Elizabeth Feltner: Observation In The Classroom

Midway through her pricey caffeinated latte, Elizabeth Feltner poised herself to commence steadfast into mock interview. Despite being a veteran of fourteen years of teaching, nonetheless, butterflies fluttered within her breadbasket. Analogous to other passionate educators Elizabeth engaged in this interview as if I was a prospective administrator. Instantaneously the halcyon backdrop of Starbucks evaporated as our interview journey initiated. Opening with the generic yet, underrated query of why are you here? Elizabeth launched into her appreciation of working for students. Elizabeth described the kinship and community connection that is vital to educating students. Furthermore she added that, “I work for more than a paycheck, I work for the community. Each time I step in front of students, their parents trust me to provide their children with the best education possible.” Her response challenged my thinking in ways I never completed previously. working for the community was oppiste o. Forward looking as a future
Graciously thanking her I said goodbye and remained perched on the wooden armchair contemplating her responses. Introspectively, analyzing my questions, concluding they elicited the responses I value in an educator. Elizabeth was an exceptional candidate because she articulated impassioned responses. In addition, her “teacher with-it-ness” resulted from trial and error mentality that developed from numerous years of educating students. Consistently, Elizabeth’s responses focused on others rather than herself or her content. Reviewing her words revealed she concentrated on what she offers the world rather than what the world offers to her. Conclusively, providing students with a path towards success emerges with instructors like Elizabeth who focus on others rather than themselves or their