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    PHILOSPHY PAPER 1

    Running Header: PHILOSOPHY PAPER

    Philosophy Paper:

    The Education of Leaders

    Through the Eyes of a Leader

    Matthew Kimball

    Education 230: Section 2

    April 28, 2009

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    PHILOSPHY PAPER 2

    Abstract

    This paper explores exactly what a teacher leader is and how God, the Marines, and my personal

    experiences have shaped all aspects of my educational philosophy. Topics include: Character,

    beliefs about students, classroom environment, school purpose, curriculum, teaching and

    learning, and discipline. Much of the content was based on 7 years of personal experiences

    where I was a leader utilizing practical mentoring and teaching techniques on a daily basis. Many

    current texts with topics geared towards education in todays society were then used to add

    backing to the ideas that worked for me in the field.

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    PHILOSPHY PAPER 3

    Outline

    Introduction:

    1. Teachers are Leaders2. Arriving at my calling3. Thesis

    a. Being a teacher leader is a powerful calling that will effect every aspect ofhow I teach and what I believe about schools, the curricula, disciplining,

    and the all important relation that a teacher cultivates with his students.

    Body:

    ME:

    1. Displaying character through The 14 Marine Corps Leadership Characteristicsa. Justiceb. Judgmentc. Dependabilityd. Integritye. Decisivenessf. Tactg. Initiativeh. Enthusiasmi. Bearingj. Unselfishnessk. Courage

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    PHILOSPHY PAPER 4

    l. Knowledgem. Loyaltyn. Endurance

    2. Professionalism must be modeleda. 11 Leadership principles

    i. Know yourself and seek self improvementii. Be technically and tactically proficient

    iii. Seek responsibility and take responsibility for your actionsiv.

    Make sound and timely decisions

    v. Set the example in all thingsvi. Know your men and look out for their welfare

    vii. Keep your men informedviii. Develop a sense of responsibility in your subordinates

    ix. Ensure that the task is understood, supervised, andaccomplished

    x. Train your men as a teamxi. Employ your men in accordance with their capability

    b. Dressc. Languaged. Mannerismse. Titles

    3. What I ultimately want to accomplish in my rolea. NCO Creed

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    PHILOSPHY PAPER 5

    b. Knowledgec. Experiencesd. Mentor/counselor

    4. Displaying Christ in the public settinga. Enthusiasmb. Respectfulc. Inadvertent evangelism Dirk.

    STUDENTS:

    1. I believe students to be good or lost and sometimes both2. Favoritism and student-teacher relationships3. Motivation is key

    a. Extrinsicb. Intrinsic

    THE CLASSROOM:

    1. A safe and academic environment2. Operational logistics and critical procedures

    a. Wong 1b. Wong 2c. Wong 3

    3. Structure of my classroom4. Aesthetics of my classroom

    SCHOOLS:

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    PHILOSPHY PAPER 6

    1. Schools should attempt to teach three major areasa. Trade skills, or getting into further training for trade workb. College or professional arena that requires further formal trainingc. Leadership tract/military career or police/EMT/Fire rescue, things that

    require an academy or boot camp.

    2. What different school types try to accomplisha. Publicb. Charterc.

    Christian

    3. I want to teach in a charter schoolCURRICULUM:

    1. Source of all truth is God2. Teaching absolute truth is possible3. Knowledge be divided into sections

    a. Human/secularb. Divine/ religious

    4. Teaching from a biblical platforma. Examples.

    TEACHING AND LEARNING:

    1. Learning will open students eyes2. Integrated learning is a fantastic method of teaching3. Moral principles are a cornerstone to education and succeeding in life

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    PHILOSPHY PAPER 7

    a. Integrityb. Honestyc. Work ethic

    4. Creative expression in students will be expressed.DISCIPLINE:

    1. Correcting students through disciplinary measures2. Classroom rules ensure knowledge of what is and isnt acceptable behavior.3. Classroom rules

    a. Severe point penalties for late assignmentsb. Only specific questions will be answeredc. Assignments are due in my box on my desk as soon as you walk in, all

    others are late

    d. No cell phone allowede. Emergency bathroom use only, one person at a time; Ill have a big

    goofy looking hall pass

    f. Sharpen pencils at will; pencil sharpener is in the backg. All hand written assignments must be in pencilh. Raise your hand to speak

    4. Classroom disciplinary systema. Level 1: verbal chagrin in front of class, on the spot. Used to keep the

    class in line, now everyone will see that I am firm and fair. I also care

    about the rules.

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    PHILOSPHY PAPER 8

    b. Level 2: staying after class for the one on one approach so I candetermine if something else is going on.

    c. Level 3: Phone call home, or detention. Dependent on what became oflevel two. To see if something at home is going on or if the parent

    even knows about the issue.

    d. Severe penalties: Dock in grade, suspension. Defer to school policy.This is out of my hands if it is that bad. I like to keep problems at my

    level.

    5.

    Generally speaking some ways are better than others to discipline a student

    a. Constructive outlets.Conclusion:

    1. Thesisa. Being a teacher leader is a powerful calling that will effect every aspect of

    how I teach and what I believe about schools, the curricula, discipline, and the

    all important relation that a teacher cultivates with his students.

