The Second Year

One of the emerging themes that I have noticed during the readings, and that we have discussed in class, is parent involvement in the classroom. It is so important for parents to be part of their children's learning: it is the teacher's responsibility to include parents by creating an inviting environment that draws parents in and also providing parents with letters and documentation of everything the students are doing. In this section Erin tells her students to go home and teach their parents on the four books that they had read in the class already in preparation for the celebration, which parents and family were also invited to attend. Many times parents want to know what their children are doing in the classroom, and they definitely should; having students teach their parents the classroom knowledge not only gives parents a chance to see what they are learning, but also provides the student with an increased chance of gaining understanding of the subject matter. This is an experience which I definitely will choose to incorporate in my classroom, because having students interact with their parents can only help everyone involved, including the teacher.

Teachers have to set the bar high and give their students an opportunity to achieve greatness. In reading this section I noticed that there are many times when Erin creates learning experiences for her students that challenge them, and help them expand their understanding. Her students have lived a life where not much was expected of them, and so until they met Erin they were adhering to these low expectations and just floated through school. Once Erin arrived on the scene, they discovered that having her believe in them meant they needed to work harder and struggle in her classroom. I agree with her that when students are given a chance to show their potential they can learn, and learn a lot they will. With the slightest support from a teacher, any student can break away from a pattern of low expectations and achieve greatness. On this same note, students need to feel as if giving up is never an option--Erin mentions this as well--and keeping them focused and challenged with appropriate work is a great way to do this.

Another strong aspect of Erin's teaching is her connections and all of the great learning opportunities that her students receive by being in her class. My only problem with Erin was that at every turn she made promises to her students she might be unable to adhere to. Although in her case she did manage to always come through on her promises, there was always a chance she wouldn't. I am sure that had that ever happened, a number of her students would have never forgiven her and even might have stopped listening or learning in her classroom. I am amazed at how wonderful a teacher Erin is, but teachers have to be careful to be honest with their students. Teachers who are not honest with their students have a better chance of having students who are not honest with their teacher; these students hit trouble and never bother to ask for help, and so they never get it. In closing, let me reiterate that I do respect Erin, but teachers should always admit that we have faults, and Erin clearly identifies her own shortcomings and then makes better choices in the future. This is the true identification of a great teacher: a teacher who realizes they too are learning and develops with the students.