Teacher Practices Essay

Topics: Teacher, Education, Classroom Pages: 5 (2210 words) Published: February 3, 2013
Teacher Practices Essay

None of my teachers really focused on honing my creativity, and it is because of this that I can say I cannot be that way. I cannot accept that the most important thing in the classroom is the core curriculum like my former teachers thought. To the best of my abilities, if I know for a fact that I have a prodigy in my midst, I would go the extra yard even if it tires me to help that child grow, because who knows? I may have the next Leonardo da Vinci or J. R. Tolkien sitting in my room. Or perhaps, that child may be the next Michael Jackson or President of the United States. From me, they would get the extra skills and also that additional care about their personality that differs from the world. “No one is the same.” I tell myself that. A person may look similar outwardly to another person, but at the end of the day, their minds are not one. Each year, I am sure I will encounter many aspiring individuals that I will be responsible for teaching not only the core, but how to succeed in life with natural gifts that I believe everyone possess. However, I can only imagine all of the other children who were like me who gave up and just blended into the average working world instead of branching out, taking the knowledge they’ve learned in the classroom and infusing it with their talent. My goal as the educator is to not let that happen under my watch. For the eight months that I have the children, I am a ‘part-parent’ to them, and what kind of parent would I be if I simply ignored? I am not totally biased to prodigies. There are other ways that I can show I care for my students. I can admit, coming to the classroom being positive every day is challenging. It is really hard when you have outside things in your life going on. You sometimes are not over it when you get into the room, but my positive attitude and encouragement might just make a world of difference in shaping the minds of the little ones in my class. For example, one of my cooperating teachers during internship that taught fourth grade was distanced from me. She enjoyed having me there to take over eight weeks of her class, but that was all. She did not help me make fun lessons or give me any tips on classroom management. Her only advice was to go by the book. “It is a guide,” she said and she believed that. She followed it herself. Her lack of creativity was so upsetting to me, because in the back of my mind, I was thinking about my livelihood and the fourth grade class that I may get. Sometimes my disgust for her would linger on my thoughts, but even though she bothered me, I knew that it was not fair to the students to let that anger show, because then their classroom experience would be ruined. I was on my own and I was fully aware of that. I had to compensate for the lack of mentorship and make it work. The children, hesitant in the beginning to give me a chance, began to love me. They liked me so much that it was difficult for the cooperating teacher to merge back in, because the words “I don’t want you to go” was stated more than once. I showed the students that I cared for them above myself, because their futures, to me, were very important. Let us say it is a child’s first day of school. This is a new experience for him and he is unhappy. I think that isolating him from the group or any activity is not the best route. I would welcome him at all times, at the same time, access his behaviors. My goal would be to make him comfortable. I would not be too insistent for that might make him even more uncomfortable, but if he is not quickly accepting to the environment then I would have to spend time with him. Hands-on may be a good route also. If several days pass and he is still unhappy, I would inform the parents so that they can be aware of the situation and possibly provide a hand of help. Teaching is far harder than it looks and there is no one person on the face of this Earth that knows it all. For...
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