Lifelong Learners - Blog Link

I found a blog post called BLAH BLAH BLAH LIFE LONG LEARNING BLAH BLAH BLAH (a friend linked recently), which makes a good point. How much easier would our job a teachers be if parents modeled the learning process they use to their kids?!

I continue to believe that I want my classroom to be a learning environment for all, not just a place for me to know and them to find out!

Teacher Distribution

There is continued talk about the fact that economically-disadvantaged areas are under-represented by highly-qualified teachers, which leads me to an honest assessment of my future career.

On one hand - professionally...

• Most teachers want to work with the most academically-proficient students, because it's a more interesting professional environment.
• Teaching in higher socioeconomic districts (or high-end private schools) can often bring a higher salary and more job-security.
• Many people are afraid to go into a community they do not know, and it is uncomfortable to be the minority if one isn't used to that situation.
• There is probably a preconceived notion about what an economically-disadvantaged area's schools look like (despite what might actually be going on there). 
• There are some elements of working in these schools that might require extra effort and emotional involvement.
• It can be emotionally draining to have students from these areas, because so many of them need so much (and it's hard if you feel like you can't provide enough for them). 

On the other hand - realistically...

• Schools in lower socioeconomic areas often come with lower salaries and less job security.
• Children do not choose the life they face. They are brought into their situations.
• These students are the ones most in need of highly-proficient teachers. Not only do they need the person who can help them the most, they also have the greatest amount of cultural capital to learn/amass in order to be successful in the wider world. 
• In a place where students have the highest access to parental support, tutors, etc., those students will probably "succeed" no matter who is teaching. In a disadvantaged area, chances are that a good teacher has the ability to make the greatest individual difference with his/her students, because the students don't always have access to much support of their education. 
• Being the minority in a situation (if one isn't used to it) can produce an incredibly profound perspective.
• There is a richness that can be found in learning about and embracing a different culture.

I can completely see why teachers and administrators want to work in more affluent schools/districts. For a profession that is inherently underpaid for its service, it's no crime to want to work in these areas. However, at the moment (without any experience either way) I find myself having a real commitment to those lower socioeconomic areas. The kids deserve good teachers and a chance at a decent education. However, in the current economic climate, that might even out a little as people take jobs where they can find them. I hope it evens out a little anyway!

Ditching the Textbook

I just want to recognize the good people that are digitizing so many primary source documents. For social studies teachers, having increasing access to these letters, patents, maps, photos, recordings, etc., allows us to ditch the boring textbooks (because let's face it, textbooks are inherently boring for kids...and adults) and gives us the opportunity to help make this stuff interesting for kids (and for us as teachers). Here are just a few of the fantastic resources:

• Library of Congress

• National Archives

• National Archives Digital Vaults
  

• History Matters

• Oregon Digital Newspaper Project
  

• The New York Times (Education Section)
  

On a side note, these are not all just social studies sites (esp. the NY Times site).