Running Head: INSPIRING TEACHERS

Inspiring Teachers Ashley Jordan Ivy Tech Community- College

INSPIRING TEACHERS INTASC Standards for Beginning Teachers Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Name of Artifact: Teacher Interview Paper Date: February 10, 2013 Course: Education 101 Brief Description: For this assignment, I will describe the main differences and similarities of

two teachers that I personally interviewed. For the interview I chose ten questions five of which were required for the interview, and five I chose to ask the teachers for my benefit. Given this standard I engaged in critical thinking, creativity, and collaborative problem solving that is related to local and global issues. Rationale: To document my Standard #5, Application of Content, I included critical thinking, creativity and collaboration of problem solving to relate issues to local and global aspects. This assignment allowed me to learn more about the teaching profession from actual practicing teachers. I learned local issues which are going on in their community these issues affect the students that are in the teachers classrooms. Furthermore, I learned that some problems they described are global issues, too.

Introduction/Background

INSPIRING TEACHERS Even at an early age some peoples dream is to one day become a teacher and to help children in their own way. Being a teacher was not always possible for everyone though; early on teaching was only available to wealthy, white males. The United States has come a long way from a one room church house for schooling. Nowadays, not only can women teach, but so can

anyone of a different race; this opens teaching to as much diversity as possible (Koch, 2012). To understand teaching from practicing teachers, two teacher interviews were conducted. The interview required five standard questions and five that were to be answered openly. Mr. Burton was my fifth grade teacher at George Buck Elementary I have always respected him and thought it would be great to interview my previous teacher. Mrs. Massey is a colleague of Mr. Burtons whom has years of experience working with children in grade school. Both interviewees, Mr. Burton and Mrs. Massey, teach the second grade at an IPS school called George Buck Elementary School. Based, on the interview both teachers had many similar responses, while differing in only a select few ideas. Effective Teacher Traits When posed with the question, What traits make an effective teacher? Mr. Burton and Mrs. Massey had similar responses, but also had some ideas that were different. Mr. Burton and Mrs. Massey agreed that patience, flexibility, consistency, and being fair were extraordinary traits for an effective teacher. Together, the second grade teachers explained that patience is crucial for every teacher to possess because there are always going to be times where ones students get to them or it is difficult to deal with a child. Flexibility and consistency were also agreed upon as being an effective trait for a teacher. One has to be flexible due to any problems that may arise; a teacher has to be consistent with their students to better accommodate them. While, the second grade teachers approved that being fair is a good trait for teachers they

INSPIRING TEACHERS differed with their ideas slightly. Mr. Burton believed that just being fair to his children was important (Burton, 2013). In contrast, Mrs. Massey thought that being fair was significant but that fair meant something different to every student and that to be fair was separate in

individual children (Massey, 2013). Mr. Burton and Mrs. Massey had some of the same ideas for an effective teacher, but varied somewhat with one trait. Teacher Values, Beliefs and Philosophies In general, every educator has their own personal philosophy or belief for teaching and both second grade teachers that were interview had comparisons and contrasts about these ideas. The only comparisons that arose from this question for the interviewees was that they agreed upon the fact that their philosophies and beliefs about teaching has not changed over the years. The male second grade teacher believed that there was something special about every kid, even though may it take some searching to find that special something in every student. Given the students special something he believes that each student can be better helped when using their distinct idea to their advantage (Burton, 2013). Dissimilarly, Mrs. Massey believes that each and every child has the ability to learn and her students are her priority; she has to find out how exactly each child learns in her classroom (Massey, 2013). By comparing the educators they only agreed upon one general comment for this question and varied in their own personal philosophies. Most Important Good Teacher Qualities Some people believe that there are acceptable qualities that a good teacher possesses while others vary in their chosen qualities. In TEACH, by Janice Koch, it is believed that being knowledgeable, alive, articulate, innovative, patient, committed, and have an ability to find the good in the teaching profession are all terrific qualities of an educator (Koch, 2012). When

INSPIRING TEACHERS conducting this interview the second grade teachers had to choose just one quality that they believed to be the most imperative; both teachers chose perseverance. They suggested that if someone wishes to become a teacher that it is imperative to be committed to teaching every child, even though sometimes it can be daunting one cannot give up on their students (Burton & Massey, 2013). After, having the interview the teachers did not actually have differing answers, and basically explained that one central quality was most important in their belief. Student Traits When I looked back and thought about some traits that I believed to be important for becoming a teacher, I have many traits that were similar and had a couple that varied. Based on what TEACH states in the text, I believe that I possess an extreme amount of patience, I am articulate, committed, alive, and I believe that I will enjoy my future profession (Koch, 2012). Perseverance which was suggested by the interviewees is another great quality I personally possess because I believe that in order to get through to every child, I will need to keep pushing on and I should never give up my students. While, the book also describes that being knowledgeable, and innovative as good qualities, I believe that at this moment I do not possess these qualities simply because I am not a practicing teacher (Koch, 2012). In contrast, I also

believe that I have great qualities such as being a very caring person and that I have a passion for children in other words, a passion to help others learn and grow. I personally possess several qualities that the text and the teachers I interviewed suggest, but I also believe that I have a couple other qualities that were not mentioned by those sources. Conclusion By conducting this interview, I got some real feedback from practicing teachers and I will continue to view what they spoke on to apply it to my teaching when I am finally a practicing

INSPIRING TEACHERS

educator. Mr. Burton and Mrs. Massey had similar beliefs about effective teacher traits, but only contrasted in one aspects of their thinking. While, the two interviewed teachers agreed that their personal philosophies have not changed over the years they proposed two separate philosophies that they still teach by daily. Posed with the question, as to which quality they believed to be most important of a good teacher to possess, the teachers both suggested that perseverance was vital and did not vary in their responses. Examining myself when it came to what qualities of a good teacher I possess, I was surprised to discover that I possess several qualities that were brought up in the text and by the two interviewees; I only possessed a couple traits that were not suggested by any of the above sources. Comparing views suggested that Mr. Burton and Mrs. Massey shared ideas throughout the posed questions, and contrasted in a few ideas when it came to their individual responses.

INSPIRING TEACHERS Resources Burton, D. (2013, 01 25). Personal Interview. (A. Jordan, Interviewer) Koch, J. (2012). TEACH (Vol. 13). (M. D. Kerr, Ed.) Belmont, California: Linda SchreiberGanster. Massey, L. (2013, 01 25). Personal Interview. (A. Jordan, Interviewer)