Post 2- Standard A

When I think back on the most influential classes that I have taken both in college and high school what they all have in common is that content was presented in an interesting and thought provoking manner. The expectations that the teachers set were supported by their ability to make the content interesting. I think that when students are engaged in the material it is easier to expect more from them in return. Expectations such as regular attendance become less of an issue because students are more willing to attend on their own. My hope that as a future teacher I can make the class so interesting that the students will want to come and to participate. The end goal of this would be making expectations for student behavior and participation less of an issue.

My student teaching setting is in a district that has high expectations and achievement standards for both students and teachers. In the past they have been one if not the highest achieving school district in the state in terms of ITBS scores. In order to maintain this reputation the administration pushes their teachers to do their best and create an environment conducive to learning. One example of this is requiring teachers to place daily goals on their boards to guide their teaching and to hold them accountable for reaching curriculum goals. While the district may have high expectations for their teachers, this translates into a sense of pride for the job they are doing and a pride in the students they are teaching. In my cooperating teachers classroom she has high expectations for student behavior and for the work that they produce. That being said my cooperating teacher has created a community that is open to sharing and requires students to be creative. To balance high expectations for performance the art room has a community that allows students to relax and express themselves as an individual.