i beg to disagree.

Truthfully, I don't like the idea of this post. We're supposed to write about something someone (an MTCer, Dave, etc) said that we disagree with. So, if I was a teacher, and this was an assignment, what objective would I want the student to get from it?

TSW form a persuasive argument critiquing something someone said

So, what student would I expect to write the best response? I would expect it to come from the student who wrote on a subject they were truly passionate about. The problem with our assignment? We only have a few days to figure that something out. What if no one has said anything truly controversial yet? I think it would be much better to have this blog topic, but with no assigned date. Or, think up a list of blog assignments from the very beginning, send them out, and have people choose when they want to do each (as long as they do everyone by the end).

On a different note, I will answer the assignment, because I can make reference to something. On Wednesday, Tish, Christine, Ben and I went out to lunch at Maries. Toward the end of our meals we started talking about how to find the best applicants--the ones who will stick it out at least both years, if not continue to teach afterward. Ben mentioned that when he does a phone interview, unless someone gives an outlandish answer, the tone, confidence, etc. in the voice is the most important thing, the answer doesn't even really matter. I completely understand this rationale. As a teacher, one must be poised and assertive, especially in a classroom filled with rowdy students. However, I don't know if this is the best method for the kind of program MTC is. This week, I've been conducting interviews with last year's principals in order to survey the 2nd year teacher's abilities, skills, and overall performance. While every principal has something different to say (some are extremely pleased, others see some work that needs to be done), there was one reoccurring comment. Every principal mentioned the dedication the teachers show toward their crafts. Every teacher truly wants to be there, wants to make a difference. It doesn't matter that they may not have incredible class management skills because they come back every single day. Some even stay after when they don't need to. Every teacher perseveres. I think this comes from one common tie--every teacher that makes it wants to teach, is passionate about teaching, desires to dedicate his/her life to teaching. While this may come across in the tone and confidence of the speaker on the other line of that phone during the 15 minute interview, it will without a doubt come across in his/her answers. One's voice may quiver, s/he might speak softly, but I'm positive if that person truly wants to be a part of the program, you will hear it in the answer. If they want it, they will tell you that they are in it for the kids, that they want to impact change, that they are determined to make a difference. So my suggestion is listen to what the candidates actually say because confidence can be broken, but passion cannot.