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| No, not that kind of reflective. |
I’ve taught for twenty-seven
years in an urban environment. Urban
education is the only thing I know. In
that time, I have seen many teachers embrace the essence of urban education and
discover a passion. I have also seen a
fair share try it and leave, seemingly incapable of comprehending what skills
are needed to be successful in an urban classroom. Why are some teachers capable of success in an
urban setting, while others inexplicably do a face plant? Are some teachers so much more talented? Do the teachers in the urban setting who, by
all appearances, knock it out of the park everyday have that much more “junk in
their trunk?” Study the research and
you’ll find that there are a myriad of factors that experts believe contribute
to the success of teachers. For the past
fifteen years, I have had the distinct pleasure of working with numerous
teaching candidates from Wisconsin
Lutheran College’s
Center for Urban Teaching. I have found one characteristic present in
every one of their candidates: the ability to be reflective. Candidates from the Center for Urban Teaching
bring this significant asset to their classrooms.
Reflective teachers leave little
to chance. They demonstrate a serious
passion for their craft. That passion is
contagious—everyone that encounters it experiences a positive vibe. Reflective teachers are problem solvers,
analyzing the challenges of the classroom as theirs to influence, shape, and
facilitate. They take ownership of the
learning environment.
I’ve had the pleasure to work
with a number of candidates from the Center for Urban Teaching, and I continue
to be impressed with their reflective nature, an obvious outcome of their
educational experiences, as well as their knowledge of educational best
practices and their own personal experiences.
Should you have an opportunity to work with one of these young educators
in the future…prepare to be impressed.
