Now that your practicum is nearing its end, I want you to rethink your teacher identity. How has it changed? What is different? What is similar? Please be as blatantly honest as you want here!
I had kind of a hard time getting into my natural teacher identity at first. I wanted to be myself and have fun with the students but it just wasn't happening. My underneath personality is ridiculously childish and lighthearted, but, unfortunately my immediate shyness kind of made my teacher identity feel boring, which I absolutely hated. I'm just really shy when I initially talk to almost anyone, even students apparently. So it took me getting comfortable with them to really let my freak flag fly.
So my teacher identity has changed, especially from who I wanted to be as a teacher. I didn't think I'd be as abbrasive as I sometimes am. I actually have yelled at two students in the hallway, which isn't good, but also is something I never thought I'd be able to do. I didn't think I'd act quite as goofy and silly in front of them. I wanted to be enlightened and share wisdom and guide them to being better people. But my teacher personality is not nearly that serious most of the time. Now, I mostly just want to make their day better in any way that I can, especially when I can see the weight they're carrying on their shoulders as soon as they walk in the door.
So as far as teacher identity goes, I'm not strict and I'm not a yeller. It does come out sometimes if I get mad enough, but typically I'm relaxed. I play a lot of music, do a bit of dancing, and generally just remember how much I hated school when I was their age. I recall days when my home life was falling apart and frankly, school only made things worse. And that just pushes me to make this class a safe place where they can forget all of that for at least 54 minutes. At least so far, that is what I have discovered about my actual teaching identity.
My feelings are extremely similar to Chelsea's. It took awhile to fine my identity and to feel comfortable being silly with the students. That is the best part though! Once I felt comfortable with my students and felt okay being myself, things fell into place. I worried so much about my age and felt like I had to be 100% professional at all times. I found that you can be professional and respected, but also silly and fun. You don't have to choose.
I learned a lot about my discipline style, as well as my policies on everything from late work to absences. I was challenged recently by one of my 11th grade girls and I was so proud of myself for standing my ground with her. It isn't my personality to reprimand or yell, so I didn't. But I stood my ground and didn't falter, even when she wasn't giving up. It sounds silly but it was a big step for me and I now know that I can handle situations like that.
I have enjoyed my experience so much and i can't believe that I am leaving in a few short days. My identity as teacher forms around my interest in the students' lives, that is for sure. I try to always stop and think about why they might act a certain way, say certain things, or behave a certain way before I get upset. Again, I agree with Chelsea in that I want my class to be safe. I want my students to always feel that they can come to me with any issue.
I think my teacher identity has developed only in that I have real experience now. Before student teaching, I had absolutely no idea what it was like to be in front of a real classroom full of high school students. Now that I have experienced that, I have had a chance to test out what it really means to be a teacher. I’m not sure what I wrote at the beginning of the semester, and I do not want to look right now. I want to see if what I say here has anything to do with what I said then. It probably will not seeing as I have learned and experienced so much in just ten short weeks.
Right now, I know that my teacher identity is focused on a mutual respect forming between my class and me. I am still not exactly sure how to establish such an environment in a situation where I have my own classroom, but I am confident that I will be able to succeed once I have my own classes. I also really like to make sure my students can have fun while they learn. I try to make everything as relevant to my students’ lives as possible. I feel like I still need to work on discipline, it has been such a challenge for me. However, since I know it is going to be a challenge, I will focus on that aspect of my teaching in order to improve.
Overall, student teaching was exciting, enlightening, and terrifying. I am not sure about very many things right now, but I feel confident that I will be a great teacher wherever I get a job.
Coming into student teaching, I was very frightened. I know we had mentioned this in class, but college cannot really prepare any student for the dreaded “real deal”. My first week in the classroom, I had self-doubts about myself and if I belonged there. Not only that, but it was surprisingly hard to transition into a long-term classroom from constant short-term placements at Purdue.
My first week of actually teaching was quite rough. Not only was I terrified that these students would surpass my education level and ask questions beyond my knowledge, but I was not comfortable in the slightest. I am almost positive that my students could tell, too. I’m usually very relaxed and easy-going. However, with my first group of students, I was extremely rigid and held fast to the rules. Eventually I eased into my new role as teacher rather than student. My biggest fears were set aside. I really had learned more than I gave myself credit for in my education and English classes. I knew content; I knew how to handle students; and I had confidence that when I walked into the classroom, I would be recognized as a person of authority.
I'd like to think that my identity is similar, if not the same, as my "outside of school" identity (minus the obvious, of course). I do realize though, that I will probably have to find my identity, and my comfort, with each new group I encounter. I know I cannot act the same around two different classes; their dynamics are simply too dissimilar. However, I try to focus on respect, and I try to create an atmosphere that's both respectful and fun within all of my classes.
