ED 227: INTRO TO MIDDLE GRADE STUDENTS

This course introduces middle school and high school structures.  Students will investigate appropriate school environments, activities and curricular organization aimed at meeting the range of developmental needs of early adolescents and young adults.

Clare Kelly

Professor Campbell 

ED 227

"Wherever and however the students are housed and regardless of other responsive practices, in the end it is the dedication, commitment, and nature of the understanding of the involved adults---the teachers, administrators, bus drivers, cooks, grounds crew, security staff, custodial staff, and support personnel---that remains the incisive element. That, in our opinion is the fundamental characteristic of quality public education---that is, to celebrate and build upon the diverse characteristics and needs of students. Since its inception, this resource guide continues in its commitment to that premise."

~found on page 12 of article under the heading "The Fundamental Characteristic of Quality Education." 

This passage struck a chord with me particularly because I strongly feel that its underlying message is one that stresses empathy and devotion in teachers. Moreover, this specific passage undeniably correlates to a few of the INTASC principles. The principles that I find in this paragraph I extracted are: principles three, nine, and ten. I had the revelation after reading this that teaching is something that is very visceral; it is more so that than a solely intellectual-oriented career. The act of teaching students is a very emotional-based process, it certainly behooves a teacher to be very intuitive and use their social powers to connect with students in an almost instinctive way. This is what is more powerful than the actual material being taught---the ability to show your students that you are dedicated, empathetic, and that you care. I have had far too many teachers in the past who clearly could care less about all of us students, and that was an immense blow to my self-esteem, I must say.

The teacher's primary responsibility is to know the needs of each individual in his or her class and to adapt to these needs. They need to work tirelessly to show they think of each child as special and unique and should be a major support system in their lives, and should be consistently hell-bent on enriching their students' lives as much as possible and to build them up to their full potential, based on their individual skills, needs and interests. Taking an interest in their interests is crucial. Teachers must be the launching pad for students to jump on and to therefore, thrive. When teachers are enthusiastic, the students usually are too, and enjoy learning much more.

Principle three ties into this passage because it is addressing how teachers must work hard to comprehend each student's learning style and what they are good at versus what they need to work on more. Analysis appears to be key, as well as thorough, meticulous and keen observation. Furthermore, principle nine refers to how the teacher must be contemplative and thoughtful because reflection is one of the most significant components of teaching. Through reflection, I feel as if teachers learn just as much from students as the students do from the teachers, if not more. Lastly, principle ten is appropriate for this excerpt given that a teacher's relationships with their students demonstrates how she or he cares, and channels their passion into the students which is a imperative infrastructure for an effective learning process.