Characteristics of the Novice Teacher, continued

With this post, I would like to talk about two characteristics in addition to those discussed in prior posts. The first of these is the third characteristic. Stating that the “novice teacher should recognize that teaching is a…moral…enterprise,” this attribute is meant to promote actions that show concern for others. At all times, educators must be aware of how their actions affect others. More importantly, they must help students understand how their actions can impact those around them, and help to shape positive behaviors. Often times, this means discussing appropriate behaviors with students, and taking advantage of the teachable moments outside of specifically planned character education.

For this trait, I have selected my character education lesson on respect. While respect is an abstract concept often times better explained by a list of examples, it is still among the most important character traits in society. When attempting to define this term to Kindergarten students, I have found several angles appropriate to complete the “large picture.” For my lesson, I read four books aloud, and had the students create their own classroom reference book. Through those texts, I was able to provide students with an array of examples of respectful behavior, and give them the opportunity to find good choices. The Crayon Box That Talked allowed me to introduce the topic generally by showing the students that the best results come when everyone works together. Respect and Take Care of Things allowed me to give examples of respecting people and objects to help narrow down the ways in which the students can work together. Do Unto Otters takes the lesson one step farther by forcing the students to think about “The Golden Rule.” Rabbit’s Habits was a great lead into the expansion phase of that lesson, because it asked the students to pick the good behavior out of a list of not-so-good actions. Finally, the students were given a prompt asking them to tell at least one way they can show respect at school.

I felt this lesson tied into the moral and ethical obligations of teaching through instilling a sense of community in the students based upon respect and treating others fairly. Since our actions as teachers affect so many people, it is up to us to pass that moral responsibility on to younger generations. Through this lesson, I was able to show my students that while there can be good results from the work of some, the best results come when everyone works together. This lesson also allowed me to show students the ways in which they can be respectful, and hold them accountable for their actions.

The second characteristic I would like to discuss is the sixth. The sixth characteristic requires that the “novice teacher have in-depth knowledge of content.” This trait says that before an educator can make sound decisions about the implementation of content, he or she must first familiarize themselves with the knowledge associated with that discipline. Without in-depth knowledge in varied content areas, teachers are less likely to organize appropriate parts, understand new, and decide what direction to continue the information in a proper manner.

The artifact I have chosen for this characteristic is my kindergarten learning cycle about habitats. To be taught over a span of two weeks, this unit involves whole- and small-group work, as well as individual tasks. Students will experience instruction through audio/video technology, interactive games, discussions, writing, illustrating, and building. Visual, auditory, and kinesthetic learning preferences are addressed through the varied tasks. Throughout this unit, students develop a definition of “habitat,” learn about various animal habitats, and relate their findings to their own habitats. As a summative evaluation, students will create and present dioramas to demonstrate their acquired knowledge of habitats.

This artifact fits the sixth characteristic well. Without my own knowledge of habitats, various examples of animal homes, and how humans live, I could not have planned such an extensive unit. Without the knowledge of the parts of habitats, I would not have been able to bring in as many details throughout the lessons. Most importantly, without a knowledge bank of my own, I would not have been able to guide my students’ learning through that two-week time. Of any of the characteristics, this one may be one of the most important just for that reason. How can we, as teachers, lead students to the information if we are unfamiliar with it ourselves?