英语论文网

在“边教边学，边学边教”中，Harry和Rosemary Wong描述了Jessica Fenton遇到的问题和成功。她分享了教学第一年中所克服的主要障碍。Fenton的第一个挑战是，她原本被培养成一个小学教师，但是毕业后，她在一所九年制学校教英语。一开始Fenton觉得没做好准备，压力很大，她需要面对大学课程教育中从未遇到过的问题。她疲于把时间分配于教学，培训，参加学校的舞会，志愿服务和协助毕业。她从早上7点一直工作到午夜，但仍然感觉没准备好。

在工作第一年的圣诞假期，Fenton差点要放弃自己成为教师的梦想。她决定做一些改变，并学习做一个更好的老师。她参加研讨会，讲习班，阅读书籍，并学习她在路上发现的任何好主意。Fenton很快意识到，只需做少许改变，她就可以改变一切。她开始通过制定一系列的程序，使课堂程序运行顺利。

In 'Learning to Teach, Teaching to Learn,' Harry and Rosemary Wong describe the successes and the problems encountered by Jessica Fenton, who shares how she overcame some major obstacles she faced in her first year of teaching. Fenton's first challenge was that she was trained as an elementary school teacher, but upon graduation, she was offered (and accepted) a position teaching ninth grade English. Fenton felt overwhelmed and unprepared from the beginning, facing problems that were never addressed in her college education courses. She was juggling her time teaching, coaching, chaperoning school dances, volunteering on various committees, and helping with graduation. Fenton was working from seven A.M. to midnight and still felt unprepared.

By Christmas break of her first year of teaching, Fenton was close to giving up on her dreams of being a teacher. Instead, she decided it was time for a change and committed herself to learning how to become a better teacher. She attended seminars, attended workshops, read books, and stole any good idea she discovered along the way. Fenton soon realized that, with a few changes, she could turn it all around. She started by developing a list of procedures that would make her classroom routines run smoothly. Using the three step model taught in The First Days of School by Harry Wong, Fenton taught these procedures to her students by explaining each procedure, modeling and rehearsing them with the class, and implementing a method of follow through to reinforce each procedure.

Once Fenton created a new level of management and organization to her classroom, she was able to teach with ease. She also distributed two handouts to her students. The first was a department-wide course outline that explained the literature they would be studying, how they would be graded, and the policies for assignments and homework. Most importantly, at the bottom of the paper was this statement: 'The degree of success earned by the student will depend on commitment and ownership. If the three participants: student, parent/guardian, and teacher, work together, the student will experience success.' This handout was sent home to parents and guardians to view. The second handout was a Course Information page that laid out her major procedures, listed the specific breakdown of how each day was going to be run, explained their morning bellwork, what to bring to class every day, and how they were to organize their work. When Fenton returned to school from the holiday break, she was a changed teacher. Because Fenton set clear expectations of her students and herself, she set the stage for a successful rest of the year.

At the beginning of the school year in 2009, Fenton got the opportunity to meet her long-time idol, Erin Gruwell, the teacher of the Freedom Writers. As a new teacher in Long Beach, CA, Gruwell was shocked to learn that only one student in her class knew of the Holocaust. At that moment, she decided that her curriculum would center on tolerance. Gruwell inspired 150 disadvantaged students wr