How do I start thinking like a teacher (instead of a student)?

The easiest way to begin thinking like a teacher instead of as a student is to begin looking at the lessons that each of us have in our classes and think about how we would instruct that same lesson. Begin thinking critically about the lessons and the way in which the professors are instructing them. As we begin our practicum and classroom observations, we need to move away from the taking notes and simple input machines that record everything and rather begin to say to ourselves, is that how I would do that, is that how I would present that material or even think I like the way that was done and copy that style.

The basic approach to the 'how' of the classroom mindset needs to undergo a change. If we have a particular teacher that really strikes us, approach them, ask them questions, find out how you can incorporate that same style or even that same material into your classroom. I do not believe that the change in mindset will be that difficult for myself or other members of my class because this is what I've always wanted to do; however, for some this transition will be very difficult. We have to be able to make the transition from observer to an active participant.

Does anyone have any previous teaching experiences, not necessarily just in a classroom setting?

Which theories and historical influences should most impact the schools we'd like to have?

The historical influences seem to outnumber theoretical influences when looking at the impact to schools. The most obvious historical influences is the integration of schools with blacks and whites. Although largely overlooked today due to the fact that we are now one to two generations from that first integration, it is not a situation that is in the forefront of most students. Coming from a predominately white state, there was only one black student during my four year high school education. I did not have the opportunity to have interactions with other races until I left Maine and joined the United States Army. The integration of schools not only gave the black students the access to the better schools and materials that had been reserved for the whites, but it also gave the white students the opportunity to be exposed to entirely different culture.

The issue that has greatly impacted students today is the security of the schools. With the rash of school shootings, security is on the mind of students, parents, teachers and administrators alike.
Drugs and alcohol remains in the forefront of most people's minds when it comes to our schools. Students continue to experiment with both drugs and alcohol throughout high school and into college.
Of course as we move forward in research and discovery we have to constantly look at the material we are teaching and how we are presenting that material.

The theoretical influences on our school would be the open versus closed classroom, the continued use of a grade system, i.e. K, 1, 2, 3, and leaving classes co-ed. Without prior knowledge and a design plan in mind, the use of the closed classroom made the most sense when looking at how we wanted to design our classrooms. The use of the standardized grading system of K-12 was one that is the most comfortable and one with a proven methodology. There is a new study in Alaska demonstrating that students perform equally well when changing from a system of grades to an open system where students progress through a set of steps and tasks. This is system that may begin to work in rural school systems and it will be interesting to see what long term studies will show about this new system. A second change has been separating boys and girls and teach them based on the methods that work better for each group. This is another area that does not have any long term studies to show effectiveness or ineffectiveness so we chose to stick with the traditional mixed classroom.

Has anyone attended a school where there have been only white students?

How can I use knowledge of the learner to be a better teacher?

If we first understand how WE learn, it will be easier to understand that not everyone learns in the same manner and that we need to utilize different skills to reach different students. Much as with the posts in "How to start thinking like a teacher" we need to begin to think in more critical terms of the professors that we have and teachers that we observe. We need to do this not only to find the style that would work best for us, but also identify those that we have no intention of ever emulating.

One thing to keep in mind is that we don't only learn from the teachers/professors that we like. We also learn, and some would say more, from those that we don't like and those that we have to work harder with. These teachers remind us how we DON'T want to teach or how we don't want to respond to our students when the time comes. Does that mean these teachers are not 'good' teachers or effective teachers, absolutely not. As the saying goes, "one man's junk is another man's treasure". Those teachers that just sort of rub us the wrong way, may in fact inspire the next generation of teachers or inspire someone that observes them, both in a positive and negative way.

As we begin our student teaching we need to recognize the opportunities to teach in different manners, lectures or power points or a combination of teaching methodologies that will reach a broader cross section of students and begin developing our own styles and approaches. As we receive feedback know that both positive and negative feedback is meant solely to make us better teachers and that is a learning experience. These learning experiences will help to shape us into better teachers and as learners we need to be open to those criticisms and praises.

Does anyone have any fear of being in front of a classroom, other than the obvious?

How can I be successful at UMF?

