Antonio Page

EDUC 1301
M-W 8-9:20AM

CHAPTER 2 REFLECTIONS
1. Good teachers perform the curriculum given to them, and then some. They will give them
a head start in subjects ahead if possible, giving tips and tricks to make learning future
information easier. They also take time with students who have slower time learning, and
offer extra opportunities to those who struggle. A good teacher not only has great
relations with students, but by the parents as well. They also implant the will to know
more and be excited about what they learn into students. An ideal school is a school that
offers opportunities to all demographics equally, follows reforms given to them by the
district, and possesses the assets to make the staff and students themselves more efficient
and productive. Im not too sure how well my ideals fit with the current teaching
profession, but I think Im pretty close; as I was taught by so many instructors before me
of these ideals.
2. The three basic ethical concern areas fall into relations and interactions with students,
fulfilling professional responsibilities, and relations between other teachers and parents. I
think the two that contest each other are relations and interactions with students, as well
as fulfilling professional responsibilities. On an individual basis, its really hard to
connect with a student who doesnt wish to do the same in return. It may prove to be
unfair to them if you choose to interact with other students more, despite how hard you
try to be on their level. This can also interfere with how well you teach them overall; if a
student doesnt have much preference for their teacher, they may choose to not learn at
all. I feel if you try to interact with students with the mindset that they act as a persona
as a whole, and not as individuals, it can be difficult for a teacher to understand why
certain students have difficulty with learning.

Antonio Page
EDUC 1301
M-W 8-9:20AM

3. They fund us, they give us the money to do our jobs and contribute our part for future
generations. They also supply us with services to transport students, and to help
struggling families. However, they are not in the classrooms with us; the government is
the backstage observer. How could they know what to do with the curriculum, if they
dont teach at all? Why change methods of learning when they have worked so
effectively in the past? I do understand their will to experiment, and see if implemented
methods into the curriculum will affect the intellect, ethics, and habits of the student
body; but I dont understand why they change it almost every year to something
completely different. Perhaps doing this proposes the skill of adaptation, to not only
students but to teachers as well? While their intentions are never really known to the
letter, as they arent just a group with one mindset. But I dont exactly embrace nor
disprove of their will to change.
4. Look into the demographics of the populations, take a walk around town, and talk to
some of the teachers or staff who also work at the school. Observe the mannerisms,
accents, and habits of the students as well; you might even want to ask what they
celebrate and how. Research the history of the school and how it was established, and get
to understand the mentality of the principal and vice principal. You can even tell students
openly about your traditions, and your culture; the students themselves may point out
how they differ or dont understand your traditions. I find this method to be the most
adequate, as it follows an experience of a teacher I had senior year in high school. He
lived in the east coast near the capital for about 20 years and taught there, and it was his
first year teaching in Texas. He openly told us he wasnt from Texas, and that he came
from the east coast. When he didnt understand something, or noticed how certain things

Antonio Page
EDUC 1301
M-W 8-9:20AM

about the school differed from others, he would ask the students and interact with them;
comparing his and our cultures to deduct how we and the school operated.