As I drove through the projects and approached the tiny school, I took a deep breath and thought “I hope I survive.” I had never before stepped foot into a neighborhood such as this. As I walked down the hall the school appeared to be falling apart. The tiles were cracked, the walls were dull, but at least it was clean. The classrooms’ best views were of the old project buildings. Since the neighborhood was a risk, I barely gave any of my interview answers a thought while reminding myself I was only there for the practice.

During my drive back to my job in Highland Park, I thought that anyone who would take a job working at that school would have to be desperate. I would not leave the corporate world to step into that situation. After pulling into the parking lot my cell phone rang. It was the Principal at Medill. He offered me the job. My response to him, “I was still interviewing and that I could not get back to him until the end of July.” He told me he would hold the position for me until then.

Time went by and I went on interview after interview. I was on the consideration list of five different schools where I had originally wanted to teach. At each interview thoughts of that little school on Loomis crossed my mind. For some reason I was drawn to it.

It was a risk, but I took a chance and accepted the job at Medill for a year to see how I liked it. I was entering a world I knew nothing about and teaching in a neighborhood that I had only read about.

I was told of the behavior problems, and more importantly of the educational skill levels of my fourth graders. Most had a reading level of first grade and a math level of second grade. They all had two or more suspensions for behavior and several have repeated the third grade more than once.

Now I did not take this job to be the “white knight” who was going to save these children from the misfortunes they were dealt. Nor did I have the fantasy of being able to bring them all to grade level in one year. I went in expecting the “baddest” kids I would ever meet and prepared a strong behavior management plan that was filled with positive reinforcements.

I was not sure how I was going to teach these academically challenged students fourth grade material when they were on the second grade level. One thing I knew for sure, I could give them a teacher that cared. The rest I hoped would fall into place.

The students who entered my class did not bear the hard core faces of the young adults that were described to me. I met faces of youths who were starving for direction and affection. This is not to say that I do not face the occasional fist fights in my room or students who toss desks and chairs out of anger, but even these events are few and far between. The biggest shock was the discovery that my niece in kindergarten could read better than half my students.

The lack of parental guidance, the behavior problems, and the emotional and economic needs of the community were the concerns for which I prepared. I was not prepared for the drastic academic hardship from which these students suffered. They were neglected by the system — their behavior, which was their cry for help, was the very thing that prevented their past teachers from caring if they learned. They suffered from being labeled difficult, uncontrollable, and defiant. I was told they did not care, nor did they want to learn. Therefore they continued to succeed in the only way they could — controlling the teacher with their bad behavior.

My students were not taught to focus, or how to redirect their behavior choices. They did not do their homework, they refused to read, or participate in class. I was told there was nothing that I could do to help these kids. They were beyond help so I should only help the ones I could.

So far this year I have learned a lot. First, teaching is more than having students improve academically. Second, I learned the importance of respect and how important it is to a person’s self-confidence. Third, I have learned what it means to earn respect and the importance of mutual respect.

By walking into a classroom I did not earn respect simply because I was the teacher. I had to earn it. I found that managing my class with positive re-enforcements and allowing students to be “ critical thinkers” were the best lessons I could teach them.

I managed to improve their reading, and math scores, enhance their attitude about learning, but the most important thing I learned was the importance of a balanced learning environment. This environment allows for learning to occur for all students and each student forms a sense of ownership and responsibility. We formed a community of learners with myself as the facilitator.

I allow my students to communicate with me and revise their behavior choices throughout the day. I help them to redirect their anger, and encourage them to help direct what we learn and do. These lessons are the ones that enhance my teaching ability, and are the most helpful to my students. These lessons foster a way of thinking beyond our classroom. I hope they carry with them the ability to stop and think rather then react; to communicate instead of engaging in battle.

My first year of teaching was not what I thought it would be…but it was all that I hoped it to be. My goal was to make a difference and each day that my students bring in their homework or ask me if they can read to me I know that I have made a difference.

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What a better way of reflecting on your experiences than sharing it with your fellow colleagues. We all have stories to tell….times that our students surprised us with behavior that we had no clue how to handle. Perhaps you recall times that you had the perfect lesson and then an unpredicted teachable moment took its place.

For instance one day in my class two of my students were driving me crazy all day and in walks the principal. I tried my best to get the students to pay attention as they had decided to play with paper airplanes. To my surprise and embarrassment the principal walked over and attempted to correct the students as well. I was so nervous that the principal would count this experience against me. I was relieved to find out that the boy still did not respond to the principal’s request .

Later when I talked with the principal, she noted that sometimes even good teachers can not control every moment. This was an unexpected comment. I thought this situation would reflect poorly on my abilities and it turned out to be one that reinforced my confidence. She proceeded to tell me that she thought I was doing a very good job. I was very relieved.

Sometimes it is tough wearing all the new hats we are expected to wear. Moments of realizing we are only human can turn a bad day into a better one.

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March was originally designated National Women's History Month in 1980 when a group called the National Women's History Project lobbied Congress. The founders of this non-profit organization realized the need for young girls/women to be able to see themselves as a shaping force behind our society. Everyone should have a role model to inspire and encourage them and the NWHP decided that not enough was being done for young women everywhere. Less than three percent of all historical educational material is focused on women in history even though the state legislatures in Illinois, Florida and Louisiana have mandated that it be taught to students K-12. March is now celebrated as National Women's History Month across the world. For "accurate information" about women in history visit the NWHP website at www.nwhp.org.