    2. The readers personal connection3. Teacher leader is all about character4. Teacher leader is all about the relationship5. Proverbs 22.6

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    PHILOSPHY PAPER 9

    INTRODUCTION

    Teachers are leaders. This simple and unsuspecting statement can be extremely powerful

    when unpacked fully. It has been a long time in coming as I slowly discovered my purpose in

    life. It is for certain that I have taken the longer and less traveled road and I whole heartedly

    believe it is God who has been preparing me by allowing such unique experiences to present

    themselves in my life. As I look back at the events that have shaped me and where I stand today

    as a person of God and as a person of character, I know I am hard wired to be a teacher leader.

    Being a teacher leader is a powerful calling that will effect every aspect of how I teach and what

    I believe about schools, the curricula, disciplining, and the all important relation that a teacher

    cultivates with his students.

    ME

    Who I am as a person governs everything in my life. How I act, what I value, what I

    believe, how Ill teach, and how Ill present myself. These things, people try and sum up into

    convenient words and over simplified characteristics. I have chosen a set of characteristics that I

    feel adequately describe me in a nutshell. These are not inclusive, but certainly would be a

    large part of who I am.

    I have spent the majority of the last seven years in the employ of the United States

    Marine Corps, which has been called the greatest school in the world for leadership training. Its

    a school of hard knocks and one of formal purposeful teaching. Ive learned 14 leadership

    characteristics that I have come to appreciate as high qualities of a leader and strive most days to

    achieve. They are: justice, judgment, dependability, integrity, decisiveness, tact, initiative,

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    PHILOSPHY PAPER 10

    enthusiasm, bearing, unselfishness, courage, knowledge, loyalty, and endurance (USMC, 1989).

    They form the acronym JJ DID TIE BUCKLE for easy remembering. These were compiled from

    238 years of hard lessons learned under extremely stressful conditions (USMC, 1989). The

    Marine Corps does an extremely good job of fostering a warrior ethos and part of that is

    incorporating these leadership characteristics into our everyday lives. It works very well. I

    confidently intend on bringing these traits into my classroom in creative and respectful ways.

    These characteristics manifest in many ways. Justice is shown in the classroom by

    treating everyone with the same legalize, meaning every student under my tutelage and guidance

    will be treated, assessed, disciplined, and rewarded the same. Judgment deals with my idealistic

    values that I have accumulated through my parents mentoring and personal experiences. I will

    bounce what students say and do off my prior, Christian beliefs and hold them to these standards

    when dealing with morality, and appropriateness in my classroom. I will be committed to being

    dependable, i.e. always turning back graded assignments in a timely fashion, always being

    prepared, always being enthusiastic, and a man of my word. Integrity is the most important

    leadership characteristic in my opinion. I will exemplify this as a person of God and as a teacher

    and roll model. I will strive to be transparent and honest with students so as to show them it is

    important to do what is right when no one is looking. A great leader must be decisive and will

    display this in his ability to think on his feet and roll with new inputs. Decisiveness is about

    being able to make another choice under less than desirable circumstances and take it to its

    fullest potential. There will be difficulty when teaching controversial issues and a good teacher

    leader will utilize tact to unobtrusively convey these sensitive areas. We must continue to take

    initiative and jump on ideas and opportunities as they come along. We as teachers should desire

    to turn the knob on the door instead of waiting for it to pop open for us. Enthusiasm is so

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    PHILOSPHY PAPER 11

    important in keeping your students excited about the subject area. The best thing about

    enthusiasm is its contagious. In the Marines we have a saying, False motivation is better than

    no motivation. Its amazing to watch people feed off your fake motivation and that can in turn

    pull you out of a slump. Not everyday will be a GREAT day, and we should always Hope for

    the best and prepare for the worst. Bearing is a very professional trait and should be taken in

    small doses to achieve the ideal balance. Bearing is about maintaining your body control and

    knowing when you have to be serious and when you can let go and show your true personality.

    Thats why its a balance, people with too much bearing come off as sterile and too stoic, which

    can turn students away. You must still maintain that professional authoritative figure. Its a

    balance. Unselfishness is the heart of being a teacher. In all things we must make it about the

    students, not a professor of yourself; we are TEACHERS. Courage. Courage, is something that

    many people will never understand. Courage is being afraid of something with full knowledge of

    the consequences, and still doing what needs to be done because of an intrinsic drive of duty and

    calling. As teachers we will face times where you see something that needs to be done, it is

    extremely unpopular, but it still needs to be done. Knowledge is the classic hallmark of the

    academic world and we as educators should be experts in all aspects of this characteristic. We

    must have the knowledge. We must know how to get and maintain the knowledge. We must

    know how to convey the knowledge. We also need to know how to make knowledge interesting

    and, on top of all that, put pizzazz on it. Loyalty can be easily displayed by attending after school

    functions, wearing school colors, being a confidant that doesnt spread rumors, and making your

    students a priority in your life. Endurance. Endurance. Endurance. This quality is what will kill

    many teachers in the early times of their careers. The school year is long, 20 years of teaching is

    long, 30 years of teaching is long, and sport seasons are long. If you have no endurance with

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    PHILOSPHY PAPER 12

    these characteristics they are as useless as a cup of water in the ocean. As teachers we need to set

    an appropriate rhythm to the school year. Students are perceptive and can pick up on the

    organized chug of the machine and will pace alongside you easily enough. These 14 leadership

    characteristics are ideals that I personally strive to achieve in my daily life. I feel they will

    govern my actions and motivations when dealing with everything else and will refer back to

    them often.

