ years at the job. Even though the years have crept forward I have never lost my love of learning. I am sure that becoming a teacher will be challenging, sometimes exhausting and frustrating. I hope to overcome all the stumbling blocks in my way – even working ’24 hours per day’ to realize the rewarding career choice it is for me. I do wonder if there is an opportunity for an almost 60 year old to find employment as a brand new teacher? I do feel excited and hopeful despite my age.
My daughter-in-law is a teacher in Calgary and works long and hard for her students in and out of the classroom. Often during the summer, winter and spring breaks teachers at my school are itching to get back to prepare for the return of students. Some teachers put a lot of effort into their discipline.
Re: Why I want to become a teacher? Am I a teacher 24 hours a day?
by Julie Machnaik - Monday, 12 September 2016, 12:42 PM
Tanya, As I read your post I could feel your passion to work with children, prepare them for life, make sure they have positive moments where they go home feeling good about themselves. You give gratitude for two teachers who made you feel special. Isn't it amazing how such small caring gestures are still powerful memories for you.
One thing you wrote about was that you will CARE for and about your students. To me, that is the key. Students must feel safe, cared for, respected and have a strong sense of belonging. We need to build strong relationships with our students and families.
And Tanya, I don't much care what the age is of a teacher for it is the HEART of a teacher that matters and you have a big one.
Your posting reminded me of a beautiful YouTube video that I'd like to share with you.
Please sit back and enjoy watching the video.
Topic One - Part B
Expanded thoughts on STF membership, expectations of students, 24/7 teaching
by Tanya Weller - Tuesday, 13 September 2016, 9:48 PM
To be an associated member of the Saskatchewan Teacher’s Federation one must:
- Be employed in a school that receives or is able to receive grants according to The Education Act, 1995
- You must be a member of the Saskatchewan Teachers Federation
- Students enrolled in a program of teacher education are members as well
- Membership in Saskatchewan Teachers Federation gives teachers and student teachers “professional status which come with responsibilities, rights and benefits”.
- A collective voice ensures protection of this status so that all members can have their needs and professional goals met
Retrieved from https://www.stf.sk.ca/teaching-saskatchewan/teacher-professionalism/stf-membership
Expectations of students in the Faculty of Education at the University of Regina
- Student with special needs, illness, or disability are to communicate any alterations of learning environments needed to succeed with their course instructor.
- Students must meet the expectations of language competence as a condition of graduation from the Faculty of Education
- Regular attendance and arriving on time is required in all classes
- All required assignments, exams, etc. are to be completed to finish a course. Tardy assignments and projects are met with penalties
- All these guidelines must be followed: “The University of Regina Academic Regulations § The Canadian Teachers' Federation Code of Ethics § The Saskatchewan Teachers' Federation Code of Ethics § The Education Act, 1995, Saskatchewan § The Board of Teacher Education and Certification, Guiding Principles and Beliefs § Student Review Policy, Faculty of Education. 6. Progress in the Program.” Students will be assessed on their professional conduct according to all these bodies.
- Selection criteria and procedures are based on academic standing and professional development.
- Faculty probation will be instituted for students with inferior academic standing
- Both academic and non-academic behaviour will be subject to disciplinary action if proven to be reproachable
- Academic misconduct – such as cheating, plagiarizing, etc – is a serious offence and will be penalized: “unless explicitly authorized by the course instructor or examiner, using books, notes, diagrams, electronic devices, or any other aids during an examination, either in the examination room itself or when permitted to leave temporarily; § copying from the work of other students; § communicating with others during an examination to give or receive information, either in the examination room or outside it; consulting others on a take-home examination (unless authorized by the course instructor); § commissioning or allowing another person to write an examination on one’s behalf; § not following the rules of an examination; § using for personal advantage, or communicating to other students, advance knowledge of the content of an examination (for example, if permitted to write an examination early); § altering answers on an assignment or examination that has been returned; § taking an examination out of the examination room if this has been forbidden.” These are all examples of misconduct.
- Taken from
- Plagiarism is frowned upon as well. This can be using all, significant parts of, or not giving credit to whom it is due.
- The student is to submit to an accompanied invigilator when asked to do so. However, they can refuse and this will cause their name to be written down and the reasons for the request that was refused.
- All are to feel safe from harassment or discrimination
Retrieved from http://www.uregina.ca/education/assets/docs/pdf/for-faculty/Summary-of-Academic-Regulations-Reminders-Undergraduate.pdf
Additional thought on teachers being ‘on’ 24/7 is:
Deuteronomy 11: 18-19 (NIV)
Fix [what we learn in our hearts and minds]; tie [these lessons] as symbols on your hands and bind [these lessons] on your foreheads. Teach [what I learn] to [our] children, talking [about what we want to teach] when we sit at home and when we walk along the road, when we lie down and when we get up.
The Task Force on Teacher Time has set the maximum time for teachers to work at 1, 044 hours/year. This was necessary to set because teachers “are highly motivated and dedicated to excellence in their work” they are tempted to go above and beyond if no set limit is in place to prevent them from becoming enslaved to their profession. Retrieved from http://thisistheclassroom.ca/maze-highlights-issues-roles-stf-executive-faces/#.V9jFX5grK00
However, I believe that each teacher teaches when opportunity arises, no matter the time of day.
Re: Expanded thoughts on STF membership, expectations of students, 24/7 teaching
by Mary-Anne B. - Wednesday, 14 September 2016, 4:50 PM
"Each teacher teaches when opportunity arises." I definitely agree with your statement. When a student sees a teacher outside of the classroom, the teachers behaviour can impact the student, either negatively or positively. Also, if a student is struggling with a topic and asks the teacher for help, even if it means helping after the final bell has rung, the teacher is still willing to help.