As educators we shouldn't have to have a special time of year designated to teach accurate historical information. Woman of all heritages have famous women in history whose stories can inspire and encourage students and educators alike. Try to integrate these months so their themes are not seen as disconnected pieces, but essential components of our entire historical backgrounds.

For instance in my classroom I highlight a woman and man in history each month. Students research facts they think are interesting and important. The information we find is then posted on our bulletin board. I assess the information on the board to see if it paints a true portrait of the persons in history. The last week I supplement the board with the information I think is lacking. We then hold a discussion on these people. Sometimes we compare and contrast the two or draw comparisons from other people in history that we formally studied.

As you can see, you can extend this study to highlight the attributes and traits of the figures designated for the month.

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Being a first year teacher has had its ups and downs. It is all that I expected and more. Teaching is definitely a rewarding job, but at times it can make you feel very frustrated. Last November I was asked to serve on a panel of new teachers for the student teacher reception at the downtown campus at Roosevelt. One of the aspects of my first year that I shared was the importance of not making teaching your whole life. It can be overwhelming with the all the tasks that need to be done. At first I found myself staying in school until all that I wanted to do was done. By the time I left the only other person in the school was the custodian. I now try to balance what I want to do with what I can do, so that I can still maintain my personal life and goals. In addressing the question of mentorship, I feel that it is important if your school does not assign you to a teacher, that you ask someone you feel comfortable with to be your mentor. That is what I did. When I asked my principal for a mentor he suggested that I find support through my grade level team. This was not working, so I took it upon myself to ask a fourth grade teacher to mentor me. This has really helped me a lot.

As a first year teacher, be prepared to feel overwhelmed, overworked, and stressed. But keep in mind what you have learned. I am thankful for two things. First, Roosevelt University provided me with awesome support, and taught me the methods and practices of teaching. Secondly for my cooperating teacher who gave me advice on how to be a teacher. Without these two support systems I think I would be lost.

My advice, based on my own first year teaching experience, is to be patient with your students and with yourself. Have confidence in your own ability to teach, and most importantly, enjoy both giving and receiving the gift of education.

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This December I left Burke School as I accepted a position as a Parent Resource Teacher at the Phillis Wheatley Child Parent Center.

I chose to be a mentor because I always keep in mind that I didn’t get to be where I am today without the help of someone else. My first years of teaching were rough and I had many mentors during this time. I also consider mentoring to be a two-way learning experience. Early in my teaching career we did not use the term “mentor,” but it was the same difference. This year I am the mentor for Mary Drake. Mary graduated from Roosevelt last Spring “00. I knew Mary when she was a teacher assistant at Burke. I always encouraged her to go to school and helped her whenever I could. I have been the mentor for three other teachers in the past.

My advice to new teachers is this…be sure that you really want to teach and be ready to face some adversities. Stick it out until you get your Standard Certificate from the state. Teaching is not the same as it was when I first started, and the procedures are much different. Always do your best. Treat the children and their parents fairly. Teach because you want to, don’t do it for the money. I am very proud to say that I chose to be a teacher because I thought I could do it and make a difference in this word.

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One example is an article from the February issue of “Teaching Pre K-8”. This article expresses the importance of integrating academic subjects into the curriculum, offers helpful hints, internet connections and gives real classroom experiences.

The teacher featured in this issue, Andrea McGann-Keech, started teaching about rocks and minerals. This piqued the students’ curiosity of igneous rocks which lead them to the study of volcanoes. This stemmed into a direct focus of Mt Vesuvius and the eruption that took place in 79 A.D. They then decided to create a model of Mt. Vesuvius.

Ms. McGann-Keech allowed her students to continue to direct their own learning by writing re-enactments of the event and its effects, which included creating costumes, dances, and scenery.

They created the exterior of the mountain using papier-mâché. Before molding the mountain they placed a cone that extends from the bottom to the top of the mountain. Once the mountain was dry, they poured baking soda into the hole ½ - ¾ from the top. Then vinegar, was colored with red food coloring for a more authentic look, was poured into the cone. This chemical reaction caused a simulation of a volcanic eruption.

For a cooperative learning experience and good use of the scientific method have students perform the following: predict, or formulate a hypothesis, of the affects produce from different measurement combinations of baking soda and vinegar, develop procedures to conduct each experiment, record results and draw conclusions about which formula produces the most active volcanic eruption. Further the integration with the use of technology by allowing your students to view a recreation of the eruption of Mt. Vesuvius at: http://www.harcourtschool.com/activity/pompeii/pmpErup.html 

Once students have been engaged by this activity you can expand the Science aspect to Social Sciences and Language Arts. Students can study the native geographic areas of volcanoes. Divide students into groups to develop reports on one volcano or region. Each group can report their finds as “expert explorers.” As a class you can develop a rubric before hand and have the students peer assess each presentation.

Integrated units such as this would be perfect artifacts to keep in your professional portfolio.

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