I'm currently pursuing a degree in science from Western Governors University for the purpose of teaching in middle school. My future goal is to settle down in Tennessee after I leave the Air Force. I am considering a rural/semi-rural area where a few acres are affordable. Anyone have any specific districts in mind that meet this criteria?
On 10/18/07, LM wrote: > McMinn, Meigs, Bradley, Polk and Monroe counties are nice > and semi rural to very rural. I think the cost of living is > lower in East TN than Middle and West. Pay is probably lower > too.
Any recommendations for West TN? Trying to hit a good point between Indiana and Texas. Sorry, I should have mentioned that in the prior post.
On 10/17/07, Airman to teacher wrote: > Hey folks, > > I'm currently pursuing a degree in science from Western > Governors University for the purpose of teaching in middle > school. My future goal is to settle down in Tennessee after > I leave the Air Force. I am considering a rural/semi-rural > area where a few acres are affordable. Anyone have any > specific districts in mind that meet this criteria?
My huband recently retired from the Marines and I am a elementary school teacher. My best advice is to move near a base and stay out of Knox County. I am having a hard time even getting an interview! It's the good-old-boy system and job prospects for the husband are not abundant. I would try eastern tn or near nashville.
My husband and I will be moving to Polk County this winter. I have an early childhood degree. I have experience, 12 years. Polk County teachers, how difficult is it to get an early childhood position in Polk County? I would be willing to drive to any of the elementary schools. I am concerned that there are so few jobs there that I should apply to neighboring counties also. My job would determine where we buy a house since my husband's job is mostly 'on the road.'
I'm researching a possible move to TN and am curious about two items: What is the teacher retirement plan like? How would you describe the cost of living in relation to the salary/pay scale?
Thank you for any information that you can provide. Ariel
Does the lack of responses mean that TN doesn't have a retirement fund for its teachers? :)
On 10/27/07, Ariel wrote: > I'm researching a possible move to TN and am curious about > two items: What is the teacher retirement plan like? How > would you describe the cost of living in relation to the > salary/pay scale? > > Thank you for any information that you can provide. > Ariel
"Book teachers" simply teach directly from the book. All homework assignments, quizzes and tests are directly derived from the class text. Their knowledge in the subject matter is shamefully negligible. Past tests are shared between students for easy grades. Memorization for regurgitation is the key to passing their classes. Administration receives little or no student complaints for obvious reasons.
"Check collectors" are teachers who, out of incompetence and/or apathy, do the bare minimum and deprive any viable educational growth in their pupils. They are simply in the field for a paycheck, medical and retirement benefits, and the generous vacation periods. They are better off working in toll booths.
"Buddy teachers" lack the courage and competence to be effective instructors; therefore, out of a need for acceptance and job security, attempt to befriend their students. One should remember that education is not necessarily a popularity contest; earning favorable, respectful approval is more beneficial for all involved in the process as a natural byproduct and goal which mostly true educators earn. The buddy technique usually backfires with the lamentable result being disrespect from the pupils.
“Tyrant teachers” focus classroom time more on chastising and dishing out punitive measures than imparting fair and balanced discipline when appropriate. During free time and prep hours, tyrant teachers can be found patrolling the hallways and bathrooms seeking out deviants to be sent down to the office. Often they have old axes to grind from their disappointing days in grade school and attempt to make up for shortcomings in other areas. However, they do make assistant principals jobs easier.
"True educators" are a rare breed indeed and perhaps should be added to the endangered species list. These are learned, focused, and devoted educators who know their material, impart it in such a way as to inspire students to learn. They put time into their lesson plans and consider the group and the individual with the same sincere intent and regard. Enthusiasm and knowledge abound in the classroom instead of discontent, boredom, misbehavior and daytime snoozing as you have with the aforementioned. The harshest level they may practice in class is that of benevolent dictator.