    Professional development was taught right alongside character development as I grew up

    in the Marine Corps. Steven Sturkey wrote a book about the warrior culture and explains the 11

    Marine Corps Principles very well (Sturkey 2001). They are basically a list on how to deal with

    your Junior Marines in a professional and mentoring manner; they understood that leaders are

    excellent professional teachers. A large portion of these principles pertain to professional

    development and teaching. We were instructed that in order to grow as a professional leader we

    needed to exemplify these principles.

    Know yourself and seek self improvement. As professionals we need to constantly look

    in the mirror and critically analyze what we are doing right and what we are doing wrong and

    strive to fix this, generally through continued education. Be technically and tactically

    proficient. It is considered unprofessional to stand up in front of someone and totally blow

    smoke in their face with bad knowledge and uncaring towards them about what you are teaching.

    So know your content. Seek responsibility and take responsibility for your actions. Many

    employers tout responsibility for your actions. Make sound and t imely decisions.; Set the

    example in all things.; know your men and look out for their welfare. These things were

    considered my job. So in order to be professional I had to do my job. This would be true for any

    mentorship position and teachers are no exception. Keep your men informed. I see this being

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    PHILOSPHY PAPER 13

    used in the classroom as a list of the daily items to be accomplished on the board and a few long

    term goals on the board as well. Develop a sense of responsibility in your subordinates. This is

    a different way of saying, inspire professionalism in your students. Every great teacher knows

    students are still kids, and thus: Ensure that the task is understood, supervised, and

    accomplished. In todays society especially, we must Train your men as a team. This can be

    manifested in the classroom as group work or projects to be collaborated on. Employ your men

    in accordance with their capabilities. This can be referred to when you are assessing your

    students development. (Sturkey 2001) I have been taught that these things are defining principles

    that professionals should follow so that they are respected and effective at their job. Along with

    these are a few that the Marines teach in other areas of the culture. I feel dressing well and being

    of good hygiene are hallmarks of a professional person. As teachers we need to watch our

    language, contextually as well as the vernacular. Mannerisms as a teacher have gotten many

    amazing professionals in trouble. This will regulate the degree with which you interact with

    students. You can and should be there during tough times for the student, but avoid the lovey-

    dovey-touchy. It can be completely innocent and still horribly construed. A way that we as

    teachers and coaches can maintain the level of professionalism that should be present is through

    the use of titles. Dont allow students or athletes, or Junior Marines to use your first name in a

    buddy-buddy manner. You are the authority figure and should present yourself as such. This will

    inadvertently teach them about God and show them a picture of God being the boss and showing

    you a better way to live. The 11 leadership principles point to the idea of being prepared, and

    making sure your men are prepared. They were talking about in a war of bullets. Im talking

    about a war for their minds. The idea of a war for their minds brings up what I want to

    accomplish as a teacher. The Non-Commissioned Officer Creed sums it up nicely.

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    PHILOSPHY PAPER 14

    (Sharp 2001)

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    This is the epitome of how I want to cause my students to grow. I believe that my job is

    to supply good foundations of methodology and well known scientific facts so that God can

    work His will and finish the job. I prepare the field if you will. I am not responsible for exerting

    my beliefs on the students, but they will know Im a Christian by how I love them. I am a role

    model that they should look up to in all aspects of my public life, and in turn I have a huge

    responsibility to live up to those expectations I place on myself. I am in a position to push them

    to the point of almost failure. I do not intend for them to be disappointed by what they cannot

    reach, but to take heart in all that they did reach when they thought they couldnt. I get so excited

    when I see my athletes succeed in this. It is truly a blessing to watch it unfold. Rarely does

    anyone know their true potential, I have to help them uncover as much of that potential as

    possible; sometimes that involves hitting walls. This is when the student is ready to have Christ

    take over and send them further than either of us thought he could.

    By showing the dedication and excitement I take in being with the students and the active

    roles I intend to play in the school, my colleagues, parents, and students will know my heart.

    When colleagues and myself go out for drinks or dinners or what have you, they will know by

    my engagement in conversation and by being a good friend that I am a follower of Christ. People

    tend to recognize respect when its given. I will strive to put myself in that position to answer

    those what do you have going on that I dont? questions. I have a personal note on this topic.

    I was shocked, dumbfounded, and ecstatic when my best friend invited me to his baptism.

