A Reflection on Teacher Associations

 Andrew Stutts

When joining a profession, it is important to know and consider the professional organizations available. Therefore, when I entered my new profession teaching 6th grade science, I decided to review the various associations available for educators. I found it very educational and beneficial from many aspects to review the different associations available to educators. During this assignment, I reviewed national associations and those available for my content area in science. This short reflective paper will highlight what I noted concerning the National Education Association (NEA) and National Science Teachers Association (NSTA).

The first organization I looked it is considered the biggest union in the United States. The NEA is the nation’s largest professional employee organization that is committed to advancing the cause of public education. NEA’s 3 million members work at every level of education—from pre-school to university graduate programs. NEA has affiliate organizations in every state and more than 14,000 communities across the United States.

Some of the many members that comprise the National Education Association include education support professionals, higher education professionals, retired educators, students and substitute teachers as well. School administrators are also included. Therefore, this is an enormous organization with participating members from various specialized backgrounds.

The first thing I notice was the NEA offers a free online community called edCommunities. By joining NEA edCommunities you are sharing your commitment and dedication through an open exchange of strength and resources with thousands of other education professionals. NEA offers edCommunities completely free and open to everyone. According to the website edCommunities is designed and driven by its community to foster student success. Furthermore, it designed to enable its users to keep tabs on professional issues, share resources with colleagues, promote student achievement, and advance their careers. The site promotes this option to connect with virtual learning events to expand professional development opportunities, collaborate with fellow educators and others educational professionals, share classroom-ready resources and instructional materials, and learn by engaging with those who share commitment to success.

The NEA offers many benefits for membership. For instance, they have online lesson plans, grants and awards and are involved in advancement of professional pay issues. The NEA also offers practical advice for proper classroom management practices. There is also a program to help teachers find summer employment. Also, great books for teachers are reviewed and recommended in order to point teachers in the right direction for staying current with educational trends and information. The NEA presents a wealth of free tools by having a message board on their website that posts free tools for educators to use. Teachers can go there and get free things to use in their classroom.

This organization has many positive benefits but there are some issues I found that prevent me from wanting to join. First, at nearly $558 a year the dues are a little burdensome for one who actually needs to sustain a living on a teacher’s salary. Even if I could afford the dues, I could never bring myself to belong to NEA. This is mainly due to the union’s early endorsement of Hillary Clinton in her presidential campaign. I feel this was a serious lapse in judgement on the part of the NEA. I doubt this decision was made with all the voices of membership in agreement before it was acted upon. This is counter to the very principle of what a union or an organization representing professionals is supposed to be. Lastly, I have personal reservations, that are outside the scope of this paper, about any organization that supports Hilary Clinton.

The next organization I will review is the National Science Teacher Association (NSTA). The NSTA, founded in 1944 and headquarter in Arlington, Virginia, is the largest organization in the world (representing more than 100 countries) committed to promoting excellence and innovation in science teaching and learning for all. Their current membership of 55,000 includes science teachers, science supervisors, administrators, scientist, business and industry representatives, and others involved in and committed to science education. NSTA has 58 state chapters, 33 associate groups, 9 affiliates, and nearly 100 student chapters that cooperate to further promote and support quality science education. Their guiding principles are to: model excellence, champion science literacy, value scientific excellence, embrace diversity and learning through research, collaborate with partners, and exemplify a dynamic professional organization.

Unlike the NEA, the NSTA does not provide union representation and benefits. However, the NSTA does offer a plethora of resources for those teaching the content area of science and related subjects. NSTA provides support and resources in the following area: Next Generation Science Standards, Common Core State Standards, Curriculum Planning, and Classroom Resources. Furthermore, the NSTA provides opportunities for professional development delivered through a variety of mediums. Lastly, the NSTA freely shares news and information through an online blog.

The NSTA’s dues are an affordable $79 a year and the optional state chapter membership is $39 for 3 years. I am seriously considering joining this organization. I feel the lesson planning support alone is worth the price. Also, the NSTA offers much of its professional development through video and web seminars which further enhances affordability and convenience. In my humble opinion, the NSTA offers a lot of bang for the buck concerning content area support for educators.

