Teaching and Current Events

Our professor for our MET seminar, Dr. Franz, has asked us to take a more serious interest in current events as they pertain to teaching by reading at least two articles a week, summarizing the articles, and writing a sentence or two about how they will affect the classroom. I’ve been personally making an effort to stay mostly informed about what’s going on in the world, but I haven’t been keeping up with current events as well as I’d like to, so I thought I would try to keep myself better accountable by using my blog to post links to interesting articles and keep a record of the articles I’ve been reading for our assignment. I’d love for this to generate some discussion in the comments, so feel free to leave your thoughts on the topics I link. Please remember to keep the discussion respectful!

Home-Cooked Dinner Isn’t All It’s Cracked Up to Be?


Home-cooked meals have been long held as a key way to promote family unity and have often been linked to higher GPAs and more dedicated students. However, new studies show that these home-cooked meals may not be as closely and exclusively linked to these attributes as previously thought, and the writer argues that putting stress on home-cooked dinners every night might actually be an impractical and stressful standard for families, especially mothers.

How does this relate to the classroom?

If home-cooked dinner time isn’t all it’s cracked up to be, teachers should be encouraging students and parents to pursue other forms of family time.

9c15c934ce626a4d65d5bc22664d22a6Low Income Schools See Big Benefits in Teaching Mindfulness


Long time teachers can probably give you a list of all of the students that consistently caused problems and disrupted the classroom. However, the teacher featured in this article, Jean-Gabrielle Larochette, has been implementing mindfulness, a form of meditation and breathing techniques, to teach children how to learn to control themselves instead of just telling them to quit acting up.

How does this relate to the classroom?

I’m not terribly familiar with meditation techniques, but the article raises an important point that instead of telling kids to stop being disruptive, it might be extremely beneficial for students to be taught HOW to control themselves.

What are your thoughts? Is a home-cooked meal really all it’s made out to be? Is teaching self-control instead of expecting self-control reasonable? Tell me in the comments!


Teaching and the Great Game of Life

What Do Teachers Make?

What do teachers make? It’s a commonly known fact that in the US, teaching is not the most highly paid profession. In fact, in the (many) games of Life I played with the girls I babysat over the summer, I couldn’t help but notice that the career card for a teacher was the lowest paid out of all of the college careers. But yet, here I am, on scholarship at Mississippi State University to become a teacher.

Okay, so what? When I graduate and start teaching I’ll get paid a little less than everyone else, big deal, right? The problem for me isn’t the money exactly, but the low expectations and level of respect teachers and students studying to be teachers are being given. There’s this school of thought that if you’re smart, you’ll go into a “real” field, and this is reflected in the Honors College at State–almost no students in the Honors College besides those in the MET program are Secondary or Elementary Ed students. And this is a discrepancy that the MET program is seeking to help, not quite solve, but at least make better.

But, what this video points out, and what I want to encourage with this post, is the pursuit of a changed view of teaching, putting the emphasis not on what teachers make–and assigning value according to job worth–but on what teachers DO.


Since this blog will be about teaching articles, ideas, etc. that I find, as well as my journey as a college student studying to be a teacher, I figured it was kind of important to explain what the MET program is. Here’s the Official METP About Page if you would like the spiel, but I want to give you my explanation as well.

First off, METP stands for the Mississippi Excellence in Teaching Program. The MET program was designed with the need for better teachers in mind, both better educated in their class material (Math or English) and more prepared for different possible classroom environments. The basic structure of the program is very similar to many teaching grants–your college tuition gets paid for and you have to work in the state as a teacher for x amount of years. Our scholarship is fantastic. Every single student in the program (no more than 20 per school, 10 Math, 1o English, per year) gets a full ride paid for by the program, which is funded by the Robert M. Hearin Support Foundation in Jackson. We all receive our specific school’s projected cost of attendance in scholarship funds for use for housing, food, tuition, as well as other expenses like gas, as well as a $600 textbook fund per semester, and a technology allowance (read: free laptop!) our freshman semester.

Beyond the money, the MET program does something that most teaching grants couldn’t dream of doing. Because the aim is to produce excellent teachers, the program recruits students with competitive GPAs and ACT/SAT scores, as well as requiring students to be apart of their school’s honors college. But the program is also helping us to create a network of teachers who I truly believe are going to be an extraordinarily positive force in Mississippi education. We’re an unusual group of people, all hardworking, all excited to teach, but each with different backgrounds and perspectives that are brought to the table. Throughout the course of our studies at college, we will make teaching friends outside of the MET program, but already, only one year into the program, our year group has banded together in a way that would be hard to replicate outside of the program. Though we’re all different, we embrace our differences because we need to–we’re going to be together through a lot that no other group of friends will be able to identify with.

We’ve begun to rely on each other in a way that I think will drastically change our first few years of teaching and beyond. We study together (as many of us are taking the same classes, both in and outside of our major), critique work, encourage, and desire for the others to succeed. While this extremely helpful now–I don’t know what I would do if I didn’t have other MET people in my classes to ask about homework questions–I can only imagine what it will be like when we are in the classroom and we have other people who we know intimately to bounce ideas off of and ask questions through those nerve racking first few years of teaching where we’re still learning the hands on things about teaching that are so very hard to learn in a college classroom.

Which brings me to the other huge advantage of our program. The staff of our program are dedicated to giving us as many learning experiences outside of our classes as possible. Last spring, during our “cross campus visit” we do each semester, we had the privilege of listening to the National Teacher of the Year give a lecture on what makes a good teacher, as well as visit a special program in Oxford that uses different techniques (demonstrations, hands on projects, etc.) to give students a love for Math and Science. While many teaching students won’t see the inside of the classroom until junior or senior year, our year has already spent ten hours in the local middle school observing teachers. I personally got to observe both a substitute teacher and a 6th grade English teacher, which was an incredibly interesting contrast.

That all sounds a lot like the “official” METP spiel, so I’ll leave you with this: what the MET program means to me. When I first got my acceptance letter to Mississippi State, I registered as an English Major. Why? Because I have a passion for English. But I also have a passion for children. My problem was that I had always worked with elementary aged kids and younger, so when I started to consider what I wanted to do with my life, teaching never crossed my mind. I didn’t want to teach reading, writing, and arithmetic to a bunch of small children. I don’t have a passion for Math, Science, History, etc. I have a passion for English. So I didn’t even consider teaching as a possible profession, because I had already dismissed it as something I wasn’t cut out for. But when I heard about the MET program, which is just for Secondary Education majors (middle school and high school) I realized that there was a way for me to do something I truly loved for the rest of my life. But, not only that, this program is also helping me become the teacher I dream of being–engaging, aware of each child, passionate, and dedicated.