    I had no idea he had came to Christ. He was never raised a Christian, didnt go to church, didnt

    have much of a family life at home. He was my friend, we did everything together. He knew I

    went to church, I had invited him several times and he came; always indifferent, mostly just to

    do whatever after church I think. I never openly ministered to him, yet somewhere along the way

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    PHILOSPHY PAPER 16

    he saw what was going on in my life and thought it was good for him too. At this baptism I was

    sitting here listening to it and being super happy for him. This particular church has a tradition

    where the person being baptized tells his testimony. He calls me out, saying I was an integral

    part in his decision to follow Christ. I didnt know what to say. It was totally out of the blue and

    unexpected. I had no idea what our friendship had done for the kingdom of God. It is proof to me

    that you just have to show these good characteristics and answer what odd questions come your

    way truthfully and honestly. You have to be transparent and a good friend, show that you love

    other people, and they will begin to wonder what is different with you. Eventually, as God works

    on their heart; they will recognize you for who you belong to. This is what I intend to do for the

    kingdom of God, and I will be that rock in the public school system. Hopefully students, parents,

    and colleagues alike will wonder what I have going on. Its all about relationships.

    STUDENTS

    A relationship with students is crucial to being an impact in their lives. Johnson says

    some generalities in his text bookFoundations of American Education about what type of kids

    we will come across in our careers as teachers. He says children from rural communities tend to

    be more conservative and children from the suburbs traditionally have been upper-middle class

    but are beginning to show signs of rising poverty levels (Johnson 2008). He also says urban

    students will be more likely to be rich in entertainment resources, library access, museums, and

    theaters (Johnson 2008). Their was a general statement that struck a chord with me particularly.

    He says that students with good parenting will be better all around (Johnson 2008). He didnt go

    into details about what was better about them, but Id agree full heartedly. So what does all

    this mean. I take this as a prompt to begin getting my mind around the diversity that Ill face as a

    teacher. I cannot hold these generalities too strongly because they are likely to change. I

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    PHILOSPHY PAPER 17

    especially dont want them to influence how I teach or do not teach because of my preconceived

    notions of their capability level. Personally I feel that each individual student will have a

    commonality that I can use to help benefit them and spur on my own creativity. Students rarely

    know what they can actually achieve. It is important to me to keep them upbeat and positive, but

    in the same breath correction and constructive criticism can be painful and necessary parts to

    growth. A great method that Ive used in the past and has been used on me while I was in high

    school was slightly unique. You have to start out with them disliking you more than they dislike

    each other. This sounds harsh at first, but let me explain.

    I have always been in a setting where the rule of no negative comments was used. My

    mother always said, If you dont have anything nice to say, dont say anything at all. I feel that

    by implementing this large and general rule in my classroom most of the vocal problems with put

    downs and negative ribbing will be taken care of. By removing the outward discord between

    peers a door is opened for step two of my unique method of bonding. Step two I finally put my

    finger on this past year in Africa when I was leading 42 Junior Marines every day for 13 months.

    You have to be hard on them, at least at first. The idea is to make them dislike you to the point

    where they will begin to gang up and bond together against you. I dont outright intend to do

    things that will make my class miserable, but by keeping them dogging in their studies and

    pushing their limits they will begin to bond through unified suffering. I know this sounds harsh,

    but even looking back through my athletic career I see that my coaches did this as well. We

    would still show up, we would still do what was asked, and we grumbled to each other the whole

    time, and I formed some of my best friendships that way. I watched amazing friendships form in

    Africa through this same thing. My friends and I got through it. My Marines got through it. The

    Bible says we should be counted lucky to be worthy of suffering. I dont know how or why

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    PHILOSPHY PAPER 18

    exactly this phenomenon occurs but it does. A trend that Ive noticed is that the squads and

    platoons that were under my command have always been the tightest knit crews. Ill have to

    think on this more, but when the other nine squads were having fist fight, or the other three

    platoons were ratting on each other instead of getting each others backs; my platoon and squads

    were always there for each other. Of course we had weird individuals that didnt quite mesh into

    our group, but in each instance there was a group leader that broke out and helped tie them back

    in. Students need this cohesion to succeed and I fully intend to foster that amongst their peers. To

    further this cohesion I must eliminate favoritism.

    The heart of combating favoritism is by being firm and fair. I will be firm and fair when

    dealing with all my students. I will not foster wimpyness in my classroom. Thats what firm

    means. Students will learn that life is hard and they can navigate through hard things. I will

    revert back to my rules that will be set up ahead of time and test my characteristics mentioned

    earlier: COURAGE, INTEGRITY, and JUSTICE. I will grade objectively and in order help me

    in this I will have them write their names on the back of papers and ensure my assessments have

    prewritten grading scales. A struggle I know Ill have is going to be with my athletes. This may

    require me changing my persona on the field. Athletes and coaches have always had a special

    bond, a much closer relationship because you share in their disappointments and you share in

    their achievements in very emotional settings. I will struggle with this, and by making

    assessments as organized and objective as possible I hope to eliminate most of the favoritism in

    my classroom. Even when trying to keep the relationship between myself and my students

    professional they will still need to be motivated.

