Why We Teach Now

Book Circle #2

HOPE AND INSPIRATION
In the light of standardized testing and dimishing curricular freedom, Why We Teach Now shares a compilation of teachers' stories and experiences that provide hope & inspiration. Now more than ever, public education needs dedicated and amazing teachers.

Connecting with students, parents, the community, and your colleagues is an integral part of creating a powerful education system.

Will you define yourself through teaching?

TEACHING TO SUSTAIN HOPE

Christina Puntel teaches in a school

Christina remains commited to the growth of her students by "teaching in the now." She chooses to be present to the moment, to herself, to her students, and to the content in front of her. She spends time reflecting on the moments of the day and developing ideas for the future. Christina creates engaging experiences for her students in the classroom that lets them escape the damaging and dangerous environment that waits for them outside.

...even though she produced exemplary literary works.

Mary teaches to create spaces of success in all students. As her own teachers failed her, Mary now teaches to "inform the future through reliving the past and supporting the present." (Haney, 2015, loc. 2084) She creates a space for all students to participate in literary experiences that keep labels, test scores, and deficits locked out, while being sure to lock in her students' brillance and individual talents. Mary believes that teachers with high expectations create students that rise to the challenge, meet goals, and exceed them.

Gregory Michie was a college professor that returned to

Gregory chose to return to the public school system after a 12 year hiatus as a college professor because he saw how ruinous the educational "reform" was to the school & students. He felt "increasingly distant from the real damage that was being done to public schools. The waters were rising, and (he) wasn't even close enough to help stack sandbags." (Michie, 2015, loc. 2242) Gregory believes that kids have been failed too often, specifically those that attend public schools. He believes they deserved to be honored for who they are and they should be allowed to ask questions, challenged to think deeply, and be assisted in finding meaning in the world.

Teaching to Heal

Matthew Hicks was a teacher, coach, and trusted advisor

Matthew Hicks was approached by one of his soccer players in tears one day after school. After helping this more than qualified student find a college where he could play soccer and advance his academics, the student informed Matthew that he would not be accepted to the university because he was an illegal alien. Previously living in America legally, the student and his family had their visas revoked after September 11th. Michael believed that teaching was an "inherently reciprocal experience," (Michie, 2015, loc. 2698-2699) and this was an opportunity to connect with others, share experiences, and grow together. Michael and his intern created a 40 page manual and informational class to assist other undocumented students in his high school with the college application process.

Sharim Hannegan-Martinez wanted to be

As an adolescent, Sharim was exposed to violence, assaults, and sexual harassment. She led a life of drinking, fighting, and self-hate. Not one of her teachers ever acknowledged that she was hurting & in need of help, so she turned to literacy. Sharim believed in the power "of words, of literacy, of healing, of transformation, of community, of resistance, and of love." (Hannegan-Martinez, 2015, loc. 2734) Her school never gave her "a choice, a chance, a weapon with which to protect, or a voice with which to dream and fight and heal." (Hannegan-Martinez, 2015, loc. 2725) She chooses to be the teacher she never had for her students. She encourages her students to write, to love, to heal, and to change the world.

..until she went to kindergarten.

Eileen was a fabulous special education teacher in her previous school. When she transfered to teach kindergarten, she was given a class of 23 children, with 8 of the children being IEP students. For the first time in her 13 year career, she felt she was not able to adequately support her new students. In the midst of the frustation and anxiety of the situation at hand, she continuously reminded herself why she teaches. Her reasons for teaching always come back to being an advocate and support for her students and their families. She wants to honor the importance of the families as the "first educators" for the child and continue to support them. She wants to teach her students that their success is important and they are more than capable. Her commitment to advocacy for her students is never ending.

of teaching to be the most rewarding.

Chuck spent 13 years as a psychotherapist before becoming a high school teacher. Although he missed his therapy practice, he wanted to "shape experiences of young people, not just help to repair them." (Greanoff, 2015, loc. 2902) With the onslaught of the "reformist movement intentionally marginalizing the most meaningful work teachers do to the point of becoming invisible," (Greanoff, 2015, loc. 2922) Chuck found ways to create space for encouragement and engagement with his students, concepts that were totally immeasurable on standardized tests. With his commitment to teaching democratically and his policy to treat students as people he loved and not just objects that produce scores, he found the sweet spot in teaching. He calls it the "lifeblood of effective teaching" (Greanoff, 2015, loc. 3002) - it reminds us that there is a partnership between students and teachers. "These stories are the invisible moments of teaching." (Greanoff, 2015, loc. 3004)

Love to Teach

References

• Dougherty, E.B. (2015). Teaching Jack, and other joys of working with special children. In Nieto, S. (Ed.), Why we teach now. (loc. 2804-2894) New York, NY: Teachers College Press. Kindle Edition.

References

• Greanoff, C. (2015). Teaching in the invisible spaces. In Nieto, S. (Ed.), Why we teach now. (loc. 2895-3081) New York, NY: Teachers College Press. Kindle Edition.

References

• Haney, M.J. (2015). Creating spaces that breathe hope. In Nieto, S. (Ed.), Why we teach now. (loc. 2038-2207) New York, NY: Teachers College Press. Kindle Edition.

References

• Hannegan-Martinez, S. (2015). Teaching to save our lives. In Nieto, S. (Ed.), Why we teach now. (loc. 2704-2802) New York, NY: Teachers College Press. Kindle Edition.

References

• Hicks, M. (2015). Coming into full humanity through teaching, sharing, and connecting. In Nieto, S. (Ed.), Why we teach now. (loc. 2552-2702) New York, NY: Teachers College Press. Kindle Edition.

References

• Michie, G. (2015). Same as it never was: On my return to teaching. In Nieto, S. (Ed.), Why we teach now. (loc. 2209-2412) New York, NY: Teachers College Press. Kindle Edition.

References

• Nieto, S. (Ed.). (2015). Why we teach now. New York, NY: Teachers College Press. Kindle Edition.
• Puntel, C. (2015). Teaching in the now. In Nieto, S. (Ed.), Why we teach now. (loc. 1969-2036) New York, NY: Teachers College Press. Kindle Edition.