The American Dream

In the midst of this strange, and at times, somewhat scary election the idea of the American Dream is frequently raised by a politician keen to remind people that things could be better if you vote for him, or for  her.

An old college friend from England asked the question on Facebook this morning; "So  what is the American Dream?". I didn't have to think long about what it is for me, and probably for many thousands of other immigrants to this country. The American dream is opportunity; the opportunity to fulfill one's life ambitions through hard work and perseverance. And with opportunity comes hope and the belief that things can be better.

Growing up in England in the 50s, 60s and 70s one's life was pretty much mapped out by the time you left high school. If you passed what were called 'O' level exams at 16 you got to stay on in high school and take 'A' level exams at 18. If you got really good grades in these 'A' level exams you got the opportunity to go to University. I think it was less than 8% of the population got this opportunity at the time.

My 'A' level grades weren't good enough to get to University so I became an apprentice surveyor. At the same time I was playing field hockey for a mixed team of men and women at the weekends and it turned out most of them were teachers. They seemed like a really fun bunch and so I decided to enroll at a teacher training college, where my 'A'level results were good enough, to become a teacher. Four years later I graduated with a bachelors degree in education and started teaching a fourth grade class at a primary school in Bristol, England. A couple of years later in 1974 I was also  invited back to the college as a Resident Adviser which is where I met the exchange students from the University of Illinois.

At the time I had progressed as far as I could through the teaching profession; the next step being a headmaster (school principal) which I knew I did not want to do. The other career path was to be a college professor and teach other people all about the wonders of teaching. Unfortunately, my 'A' level results were still not good enough for me to pursue this avenue even though I now had a BEd degree. "So why not come to America and get your PhD at the University of Illinois" said one of the American professors who accompanied the US exchange students, "It's the land of opportunity" he continued. So I did. I took advantage of the opportunity to get my PhD in teacher education which then enabled me to become a professor in a teacher education program helping future teachers learn all about the wonders of teaching young children. The American Dream is opportunity.

Teaching

You can probably remember a teacher who touched your life in a positive way at some point. Perhaps it was a third grade teacher who patiently helped you understand what the commutative property of multiplication was. Or maybe it was a fifth grade teacher who was passionate about literature and always found a way to help you make every story come to life. Or it might even have been a high school history teacher who dressed up in period costume for classes about the civil war.

Have you gone back to your school to thank that teacher?

There is nothing quite like the feeling that comes from being a good teacher; whether it's guiding children to a better understanding, sharing one's passion for a particular topic, compensating for a child's tough home life by caring a little bit more, or helping a student develop a growth mindset when they say they'll never understand fractions. Being part of a classroom full  of children for a year is an amazing experience.

It's not easy though, if you want to do it right. It' not something you can do by reading a book, taking a single course, spending a year in a classroom with a practicing teacher or just doing what comes naturally. Being a good teacher and getting the most fulfillment out of it involves a rigorous, challenging but incredibly rewarding intellectual process of thinking, reflecting, acting and developing the professional dispositions of a teacher. It involves having a good understanding of what you will teach, a practical grasp of how children develop and learn and the accumulation of a toolbox of teaching strategies you can call upon when needed.

A great place to do this is in the undergraduate or graduate programs at St. Michael' College where theory and practice are integrated in a way that enables you to be the best you can be.      

   

On Becoming a Teacher

I cannot think of many things in life that are more rewarding
than being actively involved in the creation of a teacher. As a supervisor of student teachers I am privileged to work with young people as they make the journey from being a student of teaching to being a qualified, licensed teacher. My student teachers are active participants in the journey, of course, but they need feedback, advice, and guidance as they navigate the many intricacies of the elementary school classroom.

The journey is often marked by remarkable self-analysis on the part of the student teachers as well as "aha" moments of life changing significance. Several weeks ago, one of my student teachers shared a wonderful realization with me which involved her work with a rather difficult student in her classroom. The student has a reputation for being a little bit difficult so when he acted up one day and said he would not do the assigned work she automatically assumed he was just being difficult. Within a minute of sitting down with him she realized that he did not understand the assignment and wanted help to get started. In her reflection the student teacher described how she will never again automatically assume that a student's difficulty is a result of an attitude, especially if the student has a track record of being negative. Once she had sat down with him and gone over the assignment he was fine. From now on, she said, she will assume the best of every student until proven otherwise.

Another of my student teachers has a beautiful clear, but rather loud natural voice; a voice like a bell, as I call it. This is a wonderful attribute for a teacher but one that needs to be tamed and used to best effect. When she spoke to the young students in her classroom  they would tend to get louder and then she would get louder and so on. So we developed a strategy that she could become more aware of her voice as others heard it. Her cooperating teacher videotaped her and used a signal to help her become aware when her voice was getting too loud. In her last set of journals the student shared her excitement at how the students were responding so well to her quiet voice. Her whole student teaching experience has now changed for the positive because she can see the results of something she is actively doing to improve her teaching skills.

The journey of becoming a teacher is not a spectator sport.