    I like the phrase: Teachers must extrinsically motivate their students to be intrinsically

    driven. I really believe this is the ultimate end goal for our students. If you can light that fire

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    PHILOSPHY PAPER 19

    under them to where they take it upon themselves to learn and grow, they will be extremely

    successful (Damon 2008). A lot of this has to do with helping them find their Moral North

    Star, which is a fancy way of saying purpose. William Damon published an article in

    Educational leadership in 2008 that was about how to build that intrinsic motivation in students

    and why many students struggle to buckle down with their studies (Damon 2008). Providing

    options and helpful guidance in what a student should, could, and would do is very helpful

    (Damon 2008). We need to keep what is interesting to them in the forefront of our mind so as to

    effectively engage them (Reiss, 2002/2000). We as teachers can only motivate through extrinsic

    methods such as giving letter grades, smiley faces, gold stars, pats on the back, special

    privileges, etc Its a reward based system in which teachers tantalize students with either the

    carrot or the stick (Ryan 2008). This can work for awhile, but as soon as these goals are

    achieved, apparently become too difficult, or the rewards are removed; the student will stop

    trying to grow. We MUST inspire an intrinsic drive that will sustain them the rest of their

    lives(Damon 2008, Motivation 2009, Nash 2005, Reiss 2002). This idea of inspiring my students

    starts me thinking about the environment I want to foster in my classroom.

    THE CLASSROOM

    Classroom environment is an extremely important factor in making a student feel

    welcomed, safe, and ready to engage in learning something exciting (Diaz 2006). It can set the

    tone for everything else. Just like an author will use environmental conditions to effect a feeling

    the story of a novel, so will your decorations effect the mindset of your students. This also

    includes rules pertaining to respect, tolerance, physical contact, and how to go about various

    monotonous procedures (Diaz 2006).

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    Some of the procedures that Wong fleshes out in his book about the first days of school

    include: seating charts, assignments, taking roll, and establishing discipline (Wong 2009). I will

    have a seating chart in my classroom and there are a few things I should keep in mind. Wong

    says you need to have this set up by name before class begins (Wong 2009). This will eliminate

    the annoying questions as to why one student cant sit next to his friend and another student can.

    Be prepared (Wong 2009). The second procedure that Wong wants us teachers to be consistent

    through out the year with is assignments. Have the assignments all posted on the board before

    class starts in the same place, in the same manner (Wong 2009). Consistency (Wong 2009). Be

    prepared (Wong 2009). Roll call. Wong says three important things about roll call: it should be

    done quietly, quickly, and never disturb the class (Wong 2009). An example that his book gave,

    which I thought was an incredible idea, was sitting in the back as one student each day gave a

    relevant 3 minute speech (Wong 2009). This does everything that Wong suggests about roll call

    and it covers material AND it causes the students to take some of their learning into their own

    hands! Intrinsic motivation? Yes, I think it might spark some. Wong says that teachers are in

    large part classroom managers (Wong 2009). Being organized, consistent, and prepared are great

    ways to establish a beneficial and structured learning environment. Along with the contextual

    aspects of your classroom a good teacher leader will have an appropriate aesthetic aspect as well.

    When I dream, I dream of what my classroom will look like. Im the sort of person who

    thinks appearances should not be important, but KNOW they are. I like the idea of decorating

    and adding stuff to the classroom as the class itself develops. This will be an attempt to help

    students unconsciously gage their progress. I like the picture of starting with a blank slate,

    having spots that are cleanly prepared and awaiting stuff to be put there. Then as projects are

    completed, and topics come up; I can post relevant current information that I know will interest

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    students because of the relationship I will be developing with them. I especially want to display

    colleges and opportunities that deal highly with sciences alongside career ideas that deal with

    science. Id also like a board that contains articles and tidbits that are recent scientific news, a

    spot for my athletes, and a spot for other afterschool events that pertain to my specific students.

    These last two areas will help me show the loyalty and priority I place on them. The classroom is

    what I can control of the larger part of the whole and I should do so with knowledge of how it

    will effect my particular students. Schools are the larger part of which I will have little say in at

    first.

    SCHOOLS

    Schools have come a long way in providing education to the masses. There are several

    standards used to understand what schools should accomplish and teach as a curriculum. Johnson

    says that school systems will blend what employers want from graduates, what current society

    wants from graduates, and what the global economy wants from graduates (Johnson 2008).

    Employers are looking to hire coherent people to perform a task (Johnson 2008). I would

    propose that schools should focus in three areas that are specific to the students choice. Does that

    student want to have a career in a trade? Does that student want to pursue a college degree or a

    professional program? Does that student posses those leadership characteristics that might lead

    them down a service route such as the military, police, fire/EMT, or other academy/boot camp

    based career? I feel these are important questions schools need to continuously prod students

    with and ultimately set up themed curricula to facilitate job placement for the individual student

    and be as appealing to the employer as possible. These are clinically called Real-World

    Standards (Johnson 2008). School systems also need to allow for what society thinks students

    should know as a generally based set of skills (Johnson 2008). These include reading, writing,

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    math, some science, American History, and other Discipline-Based/Content Standards

    (Johnson 2008). Thirdly, Schools have been set up to impart what the World-Class Standards

    have become (Johnson 2008). These are threefold. The first goal is that all students will have

    access to information technology in their classroom, their schools, and their homes (Johnson

    2008). The second goal is that all teachers will use technology effectively to help students

    achieve high academic standards (Johnson 2008). Lastly in the World-Class Standards, all

    students will have technology, information, and literary skills (Johnson 2008). These are

    certainly very idealistic ideas about what schools should provide. Public schools have a mission

    statement that is closely related to the above. They are very concerned with societal norms and

    criterion (Johnson 2008). More realistic, and sad, is that schools dont have the funding nor the

    parental reinforcement to propel students to their full potential. Several schools that try to

    overcome these set backs through different missions, are Christian and charter schools.