One should consider and investigate the organizations supporting their profession because it is an important aspect of belonging to profession. I found it very educational and beneficial to explore the various associations available to educators. During this assignment, I summarized the information concerning the National Education Association (NEA) and National Science Teachers Association (NSTA). Both organizations had their merits but the cost of membership, the apolitical nature of, and the specific content support area support are the main factors that make me consider only joining the NSTA.

Works Cited

National Science Teacher Association

http://ngss.nsta.org/Default.aspx

National Education Association http://www.nea.org/home/ParentPartnershipResources.html

Why It Is Important to Know Your Community as an Educator

Andrew Stutts

There are various reasons why it is important for an educator to know as much information as possible concerning the community and school in which they serve.  First, it helps you to better serve the needs of your community.  This is only possible if you know those needs.  Second, it helps you know how to communicate your needs and leverage the support you need from the community.  Finally, an educator’s knowledge of the community and school demonstrates a commitment to the success of that community.

Knowing the needs of the community aids in serving those needs.  It is also useful to know the challenges faced by the community and individual students.  An educator is better prepared to engage each student when he understands the struggles faced at home.  Knowing the community of your individual students facilitates better lessons and engagement strategies that are tailored to the needs of your students.

Knowing your community and school allows an educator to effectively communicate needs to that community for support.  Furthermore, knowing the past challenges and best/worst practices is invaluable.   If you know the past history of the community, district, and school you know what battles have been lost or won.  Time won’t be spent reinventing the wheel or requesting what just is not possible.

An educator’s knowledge of the community communicates a commitment to success.  When an educator demonstrates a knowledge of the community through word and deed commitment becomes apparent to that community.  Your intentions and good will become obvious resulting in more support from the community.   Furthermore, knowing the community is just the right thing to do.  

In summary, knowing your community as an educator is important in numerous ways.  Needs can only be served if they are understood.  You have to fully understand the needs of a community to serve its best interest as an educator.   Support can only be obtained if you know how to engage for that support.  Time will be spent more productive if historic best and worst practices are realized.  Lastly, understanding the community you serve is the right thing to do.  It demonstrates your investment as an educator in the success of that community’s goals.

A Reflection on Success Stories—Merging of Ideas

Andrew Stutts

With the ever-increasing challenges that face teachers, students, and schools across our country it is astonishing that we have any success stories. Many schools have seen ever increasing amounts of low socioeconomic students flooding into schools, parents that are not able to provide proper support for their children because of personal hardships, and schools themselves have seen large budget cuts that greatly impact the ability of the school to provide adequate services for students. However, in spite of these and other demographic and socioeconomic conditions and difficulties that are facing these schools there have been success stories. What makes these schools succeed where others fail? What is the formula for success? This short reflective paper will propose that the two most critical variables for successful schools are great leadership and solid communication.

The first variable to a successful school is great leadership. Good Leadership starts with a vision for success. This vision is then translated into a clear mission statement. An effective mission statement emphasizes innovation and improvement in providing learning for all students regardless of background. This mission statement in turn is articulated to teachers, administration, and parents. This unites everyone on the same front, striving for higher achievement. The one thing successful schools have in common is a high level of confidence the community and faculty have in leadership.

The next variable for success depends on family, school and community partnership. Building a true partnership between the school and home supports students’ academic growth. This involves creating a defined structure for communication. There should be multiple modes/means in place for two-way communication between, parents, teachers, community, school, and district. This ensures parents and teachers have an open line of communication. Furthermore, this will encourage collaboration that supports parent and community needs. Which contributes towards the goal of taking care of and meeting needs of all students regardless of ability, home support or constraints. Finally, building relationships between educators and communities they support allow schools to achieve higher levels of academic performance.

Upon reviewing these articles and the successful schools that they discuss, it appears that there is much that can be learned. With numerous schools that are beating the odds and succeeding where others fail these strategies should be studied and practiced. Perhaps there can be more examples of schools making dramatic comebacks. Through the examples of great school leadership and through solid communication practiced within these schools, other schools, perhaps, can find their way through their hardships too.