On 11/03/07, Susan Altman wrote: > "Book teachers" simply teach directly from the book. All > homework assignments, quizzes and tests are directly > derived from the class text. Their knowledge in the > subject matter is shamefully negligible. Past tests are > shared between students for easy grades. Memorization for > regurgitation is the key to passing their classes. > Administration receives little or no student complaints > for obvious reasons. > > "Check collectors" are teachers who, out of incompetence > and/or apathy, do the bare minimum and deprive any viable > educational growth in their pupils. They are simply in > the field for a paycheck, medical and retirement benefits, > and the generous vacation periods. They are better off > working in toll booths. > > "Buddy teachers" lack the courage and competence to be > effective instructors; therefore, out of a need for > acceptance and job security, attempt to befriend their > students. One should remember that education is not > necessarily a popularity contest; earning favorable, > respectful approval is more beneficial for all involved in > the process as a natural byproduct and goal which mostly > true educators earn. The buddy technique usually backfires > with the lamentable result being disrespect from the > pupils. > > “Tyrant teachers” focus classroom time more on chastising > and dishing out punitive measures than imparting fair and > balanced discipline when appropriate. During free time > and prep hours, tyrant teachers can be found patrolling > the hallways and bathrooms seeking out deviants to be sent > down to the office. Often they have old axes to grind > from their disappointing days in grade school and attempt > to make up for shortcomings in other areas. However, they > do make assistant principals jobs easier. > > "True educators" are a rare breed indeed and perhaps > should be added to the endangered species list. These are > learned, focused, and devoted educators who know their > material, impart it in such a way as to inspire students > to learn. They put time into their lesson plans and > consider the group and the individual with the same > sincere intent and regard. Enthusiasm and knowledge abound > in the classroom instead of discontent, boredom, > misbehavior and daytime snoozing as you have with the > aforementioned. The harshest level they may practice in > class is that of benevolent dictator.
There is some truth in the above posting. There is also sweeping generalization, condescension, and over- simplificaation of what's working and not working in the classroom. As too many non-teaching personnel employ the term 'educator' to describe their office work, I prefer to use the term 'teacher' to describe what I do. There are teachers, doctors, lawyers, plumbers, electricians, and pastors who are motivated solely by job benefits. However, I think there may be some faulty reasoning embedded in the harsh condemnation of the idea that it is unethical to value job security and benefits. While I do enjoy what I do most of the time, I do not think my students are well-served by martyrdom. I do plan to continue to seek to improve compensation and working conditions for all who provide quality instruction. There is faulty reasoning in the assumption that children misbehave only in the classrooms of apathetic, incompetent personnel. I think it's wrong to fail to consider the importance of building a stronger sense of personal responsiblity for learning among each new generation. We are very good at finding fault with each other while those who actually have the duty and responsiblity for weeding out the ineffective and incompetent continue to pretend that they cannot do just that. (The truth is that it takes effort to dismiss a tenured teacher and quite a few personnel are unwilling to make that effort and/or lack the courage to do so. You see, it's notjust teachers demonstrating apathy and incompetence within the school setting. I don't find fault with parents as much as I used to....I don't blame previous teachers for poor preparation of their former charges....I don't even succomb often these days to finding fault with the system itself....instead, I've started to notice how often the successful students have but one thing in common: a sense of their own personal responsiblity for their learning.....such a quality trumps all other possible mitigating circumstances..poverty, parents who have abdicated their roles, boredom in the classroom, limited academic offerings, etc.......with all of these potential blockades, these students shine anyway....not because of intellect, or parental support, or the quality of their school staff's efforts, but because they have chosen to exercise self-discipline and accept personal responsiblity for their own lives...........
Ms. VanDora sorely needs a course in remedial writing. In respect to teacher types, each item could be expounded upon but for its purpose in this site, the author is correct. The foundation of generalizations is truth. On a whole, especially in the public school system, one finds these kinds of teachers, with a great abundance regretfully falling into the "book teacher" category.
