Teaching Impression and Reality
Out of all things I expected myself to do, teaching was probably the least of my expectations. However, things unraveled and led me to get a job at ICCD School.
Prior to this job, I had no experience as a teacher at any level. However, I had been raised by two parents in the field of education, both of whom would always come home with their share of amazing stories that I enjoyed hearing. I also got an ample amount of opportunities observing my parents at their work place, during breaks, when they would be busy with enrichment programs and would bring me along so that I would be able to spend quality time with them. Although I can't say I spent a lot of time bonding with them during their working hours, I can doubtlessly say I got to learn a lot from those trips. I believe it is because of them that I was inclined to accept a job offer from ICCD.
When I first began, I believed that I had gotten myself into something I would never be able to continue. I started doubting all that I had always heard about being a teacher and how it made people content with their lives since they were doing a noble job. All that I was worried about was the challenge.
As a child, my parents always told me that a student is in need of just a little encouragement. After getting the teaching job and being inclined to read more on this, I learned that even the minimal amount of encouragement can increase a child's productiveness by milestones. Children tend to be thirsty of being appreciated for their hard work and even the smallest compliments push them to complete the most mundane of tasks. (Magolda, 2000)
Another thing that I observed in my parents along the years was that they loved challenging their students. As teachers, they would make learning and comprehending more of a game for the students to enjoy. Since I personally did not enjoy such challenges, I searched for a reason behind them doing so in a book I came across for language teachers. I understood from this that the reason it is healthy to challenge a student is so he can expand his span of thinking of intellect and this will cause for him to personally engage in different situations due to such experiences. (Slavin, 2001) As for my parents, when realizing that a certain topic was a little tricky for the children to grasp, my parents would happily teach the topic again with more energy and would acknowledge that the topic they were doing really was hard and that the students were mini-geniuses to be able to grasp it even slightly. But most interestingly, I observed that sometimes my parents went a little over board about perfection in work and challenged their students to do better by giving constructive criticism in more of a mundane tone, free of any sort of encouragement. Later, when I'd ask them why they would do that, they would explain to me that when students are told that they always do their best and are always encouraged, they stay put at the same level and do not move forward. However, when sometimes they are told they have not put in their best and observe their teacher's tone and attitude change, they work harder just to bring the encouragement from their teachers back and they strive to be accepted by bringing their work to the next level. I kept all of this in mind when I decided to accept the job offer from the school. At that point of time, I believed knowing the textbook and being encouraging would prove to suffice.
At ICCD, I was directed to teach English to a class of kindergarteners with learning disabilities alongside students of general education. When I was told this, I could stereotypically imagine myself a few days into the future in front of a group of special children who were untidy and inattentive. I was horrified that I would have to teach them basic lessons such as reading and the task seemed almost impossible to complete with such students. As much as I feared the prospect, I went on and a few days before I started, I began visiting my neighbor's autistic son, to become familiar with the kind of children I would be dealing with. As much as I had wished for all my fears to be erased by meeting the child, I became even more fearful instead. Every time I would talk to the child, I would get a very vague response. He would also...
As I began to realize that I was expecting less than they were capable of I realized that some of my preconceived notions about the teaching profession were coloring my viewpoint. One example was the day a preschool student from the regular education class came to me and handed me a book that she wanted to read to me. I was surprised but let her open the book and begin reading.
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