Tips and Guidelines for a Successful Parent/Teacher Conference

 Andrew Stutts

10 GUIDELINES FOR A SUCCESSFUL CONFERENCE

1. Stay within established time schedules for the conference.
2. Do not sit at “your” desk. Establish neutral ground such as a worktable to hold the conference.
3. Outline what needs to be discussed.
4. Remember that conference information is confidential and for professional use only.
5. Attempt to keep personal feelings out of the conference.
6. Give your total attention to the parents and the tasks at hand. Don’t watch the time or appear hurried during the conference.
7. Realize that you are dealing with individuals. Parents and their reactions will be different.
8. Don’t criticize or make statements which might place parents on the defensive.
9. It is important to discuss children as individuals. They should not be compared with other children.
10. Smile! Share positive aspects of the child’s educational experience as well as negative.

DO’S AND DON’TS FOR TEACHERS

DO

• Do be honest. When a question is asked, give a direct answer.
• Do be specific.
• Do avoid arguments.
• Do assume that parents will do their part.
• Do encourage questions and/or suggestions.
• Do respect the parents’ feelings.
• Do be flexible.
• Do listen.
• Do be prepared. Assemble samples of student work to show to the parents.
• Do be a good host. Meet parents at the door and make them comfortable.
• Do keep records. Make note of important information when the conference is completed.

DON’T

• Don’t criticize school policies or other teachers.
• Don’t hurry.
• Don’t give commands or directions.
• Don’t talk down to parents.
• Don’t be shocked by statements a parent may make.
• Don’t jump to conclusions.
• Don’t try to “place the blame!”
• Don’t ask personal questions.
• Don’t gossip or listen to gossip.

TIPS FOR TEACHERS

It is important for teachers to review the objectives for working with parents. Conference time can help strengthen communication and allow parents and teachers to work together in educating the child. Conferences are also designed to create positive parent attitudes toward the school and create an interest in the school and classroom.

Working with Parents:

1. The teacher’s attitude will set the tone for the conference. Establish a rapport with the parents and define the common goal of working together to meet the needs of the child.
2. Make the parents feel comfortable. Greet parents with a smile and a handshake.
3. Remember that parents want the best for their child. They want their child to succeed and will generally accept responsibility toward this goal.
4. Encourage parents to share information and listen to their concerns. You can learn more about the child by listening than you can by talking.
5. Prepare any materials to be shared with parents.
6. Anticipate parent questions. Be prepared with information about specific special projects, grading and homework policies, behavior, social interaction, etc.
7. Accept all parent verbal contributions concerning the student.
8. Be supportive and willing to help. Share your ideas.
9. Be considerate of the parents’ feelings. Remember, this is their child you are talking about.

Concluding the Conference:

1. Be sure to summarize the conference, noting the positive aspects, what needs to be worked on, and recommendations.
2. Conclude the conference with plans for follow-up activities. Outline a plan of action.
3. If parents have shared important information, make a note of it immediately after the conference is completed.
4. Follow-up on suggestions or plans made during the conference and encourage parents to do the same.
5. Remember to say thank you and tell them it is nice to work with parents interested and involved in their child’s education.

Meet Andrew Stutts

 Andrew Stutts

Hello, my name is Andrew Stutts and I am currently a middle school science teacher. Previously I served as a Captain in the United States Air Force, where I served locally and globally for over 21 years before I retired and began my second career as a public-school educator. I have over 10,000 hours of experience in aerospace operations performing a multitude of duties from aircrew operations to satellite command and control. While serving as a Faculty Instructor at the Community College of the Air Force, I discovered that I have a passion for teaching and continue to remain inspired.

During my recreational time I actively participate in and instruct the martial art of Judo. At its core this martial art and sport fundamentally upholds core values that I feel are important for both me and my students. Judo was founded in 1882 by Professor Jigoro Kano, a Japanese polymath and educator, who wanted to create a system of physical, mental, and moral pedagogy. Central to Kano’s vision were the principles “Maximum Efficiency with Minimum Effort” and “Mutual Welfare and Benefit.” I firmly believe that using one’s mental and physical energy in the most efficient manner possible with the goal of mutual benefit, will allow students to be successful in their goals. I continuously strive to bring these concepts to all facets of my life and share these concepts with others. As a middle school science teacher, one of the greatest things I am able to teach my students on a daily basis is that together we are able to learn more from our failures than we do from our successes and as always what we do today affects what we will do tomorrow. Together my students and I work as a team to problem solve and explore the world around us through observation, critical thinking and scientific inquiry.