Success is more than simply walking across a stage and getting that VERY expensive piece of rolled up paper. Of course, making that walk is the ultimate measure of achievement, but does not fully define the prospect of being successful.

The relationships that can be forged during the college years may not have an immediate impact, but years down the road could reap benefits. These relationships do not have to be limited to only classmates, but can also include professors. Even the professors that we may not have had a good relationship with or did the best in that particular class, can serve as a valuable resource as we all venture out into the real world and undertake our selected careers.

Of course the most often utilized relationships are those that we forge with classmates and roommates. Much the way that friendships bonds are formed during Basic Training for the United States Military, friendships that are developed during the struggle through undergraduate classes, homework, and tests can only be understood by those that have made it through.

As we move one step closer to graduation, success should be measured by the number of interactions that we have and the number of friendships that we have forged and the lessons learned not only regarding the material we have had thrown at us but also what we have learned about ourselves. Self discovery during these years is as equally important as any lessons that we could have learned. As we graduate and move into the working world we know a small example of what we are all capable of.

Success is measured in many ways with argument as to if any one is more important than another, but recognizing more ways to measure and idea of success is the first step.

Has anyone established the relationship that they feel they will be able to utilize after graduation, no matter where in the state/country you end up teaching?

How do I become a teacher?

The first step, and most obvious answer to that is, graduate from UMF education program, but there is more to being a teacher than just a piece of paper on the wall. In my opinion if you can say to yourself, "I can do that" or "I want to do that" to the list of thoughts below, then you have made the first step in becoming a teacher.
Becoming a teacher is a multiphase process that should be looked at with great levity and with an eye to the long-term serious nature of the profession. A teacher is not someone that just 'knows stuff' they have to know the information and be able to give it back to students of all ages in ways that they can understand and can learn.
Becoming a teacher means putting the desire for the biggest house, most expensive car and all the coolest gadets a little more in perspective, because we aren't paid like rock stars.
Becoming a teacher means receiving pleasure from the little things, a student getting that 'I get it now' look when they learn material for the first time, or a student being excited about a project or about getting a student through a particularly rough area when they are really struggling.
Becoming a teacher means being able to share yourself and put yourself out in front of people every day. Making yourself responsible for not just any children you have, but all of the children you will see every day in your classrooms.

To become a teacher, you have to start with yourself.

Knowing about the pay scale and the amount of sacrifice involved has anyone changed their mind about teaching?

Why I want to be a teacher

Why I want to be a teacher is a question that I have pondered repeatedly over the years since I graduated High School and began my life after graduation. There were several influences in my decision to become a teacher. I grew up with him working in the woods working from week to week and dreading each Spring and 'Mud Season'. He made the decision to finish his degree in the early 1980s that he had started nearly 20 years earlier. After teaching for 15 years he decided to further his education and began taking classes at U.M.O. for his Master's in Administration. He graduated with his Master's in 1997. Following 2 years at Medomack Valley High School as the Assistant Principal he was hired to his dream job, Principal at S.A.D. #21 Dirigo High School. It was an achievement made more significant by the fact that Dirigo was his Alma mater, but it is also my younger sister's and mine as well. My father passed away a few short months after gaining this position. However what I saw was a determination to not only finish what he had started so many years before, but also that one person can impact many lives by simply doing what they love and have a passion for.

The second reason for becoming a teacher is because of my older sister who also graduated from U.M.F. She and I had a tenious relationship during the early school years, much like any brother and sister. Once I 'grew up' and got out into the 'real world' I realized how much my sister had accomplished and how much she meant to me as a resource and a mentor. Her teaching career got off to a rocky start with some political issues in the old Rumford School System causing her to spend several years away from teaching. Much like my father, this did not deter her and she eventually came back to teaching and landed a great job that she loved very much up until the time she passed away last year.

And of course no reasons for being a teacher would be complete without including a teacher. The most influencial of my teacher was my high school history teacher, Mr. Watson. He has a great sense of humor and he brought that with him into the classroom. He was able to teach more than just the basics of history, his passion for the subject came through as did his desire to want to see each of his students succeed. It is that same passion and drive to see each of my future students succeed, that will be my measure of success.