Ms. Vasquez was the newest member of the first grade team at Westside Elementary School. She, along with three other teachers, made up the first grade teaching staff. Three years before Sally’s employment began, the first grade staff “adopted academic progress and social development criteria for determining whether students should be retained in grade” (Kowalski, pg. 59). While Sally was uncomfortable with retaining students, she was not yet confident enough in her position to challenge the veteran teachers. During her schooling, “Sally had been told that the negative aspects of retaining students far outweighed the benefits-a contention that was supported by several research articles she was required to read” (Kowalski, pg. 59). Ms. Vasquez …show more content…
Pelfrey to think differently and look at the issue from a different lens. The other team members had been teaching in the school for at least 11 years. Certainly pedagogical theories had changed since the other teachers were earning their certifications, but they were unwilling to consider any other avenue. Ultimately, Mrs. Pelfrey told Sally that she should do what she was asked in order to demonstrate her ability to collaborate with other staff members. Failure to do so would put Mrs. Pelfrey in an uncomfortable position. As she told Sally, “[Y]ou should know that this issue could be detrimental for you. I will have to weigh the consequences of this conflict before I complete your annual performance evaluation” (Kowalski, pg. 61). Fearing for her job, Ms. Vasquez requested a meeting with the district superintendent, Dr. Frank Jobet. He listened and informed Sally that he would follow up with the principal. Upon hearing from Dr. Jonet, Mrs. Pelfrey became agitated and terse. She went so far as to tell Sally, “Maybe the other teachers were right about you. I tried to advise you so that you could be successful at this school. But apparently, you have your own agenda” (Kowalski, pg. 61). She went on to tell Sally that she could have been more cooperative and that she was lucky she wasn’t going to be recommended for dismissal. However, Mrs. Pelfrey threatened that she could recommend a transfer to …show more content…
As leaders, it will be incumbent upon us to ensure these disagreements are handled fairly and equitably and to the benefit of all parties involved. We must weigh the evidence carefully, consider all options, and make the decision that is in the best interest of the school community. Sometimes, our choices may not be popular, but if they are made with integrity and purpose, we can get buy-in from all stakeholders. Staff members need to know that their concerns will be acknowledged, validated, and addressed. They want and need to be heard and they need to feel like they can trust their administrators. According to Kouzes and Posner, “Trust is the most fundamental element of a winning team” (2007, pg. 225). Without trust, a leader cannot be successful. Additionally, strong leaders must create a culture that encourages professional growth and allows staff to ask questions and challenge the process. Unfortunately, for Sally Vasquez, this was not the kind of environment in which she worked. Instead of serving as a trusted mediator and assisting Sally with her concerns, Mrs. Pelfrey further exacerbated them. She clearly took sides with the other teachers, leaving Sally to fear for her
At first, Mrs.Baker seemed like an evil teacher. ‘“Mrs.Baker hates my guts”’, Holling told all his family members when he went home. Based on what I read at the time, I thought the same. I thought that Mrs. Baker was an unfair teacher that used Holling to clean her classroom. My opinion about Mrs.Baker became worse after I read about Holling’s
Greenidge pointed to the influence that teachers have on their students lives, saying: The Peel District School Board confirmed the teacher handed out the instructions to some students, but would not give details about the conversation board officials had with him once Greenidge brought the assignment to the school's attention. CBC reported the school district confirmed the hand-out of the controversial homework assignment was given by the drama teacher. Carla Pereira, communications manager at the Peel District School Board described the teachers actions, said “I can't speak to his rationale for doing that, we share the parents' concerns around that particular assignment.”
Sylvia explains why Miss Moore wants to help children’s education, “She’d been to college and said it was only right that she should take responsibility for the young one’s education, and she not even related by marriage or blood” (304). Miss Moore wants to teach the children because she wants them to become aware of what is happening in their society. While they are in the toy store, Miss Moore asks the children what they think about their trip and one of the children, Sugar says, “that this is not much of a democracy if you ask me. Equal chance to pursue happiness means an equal crack at the dough, don’t it?” (309).
Joe queries her as to why there are so few teachers widely available at the moment. According to Evelyn, they face immense challenges in the social, financial, and mental aspects. Location is another thing that must be taken into account. The location of the teacher has an impact on their demands. Market instability makes it difficult for instructors to make ends meet each year.