Dr. William Safire
On 3/20/08, Isabelle VanDora wrote: > On 11/03/07, Susan Altman wrote: >> "Book teachers" simply teach directly from the book. All >> homework assignments, quizzes and tests are directly >> derived from the class text. Their knowledge in the >> subject matter is shamefully negligible. Past tests are >> shared between students for easy grades. Memorization for >> regurgitation is the key to passing their classes. >> Administration receives little or no student complaints >> for obvious reasons. >> >> "Check collectors" are teachers who, out of incompetence >> and/or apathy, do the bare minimum and deprive any viable >> educational growth in their pupils. They are simply in >> the field for a paycheck, medical and retirement benefits, >> and the generous vacation periods. They are better off >> working in toll booths. >> >> "Buddy teachers" lack the courage and competence to be >> effective instructors; therefore, out of a need for >> acceptance and job security, attempt to befriend their >> students. One should remember that education is not >> necessarily a popularity contest; earning favorable, >> respectful approval is more beneficial for all involved in >> the process as a natural byproduct and goal which mostly >> true educators earn. The buddy technique usually backfires >> with the lamentable result being disrespect from the >> pupils. >> >> “Tyrant teachers” focus classroom time more on chastising >> and dishing out punitive measures than imparting fair and >> balanced discipline when appropriate. During free time >> and prep hours, tyrant teachers can be found patrolling >> the hallways and bathrooms seeking out deviants to be sent >> down to the office. Often they have old axes to grind >> from their disappointing days in grade school and attempt >> to make up for shortcomings in other areas. However, they >> do make assistant principals jobs easier. >> >> "True educators" are a rare breed indeed and perhaps >> should be added to the endangered species list. These are >> learned, focused, and devoted educators who know their >> material, impart it in such a way as to inspire students >> to learn. They put time into their lesson plans and >> consider the group and the individual with the same >> sincere intent and regard. Enthusiasm and knowledge abound >> in the classroom instead of discontent, boredom, >> misbehavior and daytime snoozing as you have with the >> aforementioned. The harshest level they may practice in >> class is that of benevolent dictator. > > > There is some truth in the above posting. There is also > sweeping generalization, condescension, and over- > simplificaation of what's working and not working in the > classroom. As too many non-teaching personnel employ the > term 'educator' to describe their office work, I prefer to > use the term 'teacher' to describe what I do. There are > teachers, doctors, lawyers, plumbers, electricians, and > pastors who are motivated solely by job benefits. However, I > think there may be some faulty reasoning embedded in the > harsh condemnation of the idea that it is unethical to value > job security and benefits. While I do enjoy what I do most of > the time, I do not think my students are well-served by > martyrdom. I do plan to continue to seek to improve > compensation and working conditions for all who provide > quality instruction. There is faulty reasoning in the > assumption that children misbehave only in the classrooms of > apathetic, incompetent personnel. I think it's wrong to fail > to consider the importance of building a stronger sense of > personal responsiblity for learning among each new > generation. We are very good at finding fault with each other > while those who actually have the duty and responsiblity for > weeding out the ineffective and incompetent continue to > pretend that they cannot do just that. (The truth is that it > takes effort to dismiss a tenured teacher and quite a few > personnel are unwilling to make that effort and/or lack the > courage to do so. You see, it's notjust teachers > demonstrating apathy and incompetence within the school > setting. I don't find fault with parents as much as I used > to....I don't blame previous teachers for poor preparation of > their former charges....I don't even succomb often these days > to finding fault with the system itself....instead, I've > started to notice how often the successful students have but > one thing in common: a sense of their own personal > responsiblity for their learning.....such a quality trumps > all other possible mitigating circumstances..poverty, parents > who have abdicated their roles, boredom in the classroom, > limited academic offerings, etc.......with all of these > potential blockades, these students shine anyway....not > because of intellect, or parental support, or the quality of > their school staff's efforts, but because they have chosen to > exercise self-discipline and accept personal responsiblity > for their own lives...........
Do You Live Within 50 Miles of a Cargill Facility? By: Erin Dysart/UOR/USA/AFSIP Posted: 11/02/2007
Greetings from the AFS Admissions Office in Portland! As you may be aware, we are now a mere month away from the Cargill scholarship nomination deadline (December 4th). And we are looking for more nominees!!!
The nomination process is as simple as 1-2-3. Students can nominate themselves or, better yet, you could nominate a special student! Simply go to the Cargill page on the AFS- USA website and then click “Apply for this Scholarship” (on the right side of the screen.) The nomination form is simple, straight-forward, and a breeze to fill-out.
