Core Proposition 1: What It Looks Like in Our Practice

Welcome to our blog. We are the teachers who serve at the World Class Teacher Program at the University of Southern Mississippi to support not only candidates for National Board certification but all educators who work hard to improve student learning in south Mississippi classrooms. Click below to hear Director Robin Atwood's introduction to this month's blog focus: Core Proposition 1, Teachers Are Committed to Students and Their Learning.

One of this month's featured bloggers is Otha Keys, Media Specialist at South Jones High School. Otha writes:

 

COMMITTED: TO BE OR NOT TO BE? THAT REALLY IS THE QUESTION!

Even before I became an NBCT, when I first looked at Core Proposition #1: Teachers are committed to students and their learning, I thought, why in the world is that there? That has to be a misnomer. I really thought, “That is a no brainer, because, in my mind, that is innate, rule number one.” Aren’t all teachers committed to students and their learning? If we are going to move the profession forward, shouldn’t we all be committed to this? However, the more I thought about it, and looked around, I understood and realized that every teacher is not as committed as they should or could be. That then led me to the many reasons as to why. Maybe they were not given the tools needed to be committed, or maybe their hands were tied with the many policies in place or maybe they just didn’t know what it looked like in action? So, what can we do, I do, to show that I am committed to my students and their learning? How can I ensure that I am meeting their needs? What can I do to show others what this looks like in action? Because, regardless of how education policy changes, or how new laws or mandates may come into play, one thing that will remain constant is our students and their need for a quality education with quality teachers; quality teachers who care about them and are invested in their success. I show my commitment to them by knowing and learning my students, knowing their needs, their strengths, their weaknesses, their learning styles, their interests, etc. Each child is different, and we need to meet them where they are. This proposition in action can be shown also by ensuring that students have equitable access and are treated fairly. It can be shown by making allowances for differentiation in learning. Prepare lessons to meet the different learning styles of your students along with having activities or plans for their differing ability levels. That is not to say you can’t have high standards for all because I believe they will rise and meet those standards and goals. What about after school? I go to some of their events when I can and talk to them about what I saw. They get the biggest thrill out of seeing their teachers there. It shows them that you do care about them not just in the classroom. To them, the fact that I took the time to attend an event tends to roll over into their classroom behavior; they don’t want to disappoint me. If I can’t attend I ask about it, or we make compromises. I remember Chris, a former student, who played soccer and was in show choir and when I said I’ll have to come to one of those. Of course, he told me he was better at show choir than soccer so that is probably the one I should attend. I, however, think he heard me say I didn’t do outside or cold and had sympathy for me. I make an effort to see how they are progressing in other classes and make sure I see them up and down the halls and speak. Those little things really mean a lot. They know I care, and, guess what? They care too. When they enter, they want to know if I am having a good day and how things are going. Don’t get me wrong, there are days when I feel that I haven’t been as committed as I could be. Other days, I feel as if I have been a complete failure, and yet I refuse to give up. I reflect on what happened, adjust the lesson, see what I could have done differently and try it again. Just as I encourage them to never give up, I do the same. I keep striving and trying to improve because my students need me, and your students need you. They need your commitment, your dedication, your interest in them, because you are their constant; they know you see success and potential in all of them, and you are doing your best to ensure that they are confident, successful, students who will help change the world someday. You see them as that future teacher, doctor, lawyer, astronaut, engineer, artist, banker, architect, writer, blogger, non-profit starter, vet, PhD, college professor, model, decorator, secret service agent, policeman, chef, fireman, physical therapist, coach, athlete, emergency medical technician, builder, window washer, mechanic, anesthesiologist, nurse, set designer, electrician, caterer, business owner, or whatever they dream to be in the future. We are the difference makers and star polishers that help inspire and motivate them to learn. So, how committed are you? How do you show your commitment in action? I’d love to hear your ideas because as Marva Collins stated, “Don’t try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed." Let’s be all in and work together to make this happen!

 

Otha Keys is a NBCT in the area of Library Media at South Jones High School