REFLECTION
To my mind, there exist certain similarities
between the teaching profession and the art of hot air ballooning. In both of these situations, there is a need to develop a confident intuitive sense, and every journey in both cases is unique and defies exact repetition. Another similarity between hot air ballooning and teaching is their deceivingly simple appearance. Gazing at a balloon floating above the horizon, one generally does not consider the many hours of training, planning and preparation that go into a single successful launch--to a spectator, it appears effortless and easily managed. Good teachers are capable of creating this same sort of illusion, and great teachers make teaching look easy and learning seem unavoidable. However, these impressions of facile educational outcomes require much knowledge and many hours of dilgent, behind-the-scenes planning and preparation to create.
I have developed a keen awareness this year
of what it takes to become an effective educator. I have arrived at this understanding by various means, ranging from the observation of my mentors and colleagues, to conducting master’s-level research, to coaching sports. Through my involvement in several classrooms, I was able to gain an absolute sense of how central the elements of tone and atmosphere are to creating a thriving learning environment. I have also been shown how middle school students can be drawn into a topic and stirred to persue more knowledge on their own. I have also felt the joy and satisfaction of getting to know my students and the mix of bittersweet emotions at the end of the year. Throughout my progression of experiences and studies, though, one of my early realizations has hardened beyond dispute: that at the heart of good teaching is a genuine concern for students, and that authenticity is the key to all healthy human interactions.
Through my varied experiences
HDR / Trey Ratcliff.
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at The Teaching Institiute and the University of New England, I have discovered that effectual teachers need both theory and practice to produce targeted lessons and meaningful content for their students. As a leaf depends on roots to supply nutrients that aid in the production of sugars, so does a teacher depend on educational theory to produce purposeful curriculum. My course of studies this year has repeatedly led me to conclude that no matter what the issue -- different learning styles, classroom management, efficient lesson planning, the appropriate use of technology, etc -- there exists a deep theoretical base to draw from. I have found this to be a valuable lesson to internalize, as well as a solid professional tendency to rely on as I begin my new journey as an educator.