Mentoring, Mentor Letter, UbD - Differentiated Instruction

One of the assignments in my 639 Mentoring and Leadership class was to write a letter to a mentor I've had in my life that has positively affected me. I selected my principal, Joyce because of her support and encouragement throughout my first two years of teaching. Because of her, I still have a job... who knows what the future will hold for me next year... although I have been dreaming middle school. :)

Anyhow, I wrote the letter... but found it really hard to release it to my cadre of OMET students. There is a part of me that faces difficulty sharing my feelings with others as in my brain, I feel a sense of weakness. I didn't, however, have any problem with handing the letter over to my mentor. She was grateful and expressed her gratitude with a few words-- me being a light, sunshine to the staff and coming with confidence and fresh ideas-- something of which I also pride myself with and hope that I will remain for the duration of my teaching professional years.

I have been reading some of the books on our agenda and have been getting a bit out of each one. The information in UbD and the Differentiated Instruction book is not necessarily new information to me (I would struggle a great deal without being an educator) being recently trained in a teaching program and seeing the "new wave" design of curriculum that our education system is morphing into, but I do pick up a few pieces of encouragement for what I do read: On page 22 of Integrating Differentiated Instruction-UbD, I loved this quote:

"Learning happens within students, not to them."

This quote remains an eye-opener of sorts for me, being so new to the profession and observing so many teachers I don't want to emulate in the way of teaching. There are others, however, who remain to be a light for me (unfortunately lesser in number).

One final story: A friend of mine, Jen, of whose personal blog is posted as a favorite on this blog site to your right... is a high school math department chair and teacher for an inner-city school just a couple miles from the ritzy, pretentious schools in our beach city area. She has been driven to want to quit multiple times within her 6 years of teaching and has quickly worked her way up the ladder. She has gone through 3 principals and 2 superintendents of her school district that is in utmost turmoil--in addition to the gang shootings and lock downs which are commonly in the news. It is also the school in which students from Lennox, a city with the highest murder rate per capita in So. California, attend. So, as you might guess, teaching and learning isn't much of a focus for these students. Surviving is. Jen has recently had it on her heart to investigate other options in areas of Redondo Beach because of the difficulty of teaching in her school... apparently attendance is a joke as kids simply don't come to school. She has been looking into RUHS - the high school in which I attended in a pretty nice area. By no means is it a Beverly Hills type of school, but it certainly sits in a nice part of town. She has good rapport with the principal and sat in during a math meeting and observed some math teachers to get a feel for the team and job she may be entering. As she left, she expressed to the principal that there was a lot of "untapped potential" within the staff and overall, her experience was "boring" -- which brings me to think that learning should always be fun. I really truly believe that there are ways to help students see the passion that YOU have in teaching what you love. IT IS CONTAGIOUS. Anyhow, I encouraged Jen that although she may feel like teaching there would be a difference, there is an obvious need for teachers to spice things up a bit. It requires someone to take a leap of faith.

Finally, my fiance was also in this conversation with Jen and he talked of his pretentious high school in Middletown Maryland of whose AP Calculus scores were through the roof... but having "smart" kids who can teach themselves does not necessarily mean that the teacher is the root cause of success. As he put it, "the teacher was boring, but with the textbook, we taught ourselves" -- and then test scores go up, no one complains and teaching is just the same as always, boring.