    Religious schools, namely Christian ones, are exceptional about blending biblical

    concepts with current social norms. Their mission is more geared to a base biblical knowledge,

    which I wish I had and a core set of knowledge. The Christian schools are well known for their

    expensive tuition, great teachers, and overbearing religious nature. With everything there are

    good points and bad. I do not disagree with Christian schools and how they run the curricula, but

    I will send my kids to public schools. I feel that I will be able to spiritually lead my children in

    front of God. If a parent feels that they would not be able to do this, then maybe sending them to

    a Christian school is an appropriate and responsible action. There is another school that will

    teach different from either public or Christian. Charter schools are great ways to open options for

    your childrens education.

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    Charter schools are actually Secretarian Public Schools which receive state funding but

    operate independently from the regulations that a traditional public school is imposed with (Diaz

    2006). Charter schools have many benefits and a mission geared more in student learning by

    whatever method is necessary than by a set standard thats approved by bureaucrats. There are

    increased opportunities for learning and access to quality education for all students (Diaz 2006).

    They create a choice for parents and students and new opportunities for teachers to experiment

    more freely with their education methods (Diaz 2006). Charter schools are exceptional outlets

    that encourage community involvement and different approaches to education (Diaz 2006).

    Before I heard about charter schools I wanted to teach in the public system.

    Now I want to teach in a charter school system. I feel that Id have a more lenient

    curriculum that I could tailor more specifically to the interests and levels of student ability.

    Traditionally people talk about charter schools as alternative education schools and I feel there

    would be less controversy teaching about evolution and creationism and adding little tidbits from

    the bible as a viable source of wisdom. Which would simplify conveying a Christian, scientific

    perspective. The two ideas do not coincide nicely in the public eye. If I were to teach in a public

    school system I know Id have issues teaching biology with the evolution creationism dilemma. I

    feel that I have already come to terms with how I would teach this issue in a public school

    system, and I dont think I would alter it for a charter school. I have a strong belief in preparing

    the ground for God to work in. I am not responsible for what a student believes. My job lays in

    providing the evidence and knowledge about topics and to trust in God that He will use that

    information to change their hearts for Him. Teaching about God and His truths does not

    necessarily mean being overbearing and untactful. A good teacher leader will know how to

    effectively convey his beliefs unobtrusively throughout the curriculum.

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    CURRICULUM

    When I teach the curriculum I am under no assumptions that Ill be able to teach

    whatever I want. I will have to follow a set of criteria that the school district will impose as well

    as state legislature. I will however be able to still teach from a Christian perspective. A lot of

    what people think make a good person good stem from Christian values, they just arent called

    religious because that offends people. I believe God is the source of all truth, I feel He is the only

    absolute truth that we can know as humans. God created the heavens and the Earth and

    everything in it (Genesis 1.1-2.3). God has hand selected me to be a teacher so that I could teach

    about His amazing creation. He has crafted me in a way that will allow me to reach children and

    inspire excitement in the created world around them. I will take the early scientists approach in

    teaching science as a way to know creation. I have full confidence that when I get them excited

    about the wonder and complexity of life that God will work on their hearts in the most

    unobtrusive way and show Himself through what they study. I just have to be ready with answers

    when they come to me with those special questions.

    I think absolute truths should be taught in public schools and I feel that you can know

    about a creator without knowing it is the creator behind it all. This may seem counter productive

    to evangelicals, but if I get myself removed from a school I can no longer be that influence that

    slowly chips away the edges of a students soul. An atheistic evolutionist will take my place and

    then we will have lost major ground for the Kingdom of Heaven. I am to prepare the ground. I

    am to use tact. I am to be a Christian role model so they can see how believers are supposed to

    be. I believe I need to leave room for Gods grace and so I will. Part of teaching about absolute

    truths is in separating religion and science.

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    Science was explained to me by Professor Ron Meyers from Cornerstone University as

    two different realms. Atheistic scientists believe in total uniformity of natural causes in a closed

    system. Which means that everything that has happened on earth is caused by observable

    processes, leaving no room for supernatural influences. Theistic scientists would argue for a

    limited uniformity of natural causes in an open system. This means that MOST things that have

    happened on earth were caused by observable processes, leaving the doors wide open for the

    occasional miracle and supernatural cause. So as a Christian scientist I can believe in natural

    processes and still believe that God has the power to circumnavigate them as He sees fit. Brian

    Holtz agrees with me and published a paper on the web stating the misconceptions many people

    have about science being an alternative to religion (Holtz 2005). It just isnt so (Holtz 2005). We

    as teachers need to teach the science and be good Christian mentors and role models. God will

    use His divine influence to fill in the Gaps. Specific examples are usually the best way to get this

    idea across.