Anyone would love their job if their coworkers treated them with such high respect. Gloria also loves her job so much she has stayed there for 25 years, and she didn’t go back to teaching. Another reason Gloria couldn’t use here degree was because there was too many teachers in Minnesota and not enough jobs. Porter writes “but I never could get on in the school system up here. They always had more teachers than they needed” (Pg.
Wendy Bradshaw was a teacher. She has recently resigned, and the resignation letter she wrote has gone viral. In the letter, she discusses how she is fed up with the reforms that have taken place in education, which she calls "misguided." She also stated that she fells the school has placed standardized testing over the needs of the students. Additionally, Wendy states she fells that her students are being robbed of a developmentally-appropriate education.
Other than the impolite girl Nellie, everyone was wonderfully cordial to Mary and Laura. Laura got excellent grades year after year until she was sixteen, she decided to be a teacher. She studied her brains out and then took a test. If she passed it, she would qualify as a teacher! She passed the test with flying colors, and even received a document saying “You are a teacher”.
She didn't have many friends, but she had a good amount, enough for her to be happy with. When she walked in the room, she noticed her classmate's faces were filled with sadness because Thanksgiving break was over. Ms. Hudson didn't look sad though, in fact, she was very cheerful, which then made the students feel more welcome. When class began, she was very thrilled to be teaching the lessons. It was the best part of Janice's day except for the part where she actually had to learn and take notes.
In the beginning Mrs. Gruwell was determined to be the she could be. She didn’t dig deep enough to understand her students to start. As she began to consider their lives, she sees they are anything but perfect while reading their journals. As an example, she would have never guessed Eva’s father was in prison and she always has to look over her shoulder to make she isn’t in any danger.
Sylvia is resistant to and has a predetermined negative opinion of Miss Moore. Cartwright points out how the first sentence of the story reveals the irreconcilable differences between Miss Moore and Sylvia: "Back in the days when everyone was old and stupid or young and foolish and me and Sugar were the only ones just right, this lady moves on our block with nappy hair and proper speech an no makeup" (508). Her resistance to Miss Moore is further clarified when she refers to how "school suppose to let up in the summer" but Miss Moore "don't never let up" (Bambara 170). Sylvia goes on to use strong words when she describes how she "hates" Miss Moore and her "college degree" (170). This leaves readers wondering whether Sylvia will be accepting of what Miss Moore has to teach her.
Garret Keizer, a teacher of fifteen years, realized something about the job of being a teacher: that teachers face a job of opposing interest. With his piece “Why We Hate Teachers,” he argues Teachers are branded with a negative view because American society does not approve of the way they handle the contradictions that they have to deal with every day on the job. Keizer does this with allusions, his style of writing, and multiple points of view. Keizer refers to many other works in his piece and alluding to them to help represent some of the contradictions, making it easier for the reader to understand if they have the previous knowledge of the mentioned pieces. In the early portion of his piece, he talks of hating school and that he would
While Helen goes on about how she can’t stay focused in Miss Scatcherd’s class, she doesn’t realize that she admits exactly what is wrong with Miss Scatcherd’s way of teaching. The reason that Miss Temple gets much more attention from Helen is because her teaching was different than most of the other teachers in the Victorian era. This proves that Victorian school children were not taught information well because of the harsh treatment from the
Within this essay, direct focus will be placed on a mixture of scenes within both films. The three main themes which will be focused on within the essay are; Unprofessionalism, Culture and Class and Gender Identity. A running theme identified in both films is that teaching seems to be viewed from some outsiders as a deceptive profession. The two main Characters, Dewey Finn (SOR) and Elizabeth Halsey (BT) are not the ‘ideal’, stereotypical teachers you would expect, both representing ‘bad teachers’.
Bad Teachers There is such a thing as a bad teacher. Students agree that whether it’s because they hate kids, abuse their authority, or have personalities that are unsuited for their profession, some teachers are just bad. However, upon closer inspection, categorizing some teachers as “bad” becomes complicated. Take for instance, Mr. Shepherd Quincy, described by a former student as the “most caring teacher I ever had,” who now “does battle with students on a daily basis” (Michie 123).
Putting myself in the shoes of my students, or my previous primary school teachers to open a wider perspective on teaching. These personal educational beliefs guide myself to work as a teacher and consequently affect my professional identity as a teacher (Akkerman