Philosophy of Math Education

 Andrew Stutts

Learning math is a dynamic and interactive process.

           Math is an essential and enduring life skill. Children should be convinced of this fact and instruction tailored with this goal in mind.  Furthermore, they need math problems that are applicable to the world around them, have relevance to life and make real connections for them.  For example, when working with the metric system, bring in objects that weigh a kilogram or are a meter long.  In this way, they will be able to see the importance of learning math skills rather than just doing them on paper. 

            Learning math is a dynamic and interactive process.  Students need hands-on activities as well as skill development.  Manipulatives that pertain to the lesson are particularly useful to aid children in visualizing the concepts they are learning.  When working with fractions, fraction circles build the comprehension of the value of pieces in their minds.  This definitely incorporates the approach of properly sequencing the teaching of a new concept.  Start with the solid hands-on ideas and then move to a bridging activity that leads to the final abstract concepts.  I feel students taught in this manner will learn the material holistically and are more likely to succeed.

Philosophy of Education

 Andrew Stutts

"Spoon feeding teaches us nothing but the shape of the spoon."

        Defining my personal view and philosophy of education is primarily based on the Essentialism point of view. I say this because I believe that the primary focus in the classroom should stem from the development of the “Core Curriculum,” as described by Myra and David Sadker in the sixth edition of Teachers, Schools, and Society. I believe that the foundation of a strong education for future generations begins with math, science, history, foreign language, and literature. However, I do agree with the idea in a traditional Perennialist classroom that directly exposing children to the “Great Books,” of times long passed is essential for the mental expansion that I feel many of today’s student’s lack. I feel we need to expose our children to ideas and literature for them to contemplate on and draw out their own opinions and thoughts. I firmly believe this approach to education helps children to develop a higher level of thought.

I strongly endorse instilling core values of discipline, good morals, and mutual respect. Teachers have a duty to promote traditional moral values and qualities such as respect for authority, determination, loyalty to duty, consideration for others, and model citizenship. A student needs to have mental discipline and moral training to overcome their natural tendencies. A student that learns how to act socially in addition to learning great study habits will reap the benefits in the long run. Therefore, I feel that classroom procedures should be strictly enforced to encourage excellent behavior and excellence in all endeavors. Exposing children to fundamental knowledge, values, and encouraging them to exercising discipline prepares them for the demands of life. This empowers children to become better students, leaders, and citizens. This also prepares them for the next level of participation in academics and builds the foundation for personal success in an ever-changing world.

Now instead of just feeding book knowledge in to a child I feel that it is also necessary to address the ways in which different children learn. For example, according to Howard Gardner there are eight different intelligences: Logical mathematical, linguistic, body-kinesthetic, musical, spatial, interpersonal, intrapersonal, and naturist. Children can fall within one or more of these intelligences. Therefore, I feel that it is important to not only have the children read the lesson and literature but also see it, feel it, hear it, and experience it through self-discovery. I still believe that the classroom needs to be centered on the lessons that need to be addressed; however, I feel this can be accomplished while addressing the individual learning styles of a variety of students. For example, a lesson plan targeted at teaching the history of American culture can consist of a reading assignment, a book read by the teacher, a short film, a reader's theater, music from a time period or culture, and the smelling and tasting of foods within the American culture. Now by addressing a lesson from these different angels not only appeals to different learning styles but it also broadens the students' views on the subject by allowing them to experience a little bit of the culture which I believe leaves a lasting impression on that child.

In addition, I feel that it is necessary to guide children to develop the highest level in the cognitive process. It is not just enough to have student’s recall knowledge, we need to have the children move up higher and begin to think critically, solve problems, research topics, and then assess them. Bloom’s Taxonomy lists six different levels of the cognitive process, which are recall of knowledge, comprehension, application, analysis, synthesis, and evaluation. I mention Bloom because I believe these six levels of understanding are how I will focus my lessons so that I can not only instill the “Core Curriculum” as I mentioned earlier but also develop the students' level of understanding of the materials that I will be incorporating into the classroom. I will end with a quote by Edward Forster, “Spoon feeding teaches us nothing but the shape of the spoon.”