Pre-Teaching Thoughts and Experiences
It is mid-February, and I have stepped off the path of continuing post-graduate work in neuroscience onto one toward becoming an elementary school teacher. I am an in-class volunteer in a grade 4/5 split classroom.
The teacher and myself are responsible for approximately thirty
children, along with a CEA who works with one. The children are all
uniquely wonderful, but the class composition is challenging, with six
children who have diagnosed behavioural and/or learning issues. The
class consists of children who come from a wide range of home
environments and varying degrees of socioeconomic stability, with the
catchment area encompassing a trailer park on a First Nation's reserve
as well as expensive hillside mansions near a famous winery.
One
day, I was working with a particular child who often has difficulties
staying focused and motivated in class. He lives in the nearby trailer
park and has low self-esteem, indicated by his withdrawn manner and his
frequent self-deprecating comments. That day, he was having difficulty
understanding how to tell time on an analog clock. I tried explaining
the lesson in as many different and imaginative ways I could come up
with, but none of my approaches were clicking with him. I observed his
frustration and anxiety mounting, despite my gentle reassurances.
Inwardly, I myself was feeling at a loss, as I saw him begin to "shut
down". But suddenly, he sat up, his eyes ablaze with comprehension, and
he excitedly explained the whole concept back to me! This normally
quiet and gloomy boy was all smiles and "high fives"! The light came on
in this child, and this was my first "light bulb" moment.
I have worked in other classrooms before and after this grade 4/5
split, but it was not until my experiences in this particular class that
I realized how truly challenging it is to be a teacher. What I had
observed made me wonder how it is possible to teach one lesson to such a
variety of individuals and personalities. British Columbia public
school classes average around 30 children to one teacher, and there is
minimal support available to the children (and the teacher) as there
appears to be a substantial shortage of CEAs and Learning Assistants in
the school district I have volunteered in. Seeing the daily challenges
the teacher faced trying to manage this particular group of so many
different abilities and personalities made me feel overwhelmed and
discouraged. The idea of myself being a teacher became daunting and I
started asking myself some honest and probing questions: "Am I the kind
of person who is suited to managing the stress and responsibility of
guiding the positive development and learning of so many different
children?" and "Is this how I really want to dedicate my time and
energy?"
Then I witnessed my first "light bulb" moment. I was
reminded that school is not just a place for cognitive growth, but for
personal, social, and emotional development as well. While my
opportunities to witness moments of sudden light and comprehension can
sometimes be painfully few and far between, the possibility of their
occurrence motivates and inspires me to be a better teacher and
individual. No, not everyone will get the lesson the first, second, or
even third time around. Yes, this can be frustrating and discouraging
for the teacher, and especially the children. But the role of a teacher
is not just to teach and test academic learning. After witnessing the
personal empowerment students gain through comprehension and success, I
have come to see that the teacher's most important role is to foster and
nurture a positive, patient, and compassionate learning environment
conducive to holistic growth and light bulb moments for every child.
No comments:
Post a Comment