Running head: IN THE TRENCHES

In the Trenches
Michael Truman
Ivy Tech Community College

IN THE TRENCHES

The profession has been referred to as insignificant. From being called glorified baby
sitters to those who cannot do, teachers really have a tough time gaining the respect they deserve.
In fact, teaching could not be any farther from insignificant. If baby sitters molded the minds of
our youth to help them become outstanding individuals who go on to a world of possibility that
is endless; then they would be called teachers. From the rigorous personal time devoted to the
countless nights spent awake grading papers and making lesson plans, being a teacher should not
be seen as anything other than a magnificent honor. However, this is all opinion. These are just
mumbles from an individual who has a high respect for those who brave the trenches every day
to inspire the minds of thinkers and doers of the future. This individual is not alone. There are
thousands of individuals with this same respect. I had the honor to sit down with one of these
individuals the other day. She was a bright, intelligent, and caring teacher by the name of Mrs.
Vaughn. Some of her stories baffled me. Some gave me a big smile on my face. Without a doubt,
she embodies the heart of a teacher. With her love for education, she has walked along the path
with so many students toward success. This first grade teacher could be seen as an example. I
imagine her school to be very proud of her. Briefly, I will explore some of our discussion and
take you on a journey. A journey in the heart of a teacher.
Teacher Response
She seemed apprehensive. There was a small bit of fear in her eyes. Nobody likes the
idea of being judged. We sat down, with a little awkwardness, and began our interview. Within
minutes, her true nature showed. Mrs. Erin Vaughn is a first grade teacher at Carl Wilde
Elementary IPS #79. Having previously been a kindergarten teacher for three years, this is her
fourth year teaching. You could tell it has always been in her path to become a teacher. Her

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gentle smile and calming demeanor made it very comfortable to speak with her. She began with a
few childish jokes to lighten the mood and then I dug right in. I asked about herself as a teacher.
With a smile, she proceeded to tell me about her love for helping students discover who they
really are. She said it with much enthusiasm. You could tell that there was a true want to help
people; that of a doctor or police officer. Her drive was focused behind education however. She
then began telling me the story about her year so far. While originally being a kindergarten
teacher, she was moved to first grade. The content of her class range from a normal curriculum
of English, language arts, social studies, health, etc. With so much diversity in her school, she
informed me of the need for flexibility in her lesson plans. Without it, she would get nowhere.
She also spoke of the need to be observant. Stating that it seemed as if she was very passionate
about the idea. The need for teachers to have these abilities, along with passion and being a
lifelong learner, were her most important points to speak of for qualifications of teachers. Her
husband, who was with us as well, began to brag about his wife and her abilities. He also began
to speak of the devotion she has for teaching. Long nights awake grading papers were a standard.
Her need to really get to the children, including differentiated learning strategies and multifaceted lesson plans, were her step above and beyond. He did not seem to mind, as he seemed to
admire her devotion.
As the interview went along, we began to discuss the need to maintain confidentiality for
her students. As it should, it seemed crucially important to her. Being organized was her biggest
key point to mention. She began to explain to me in great detail of her neurotically organized
filing system for her students records. From tests to pictures they drew for her, she did not seem
to go without. Whenever it comes time to speak with parents, her organization system makes it
possible to clearly state to the parents of the student work in the classroom. I asked if the parents

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had the access to these files; she quickly stated no. Parent participation was very important to her
as well. She makes sure that she regularly makes contact with the students parents. Having such
a diverse school system with seventy nine different nationalities, allowing the parents to access
information that promotes positive learning with their children is a must. She told me stories of
sending home flash cards to help with language problems, as well as multi language newsletters
of class events to keep the parents informed. Being an urban school accustomed to such, she
informed me of the lack of parental support for her students. Her stories brought me harsh
realities that I am aware affect so many. Nonetheless, she seemed optimistic about the experience
of her students. She began to speak another language, which I had never heard before. She told
me one of her students from Burma was teaching her the language Karen, and anytime she gets
the opportunity, she practices. The school does international days where the students from
different cultural backgrounds switch seats and actually teach the teachers. What an exciting
opportunity to always be learning.
Compare/Contrast
While being mildly frightened in the beginning from her apprehensiveness, I
found myself entranced with her. To speak with such passion. To have such a desire to truly
teach. I was thoroughly impressed. I was especially impressed with her description of her filing
system to discretely maintain confidentiality for her students. I personally am a neurotic person.
Organization is the keys to any form of success. Allowing parents to stay in the loop while
maintaining privacy for other students work was very enjoyable for my ears to hear. The
relationship of a child and their child is the most important bond that there is. It is one that makes
any other relationship pale in comparison. The idea of keeping them aware of what is going on in
the classroom, at least to the best of her ability, is very important to myself as a parent. I would