    When working through a topic about evolution and creationism in one of my biology

    classes I will teach definitions of the verbiage that is used to discuss the evolution/creation

    dilemma. Ill also focus more intently on the specific icons of the debate. When we are talking

    about bacteria and cells and microorganisms, well spend considerable time on the flagellum and

    how it is irreducibly complex. I will let them draw their own conclusions as to the ramifications

    of this knowledge, but they will know how its put together and all the parts and the ins and outs

    of its anatomy. These are the items that are discussed in this particular debate and I feel its

    important to have the knowledge to contribute to the conversation in an intelligible manner.

    Another example would be in genetics. They will know how when species become more specific

    or evolved they actually loose DNA. Id make a comment along the lines of Well then how can

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    there be loss of DNA if natural selection says genes are created?Good question! Why not

    everyone write a paragraph as to their thoughts on the subject, thats your ticket to leave today.

    The whole debate is really quite stupid when you look at the facts and I want them to realize this.

    You cannot logically teach a student to create a theory, test it, and adjust it if it is wrong then

    show him examples of real scientists who create a theory, test it, and dont adjust it when it is

    proven wrong. Critical thinking will be a huge part with these controversial issues. I want them

    to know that one CANNOT know for certain one way or the other Its their decision, a leap of

    faith. Of course I wont use that wordage, but I hope you can see how excited Id get over issues

    like this. We will also utilize current articles from periodicals that show how the debate

    continues and how valuable continuous learning is.

    TEACHING and LEARNING

    Continued learning is extremely valuable. You have to keep up with the times, it will

    make life far more interesting. I walk through the woods, and I find great joy in knowing that the

    thing I made scamper through the brush was a Thirteen-Lined Ground Squirrel and not a

    Chipmunk. Picking out a Spring Peeper from a see of noises in the night is a very neat thing

    indeed. These things put spice into the creation and helps you appreciate Gods work so much

    more. Ill promote this by giving them tidbits that they can readily use and take note of in the real

    world. Not to mention the good job youll get, being promoted above your peer group because of

    your drive to learn more and more as you grow. This certainly helps when impressing the ladys.

    Ill utilize big projects for integrated curriculum and multiple intelligences. I believe

    these are extremely important in achieving engagement with all of the students. Ornstein wrote a

    book on the foundations of education and says that in order to achieve learning your

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    methodology should be student centered curricula (Ornstein 1997). Basically, this means stuff

    they are interested in (, Nash 2005 Ornstein 1997). I will mostly teach through lecture, because

    of the higher level of learning that upperclassmen need. I intend to use labs and hands on stuff as

    much as possible, but these will be accents to the lecture and only for enrichment purposes. My

    goal is to have a demonstration everyday, either of the topic at hand or a new topic that were

    about to study. These will be short and interesting. We are studying the world around us and it

    shouldnt be too difficult to find examples of the subject I wish to teach, biology. Hopefully by

    showing them the cool parts of science, blowing stuff up, theyll be inspired and intrinsically

    motivated. Ill use group work in labs to get them to collaborate as scientists. By varying these

    demonstrations and interest areas Ill be able to reach the maximum number of my students,

    100% (Diaz 2006). I feel intangibles are also important to teach while in schools.

    Honesty, integrity, and hard work are the cornerstones of education and I could no worse

    than to teach them only these. They will learn that it is more important in science to stay true to

    your methodology and get the wrong answer than it is to cheat and skip steps and get the correct

    answers. I will emphasize showing work and good scientific methods, and lab procedures. Ill

    steal CFD from Dr. Fryling, Cornerstone University Professor, which means Correct For Data.

    They will loose some points for getting it wrong, but if they did the work and worked through it

    correctly they will receive most of their points. During some of the large projects issues may

    arise dealing with controversial content.

    Ill use my own judgment on the students creative expression as appropriate or

    inappropriate by referring to guidelines set in the assignment. These would include no nudity,

    vulgar language, racist comments, violence, etc Itll be an open clause, where Ill be the

    judge of that, and the penalties will be steep. I dont foresee much of a problem with this after I

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    shut off a presentation and dock 50% of their grade and will only give them those points back if

    they correct the presentation and resubmit it. I dont see this being a very big issue if I am

    consistent with the discipline of in class discussions. Students will be able to gage me as a

    teacher and figure out what they can and cannot get away with. In Armstrongs TeachingToday:

    An introduction to education he cites case no. 403, Bethel School District v. Fraser, 1986 where

    the judge ruled Schools may establish standards of civil and mature conduct. (Armstrong

    2009). Also any time the exertion of one persons first amendment right imposes on another

    persons rights or causes unrest or violence, their freedom of expression is no longer

    constitutional (Armstrong 2009). For the few individuals who just have to rile against the system

    there will be consequences.

