Lessons from the Field: Interview with Ms. Nikki
Posted on December 16th, 2009 in Teachers | No Comments »
This post is part of the Teachers Certification Map’s “lessons from the field”, a series of posts featuring passionate, inspiring educators from across the country discussing some of the lessons that they have learned over the years that would help young teachers as they embark on their careers.
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Ms. Nikki is an English teacher (9th-10th grade) and works out of the Providence Academy of International Studies in Providence, RI. It’s her first appointment at a high school.
How long have you been teaching?
I’ve been teaching four years and this is the fourth school I have worked at. Previous years as an English teacher to “behaviorally challenged” students in an alternative program, small classes, extreme professional learning experience, site changed every school year. Now, I’m extremely happy since I work at the school and level where I had set a goal to teach.
What inspired you to teach?
Teachers that loved what they did and did it well enough to teach me how I was comfortable learning (style). English was a challenge (second language and no one at home to help me with my studies). Teachers that recognized my determination to take my skills past my perceived and predisposed potential, no one at home thought it possible, inspired me read, write, and even to study the English Language History. It’s still a good challenge; naturally, I made it my career. Having students of backgrounds similar to mine, makes me more effective.
What classroom methods are most helpful in pushing students towards their goals?
The workshop model is to me the most effective method in the classroom. I facilitate the classes; the students direct their own learning. Management is made easier by being consistent with the consequences and rewards after the rules have been imposed by the class.
What is the one thing you wish you’d known when you started in the classroom?
Schools do not have enough of what I need (or want). Putting in my material requests only excited me the first time. I don’t expect much from the principal past respect and common courtesy. If the materials come, it’s towards the end of the year. Spending money is inevitable; but completely worth it. The best thing is to keep a record of reflection (and everything that goes on in the class) . Give lessons, note what worked, what didn’t go as planned; change it for the better. Present it again to another class (sometimes, the next year), take notes and change it again. I trust my students’ opinions because other than a couple of observations by the principals, no one takes the time to give you lengthy, written feed-back. “Meets the Standard” is all other staff and faculty care to know about my work for the most part. I don’t want to become stale or stagnate in my methods or strategies; therefore, I feel it very important to continue to learn by sitting in on other teachers’ classes (preferably History or Math), attending conferences, and PDs. Slowly but surely, I’ll attain my masters and then my doctorate as well. Don’t listen to what teachers say and opinionate about particular students; reputations change, so do attitudes and levels of maturity. Don’t do the same thing (same lessons) with all of your same level classes. I find it boring, days become too long.
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Do you know someone with great insights to share with young teachers, or do you want to be considered for an interview? If so, please email us at hello@certificationmap.com.
This is a guest post from our journalist Alex J. Mann. You can subscribe to his blog here and follow him on Twitter here.