For nominees to be considered for a scholarship, they must: live within 50 miles of a Cargill facility. have a record of academic achievement (3.0 and above). be between the ages of 15 and 18 at the time of departure. demonstrate leadership and community service experience. have a strong passion for learning about other cultures. be interested in a year or semester program (departing summer/fall 2008) in either Latin America or Asia.
We are privileged to be able to join with Cargill in fostering knowledgeable and compassionate leaders for tomorrow’s global society. Please check-out the attached list of cities to see if you live within 50 miles of a Cargill community!
15 scholarships will be awarded to US participants. The base award is $1,500 and may be increased based on demonstrated financial need.
Questions? For Cargill program information and questions about recruiting and selection, please contact, Marilyn Stotts in the New York office: 800-876-2376 x 1196 or [email removed]
For questions about specific nominations and applications, please contact Stacy Coleman in the Portland office: 800- 237-4636 x1532 or [email removed].
How do you become certified to teach another subject without having to get another degree? I am certified in English, but I want to also be able to teach a foreign language.
Your best bet is to talk to the advisers at your former college or any college that offers degrees in foreign language. They can tell you what courses you require. Also, college course catalogs indicate which courses are required for which degree. Since you already have one degree, you would not need nearly as many courses as a beginner. Probably your steepest hurdle is to pass the required test to be certified in that foreign language. On 11/10/07, W wrote: > How do you become certified to teach another subject > without having to get another degree? I am certified in > English, but I want to also be able to teach a foreign > language.
Knox County is incredibly difficult to work with and for. You are much better off going to one of the surrounding counties, as they pay better anyway.
Knox County requires several pre-employment background checks and drug tests, all of which you have to pay for. They have an extensive drug-screening policy (about 12+ pages) that you have to read and sign, however they do not follow the policy at all. The people at the urine collection site are rude and discriminatory and made me sit there for 3 hours and pee 5 times, each time saying it wasn't enough despite the fact that it was over the 30 mL stated in Knox County School's drug policy. They never took a medical history or found out what prescriptions I was on. I take several anti-asthma medications, which can cause false positives for anything from barbituates and steriods to cocaine....however, when my test was positive, they still would not consider my prescription and medical history as a possible cause for a false positive, nor would they tell me what it was positive for! there are several procedures that were supposed to be followed in such a case and NONE of them were....go to Sevier, Anderson, Loudon, Blount, or some other county!
They all pay better anyway!
On 11/18/07, Amanda S. wrote: > I am interested in working for Knox County schools, are > they hard to get a job with?
I am working in my initial licensure at the Graduate (Masters) level for Special Ed. I have a title one assistant last school year and I am a special ed assistant this year. I hope to have all my course completed by the end of the summer (2008) Would you recommend students teaching or should I go the alternative licensure route?
Anyone else here have an educational occupational license? How hard would it be to find a job teaching health science? What resources are available to assist me in finding a job in that specific area? I have looked in Knox, Blount, Union, Sevier, Anderson and Loudon with no luck. I don't know if the application process happens only during certain times of the year. TN Board of Education really didn't guide me....I just turned in the appropriate paperwork and requirements and they sent me my license. Any suggestions would be greatly appreciated. Thanks.
My class will be reading the story the Gingerbread Man and doing a project with it. I am asking if anyone would mind assisting with this... if you would like to please email me at [email removed].
Project letter: My name is the Gingerbread Man, my friend in CLass 2H was reading a story about me and i jumped out of the storybook to visit you. My friend at school is wondering where I have run to. Please help them by sending them a picture postcard showing them the area where you live. This postcard will be posted on a large map of the world outside of my classroom. This will help the children by showing them how different parts of the world look. I know my friends will enjoy hearing from you and learning where I have run! Thank you for your help! Got to go! The Gingerbread Man
** If you would like to help my class please email me at [email removed].
On 10/18/07, LM wrote:
> McMinn, Meigs, Bradley, Polk and Monroe counties are nice
> and semi rural to very rural. I think the cost of living is
> lower in East TN than Middle and West. Pay is probably lower
> too.
Any recommendations for West TN? Trying to hit a good point
between I...See More