    DISCIPLINE

    The purpose in correcting student misbehavior is to help guide the student in his or her

    understanding in what is appropriate and expected of them in society (Ryan 2008). I will hold

    them to a higher degree of acceptability in my classroom, and call it professional development as

    a disguise for Christian behavior. Again, in my experience, its Gods responsibility to knock on

    the childs heart. I simply show the picture and am there for support and prodding. Before any

    disciplinary action can be doled out a set of explicit, clear, concise, and reasonable rules must be

    posted and ensured that they are understood (Ryan 2008). Classroom rules are put in place to

    provide a basis to refer to. So that everything is on the table from the very beginning. Students

    will know exactly what is to be expected of them. As I model this explanation of rules and

    procedures, my students will be able to recall how a leader acted in this realm. It is unjust to

    punish someone for something they didnt know they werent supposed to do. They will know

    right from wrong and what is acceptable. Rules for my classroom will include:

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    1. Severe point penalties for late assignments2. Only specific questions will be answered3. Assignments are due in my box on my desk as soon as you walk in, all others are late4. No cell phones allowed5. Emergency bathroom use only, one person at a time; Ill have a big goofy looking hall

    pass

    6. Sharpen pencils at will; pencil sharpener is in the back7. All had written assignments must be in pencil8.

    Raise your hand to speak

    These are not inclusive, but talking with other teachers these are a spackling of ideas I felt would

    be important. Now that students know what I expect of them, they need to be given what

    happens when they disappoint me. My disciplinary structure is three fold with a caveat for severe

    cases:

    1. Verbal chagrin in front of the class, on the spot. Used to keep the class in line. Everyonewill see that I am firm and fair and that I actually care what the rules are. This is referred

    to as the Ripple Effect (Ryan 2008).

    2. Staying after class for the one on one approach so I can determine if something else isgoing on. This will help me determine which stimuli are provoking the behavior and I can

    make an effort to remove them (Ryan 2008).

    3. The phone call home, or detention. This is dependent on what became of level two. Thephone call home is to both let the parent know whats going on and to see if there are

    issues at home that I need to be concerned with.

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    4. SEVERE: This could be a dock in grade, suspension. I may have to defer to school policyhere. If it is so bad it may be out of my hands what the consequences are. I would rather

    keep them at my level.

    These rules I feel are very solid. I followed the same principles while in the service as a

    Sergeant of Marines. I found that when you pulled them out of the situation and had a one on one

    conversation to figure out what is really going on I got amazing results. You do two things when

    you do this. You let them know you care about them and you foster a relationship. As a general

    rule I like constructive outlets and think the punishments should fit the crime. If the student was

    misbehaving in lab, I can find something in lab for him or her to clean after school. I could also

    drag the student out to the field and make them put time in as a team manager, this would allow

    me to get closer to the student and help mentor them. It might even get them interested in the

    sport and allow for a permanent constructive outlet for the extra energy they feel the need to

    share during class. Its still all about the relationships that a teacher leader should foster with his

    or her students.

    CONLUSION

    Being a teacher leader is a powerful calling that effects every aspect of how I teach and

    what I believe about schools, the curricula, disciplining, and the all important relation that a

    teacher cultivates with his students. As we unpacked what a teacher leader was, I hope many

    aspects jive with your life and with your perspective of what exactly we are accomplishing as we

    mold the next generation of teacher leaders. I hope you strive be a person of excellent character

    and hope you understand how important your influence is. The whole philosophy of being a

    teacher leader deals with being a person of great character and having a solid stance in God.

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    Remember what Solomon writes in Proverbs 22.6 Train a child in the way he should go, and

    when he is old he will not turn from it. This is quite the calling. We will have a lasting influence

    on those that come into our classrooms, we must do right by them.

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    References

    Armstrong, D.G., Henson, K.J., & Savage, T.V. (2009). Teaching Today: An introduction to

    education (8th Edition). Columbus, OH: Pearson plc.

    The Bible.

    Damon, W. (October 2008). The Moral North Star.Educational Leadership, 66, 2, 8-12.

    Diaz, C.F., Pelletier, C.M., & Provenzo Jr., E.F. (2006). Touch the Future Teach! Boston, MA:

    Pearson Education, Inc.

    Holtz. B., (July 2005). Human Knowledge: Foundations and limits.Human Knowledge.net.

    Retrieved April 29, 2009, from http://humanknowledge.net/Thoughts.html

    Johnson, J.A., Musial, D., Hall, G.E., Gollnick, D.M., & Dupuis, V.L. (2008). Foundations of

    American Education: Perspectives on education in a changing world (14th

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    Boston, MA: Pearson Education, Inc.

    Motivation. (April 2009). Wikipedia the free encyclopedia, retrieved April 6, 2009, from

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    objectis-and-motivation-theories.

    Ornstein, A.C. & Levine, D.U. (1997). Foundations of Education (6th

    Edition). Boston, MA:

    Houghton Mifflin Company.

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    Reiss, S. (March 2002). Who Am I? The 16 Basic Desires that Motivate our Actions and Define

    our Personalities. Berkley: Berkley Trade.

    Reiss, S. (June 2000). New Theory of Motivation lists 16 basic desires that quide us. Ohio State

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    http://researchnews.osu.edu/archive/whoami/html.

    Ryan, K., Cooper, J.M., & Taur, S. (2008). Teaching for Student Learning: Becoming a master

    teacher. Boston, MA: Houghton Mifflin Company.

    Sharp, SGT. (May 2001).Fundamentals of Marine Corps Leadership. [PowerPoint slides].

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    Sturkey, M.F. (2001). Warrior Culture of the U.S. Marines. Heritage Press International.

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    Wong, H.K. & Wong, R.T. (2009). The First Days of School: How to be an effective teacher.

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