Becoming A Teacher : A High School Teacher Essay

Becoming A Teacher : A High School Teacher Essay

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When the idea of becoming a teacher was planted in my head, I wanted to be a high school teacher. When I was in high school, I began to notice that not every child was having the same experience as I was in relationship to the institution of education. Although I have brown skin, I grew up benefiting from my fathers white privilege. This privilege consisted of attending private schools for all of my life, hiring tutors to support me in classes I struggles with and having the expectation that going to college was the next step after high school. While the majority of the students around me had the same privileges, I knew that at the high school 15 minutes away where students were bused in from the ghettos of San Diego things were much different. Based on my conclusions, I wanted to be a high school teacher to advocate for those students who did not have anyone supporting them academically. I wanted to inspire scholars to go to college even if they didn’t think they could make it. After I was hired as a middle school teacher, I began rethinking my dreams to become a high school teacher. I use the term rethinking because I began to realize that middle school is where students developmentally are choosing what kind of scholar they are. Middle school students are finding out who they are and as a middle school teacher I have the privilege to inspire scholars who may have otherwise decided to make other choices.

The first benchmark underneath grades 4-8 within the sixth Teacher Performance Expectation, states that. “candidates for a teaching credential build on students ' command of basic skills and understandings while providing intensive support for students who lack basic skills as defined in state-adopted academic content standar...

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...nking about math. Some students see 37 x 14 and use the algorithm which puts 37 on top of 14. Other students break 37 into 30 and 7 and break 14 into 10 and 4, then they multiply 10 x 30, 10 x 7, 4 x 30, and 4 x 7 then they proceed by adding their products. These different methods create scaffolds for students to access math in a way that makes sense to them.

Moving forward, I’d like to focus on “extending students’ concrete thinking and foster abstract reasoning and problem solving skills”. I want to make this one of my goals for next school year because, I often time see my students understanding the concepts I teach but then they struggle to apply their learning to real life situations. In order to achieve this goal, I believe I have to be more thoughtful in the homework students receive. Both in terms of differentiation as well as application of the concepts.

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