Discussion #2

text:
Tension 1-Building a New Identity
Tension 2 Developing Trusting Relationships
Tension 3 Accelerating Teacher Development
Discussion 2:Grade: 15 pts.
Post a substantive message by 11:59 PM, Thursday, January 30; Post a response to at least
one other colleague by 11:59 PM, Monday, Feb. 3.
The last sentence on page 42 in the text states, “You learn when to step in and when to be
silent, when to build trust, or when to focus on bettering teaching practice”. Stories are powerful
learning tools. Post a story of when you learned to step in, or be silent, when to build trust, or
when to focus on bettering teaching practice. Then respond to at least one other person with a
different situation or approach

So far, I have been impressed with how easy this book has been to read for me and how
much I’ve really started to expand my thinking about it. I’ve really enjoyed getting a deeper
look into the idea of mentoring teachers. When I read the quote, “You learn when to step in
and when to be silent, when to build trust, or when to focus on bettering teaching practice,” I
immediately made some connections to it and working with kids. However, while I could tell
many stories of when I learned this with my students, I think it would be more beneficial and
reflective to discuss how I learned this is in regard to teaching as a whole and working
alongside other teachers.
This is a story of a time when I learned how important it is to stand up. This story happened
very recently within my time clinical teaching, and I think it is incredibly important. My own
mentor teacher is really awesome. I love working with her and learning from her. However,
we have a partner teacher that I tend to disagree with often. On my first day, the first thing
this teacher said in front of me was something along the lines of, “Is that little black girl still
going to be here? I wish they would just kick her out, so I don’t have to deal with her.” I was
shocked and my teacher was appalled. However, I realized from everyone that this was
basically just how she was, and they dealt with it because they didn’t want to cause trouble. I
felt like I had no say in this, so I went along with it even though I felt horrible. The student
she mentioned has a rough home life, usually moves schools three times a year, and as a 3rd
grader, can hardly add numbers 1-5. This student needs someone to be there for them, and
she was being hostile. As the weeks went by, more and more issues began to arise with her. I
began to realize she taught our bilingual class, who are supposed to have English instruction
only especially in ELA, mostly in Spanish. She would always make me feel not welcomed by
saying there wasn’t enough room at the table for me at meetings, or by making comments
about my teacher slacking off whenever I had the chance to teach and/or take the class.
However, when I could take the class to recess while she talked in the hallway, she suddenly
was fine with it. She would complain to my face about how she hated college students. I
stayed quiet and only expressed my frustrations to my teachers. It wasn’t my place. Then
during a sort of ARD meeting, it was a meeting to get everything together before the official
ARD, this teacher said in front of a district employee “That kid isn’t even SPED, his only
issue is his mother I’m not going to accommodate him.” This child has autism. However, she
wanted to make excused and not accommodate him. She wouldn’t let my teacher get a word
in. We realized now that her actions were directly affecting the kids, we needed to no longer
stay quiet, and instead stand up. That day, I taught a lot of the second half so my teacher
could meet with the principal and stand up for this student. From this time forward, I decided
I needed to stand up to her and for my kids. A few days later, we were in a meeting with the
vice principal to go over some training, and the other teacher kept taking shots at the
meeting. Every time she did, we would respectfully challenge her by reminding her we
wanted to do what the law required and what was best for the kids. After this meeting, she
went around calling my teacher a bitch. I’m about to take full responsibility. I’ve since been
able to stand up for myself and not let her negative attitude get in the way of my students
learning. I know it is a long road ahead, however I have learned a valuable lesson. I do not
want to get in petty arguments with my coworkers. We need to build a good relationship and
work together. However, I’m there for the kids. So, if someone is just being rude or having
an issue with me, I’m willing to stay quiet and do my job to teach my students. However, the
second it starts to affect my students, I need to stand up. I’m happy that my teacher has
helped to show me this balance in working with other teachers. She has been willing to stand
up for me as her mentee, and will always defend me to others, and even work on building me
up to the principal. She has been a fantastic mentor in this regard in both showing me how to
navigate situations, and also showing me how a mentor should help guide and protect their
mentees.
For me as a whole, I’ve learned these lessons multiple times. Working with kids for several
years have shown me that this quote is crucial. I’ve learned that I need to step in whenever it
involves what is best for the kids. I’ve learned that sometimes I need to stay silent if it is
something that could hurt someone or is just a personal difference that doesn’t impact the
students. I’ve learned that all great teachers need to built trust with those around them to help
improve themselves as teachers, and in my current role I’ve learned how important that trust
is between a mentor and a mentee. I’ve learned that no matter how much I think I know, I
can always grow and focusing on a better teaching practice is one way that I can do that. I’ve
learned these lessons all before, and now I enjoy getting to see how impactful these lessons
are from a mentee’s perspective who truly wants to learn from my mentor.