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feel informed and comfortable that my child is in good hands with her. I also agree with her
acceptance of cultural differences. Others might shy away from such things. But to embrace it to
the point of learning a new language for the childs comfort is exceptional. As the InTASC Model
Core Teaching Standards state, The teacher engages in ongoing professional learning and uses
evidence to continually evaluate his/her practice, particularly the effects of his/her choices and
action on others (learners, families, other professionals, and the community), and adapts the
practice to meet the needs of each learner. (Council of Chief State School Officers, 2011, p. 9)
Another area in which I really agreed with Mrs. Vaughn was her need to really get to
know her students as an essential requirement for educators. In my eyes, teachers are role
models. They are individuals who can really make a difference in a students life. In order to
accomplish that, you need to have a strong foundation to stand upon. Really getting to know the
students and their personality is critically important to making sure you are accessing them in
appropriate manner. So many students are talented in ways that traditional schooling would not
bring out. Being a true lover of education, she seemed to believe in different branches of
philosophy to reach her children in the classroom. While being held to state curriculum, I find
her teaching style to be very progressive. As Powell states in Philosophical Foundations of
Education in the United States, Teachers who ascribe to progressivism act primarily as
facilitators of learning, serving as resources and guides to students who explore, gather evidence
and draw conclusions. (Powell, 2012, p. 222) It would seem to me as if her classroom were one
where students have freedom to truly be and discover who they are as individuals for the sake of
learning. In a school filled with so much diversity, it is inevitable to reach every student without
allowing the student to first discover for themselves.
Personal Beliefs about Teaching

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I gain criticism from a large amount of my peers. Choosing to go against the grain is
generally a strong suit of mine. With my ideologies toward teaching this does not change. I am
the person who normally is outspoken enough to almost offend you, while maintaining respect
for your beliefs. I would say that I am very opinionated. Whether that is to my benefit or not, I
have yet to discover. When it comes to teaching, I personally feel as if we are at a point where
there needs to be a revolution of sorts. Maybe not the violent, political revolutions that we all
learn about. My ideas for change generally come from a peaceful place. We live in a time in
which we have so much available to us and there are still portions of even this country that
cannot read or write. That is unspeakable. We have the ability in the moment of now to truly
make large leaps in society toward a better, more peaceful and intelligent world. And yet, we are
living by rules and regulations of the past. While I, in my service learning and this interview,
have had a renewed sense of hope for the future of education, I still find that we are wearing old
shoes. It is not the teachers fault. The teachers I have come across in my life are doing the best
they can to really change the patterns of the past. The problem, in my eyes, lives in the arms of
political structure created for an almost new cold war style competition. We feel the need to
exceed the standards of other nations as a means for justifying our place in the world. At what
cost? Who is paying for the injustice done to these children by not allowing new approaches and
perspectives to the education field? It is the children. And our future.
Reasons for Wanting to Teach
As far as being in the trenches myself, I feel as if I have the same calling as all of the
educators I have come across in my time thus far. I have a true love for learning. The idea of
truly impacting a child and holding their hand on the path to their passion is truly rewarding in
my eyes. I love it. I love everything about it. It is something that I have known for quite some

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time. It was most likely engrained in my DNA upon birth. I have never known a time when I was
not passionate about learning and sharing my knowledge with others, in hopes of getting the
same response as I. That response is a true passion. Being around young children is so refreshing.
I spend a majority of my time around adults. They have lived lives and have had their ups and
downs. They are jaded. Their perspective on the world is filled with doubt, anger, frustration,
contradiction, and unsureness. But being around children, they are filled with life that is taken
away at some point in our career as humans. They see things for how they are. They still have an
imagination. They still dream with their eyes wide open. I love that about children. As an
educator, I feel it is their responsibility to keep those eyes open longer. It is their responsibility to
make the world look as a place where we still have the opportunity to be what we want to be.
That is why I want to teach. That love for learning and love for life is why I wish to be in the
classroom. Even while having a very opinionated belief system, I find it necessary for my cause
to have a sturdy foundation. As Powell states, A carefully considered philosophy of education
provides a solid foundation for professionals in the classroom. (Powell, 2012, p. 230) With
passion and structure, I believe that is how I will get into the classroom. With heart, I know that
is where I really want to be.
Conclusion
Mrs. Vaughn was a lovely individual. As stated before, she had a true love for being a
teacher. It would not seem as if anything could take that away from her. Not state standards, not
low test scores; nothing would take her away from being a teacher. It was an eye opening
experience to really see what a true teacher looks like. In my life, I have had every kind of
teacher that one could possibly have. Some have been wonderful; others not so much. I can
confidently say that if she were ever to be my teacher; she would be included into the wonderful

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category. I do not know what the future holds. Not for Mrs. Vaughn. Not for myself. Not for
anyone. It is very easy for me to say, however, that there is a love for education in both of our
eyes. When you have that gleam, it does not go away. Maybe she will go on to teach students
who change the world. Maybe I will go on to start an educational revolution; breaking down
walls for new generations to walk over and excel. The children I interact with have been opening
my eyes to a previously forgotten imagination. Mrs. Vaughn has opened my eyes to a future I
have always dreamed of. Maybe with my new consciousness, I too will be in the trenches
someday.

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9
Reference

Council of Chief State School Officer. (2011, April) Interstate Teacher Assessment and Support
Consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue.
Washington, DC
Powell, S.D. (2012) Philosophical Foundations of Education in the United States. (2nd Ed.) Your
introduction to education: Explorations in teaching. (pp 211-232) New Jersey: Pearson