Being my last day, I felt this pang of sorrow as I said goodbye to these students for possibly the last time. That is when I truly realized that this is what I'm definitely set to do. I've come to care about these students, their interests, and their futures. As for my seniors, although I have only known them 10 weeks, it really was a journey for both of us. I was able to watch them grow and now they are preparing to graduate. It's a good feeling knowing that I helped them get to this point, and I cannot wait to experience that feeling throughout my career.
I had kind of a hard time getting into my natural teacher identity at first. I wanted to be myself and have fun with the students but it just wasn't happening. My underneath personality is ridiculously childish and lighthearted, but, unfortunately my immediate shyness kind of made my teacher identity feel boring, which I absolutely hated. I'm just really shy when I initially talk to almost anyone, even students apparently. So it took me getting comfortable with them to really let my freak flag fly.
ReplyDeleteSo my teacher identity has changed, especially from who I wanted to be as a teacher. I didn't think I'd be as abbrasive as I sometimes am. I actually have yelled at two students in the hallway, which isn't good, but also is something I never thought I'd be able to do. I didn't think I'd act quite as goofy and silly in front of them. I wanted to be enlightened and share wisdom and guide them to being better people. But my teacher personality is not nearly that serious most of the time. Now, I mostly just want to make their day better in any way that I can, especially when I can see the weight they're carrying on their shoulders as soon as they walk in the door.
So as far as teacher identity goes, I'm not strict and I'm not a yeller. It does come out sometimes if I get mad enough, but typically I'm relaxed. I play a lot of music, do a bit of dancing, and generally just remember how much I hated school when I was their age. I recall days when my home life was falling apart and frankly, school only made things worse. And that just pushes me to make this class a safe place where they can forget all of that for at least 54 minutes. At least so far, that is what I have discovered about my actual teaching identity.
My feelings are extremely similar to Chelsea's. It took awhile to fine my identity and to feel comfortable being silly with the students. That is the best part though! Once I felt comfortable with my students and felt okay being myself, things fell into place. I worried so much about my age and felt like I had to be 100% professional at all times. I found that you can be professional and respected, but also silly and fun. You don't have to choose.
ReplyDeleteI learned a lot about my discipline style, as well as my policies on everything from late work to absences. I was challenged recently by one of my 11th grade girls and I was so proud of myself for standing my ground with her. It isn't my personality to reprimand or yell, so I didn't. But I stood my ground and didn't falter, even when she wasn't giving up. It sounds silly but it was a big step for me and I now know that I can handle situations like that.
I have enjoyed my experience so much and i can't believe that I am leaving in a few short days. My identity as teacher forms around my interest in the students' lives, that is for sure. I try to always stop and think about why they might act a certain way, say certain things, or behave a certain way before I get upset. Again, I agree with Chelsea in that I want my class to be safe. I want my students to always feel that they can come to me with any issue.
I think my teacher identity has developed only in that I have real experience now. Before student teaching, I had absolutely no idea what it was like to be in front of a real classroom full of high school students. Now that I have experienced that, I have had a chance to test out what it really means to be a teacher. I’m not sure what I wrote at the beginning of the semester, and I do not want to look right now. I want to see if what I say here has anything to do with what I said then. It probably will not seeing as I have learned and experienced so much in just ten short weeks.
ReplyDeleteRight now, I know that my teacher identity is focused on a mutual respect forming between my class and me. I am still not exactly sure how to establish such an environment in a situation where I have my own classroom, but I am confident that I will be able to succeed once I have my own classes. I also really like to make sure my students can have fun while they learn. I try to make everything as relevant to my students’ lives as possible. I feel like I still need to work on discipline, it has been such a challenge for me. However, since I know it is going to be a challenge, I will focus on that aspect of my teaching in order to improve.
Overall, student teaching was exciting, enlightening, and terrifying. I am not sure about very many things right now, but I feel confident that I will be a great teacher wherever I get a job.
Coming into student teaching, I was very frightened. I know we had mentioned this in class, but college cannot really prepare any student for the dreaded “real deal”. My first week in the classroom, I had self-doubts about myself and if I belonged there. Not only that, but it was surprisingly hard to transition into a long-term classroom from constant short-term placements at Purdue.
ReplyDeleteMy first week of actually teaching was quite rough. Not only was I terrified that these students would surpass my education level and ask questions beyond my knowledge, but I was not comfortable in the slightest. I am almost positive that my students could tell, too. I’m usually very relaxed and easy-going. However, with my first group of students, I was extremely rigid and held fast to the rules. Eventually I eased into my new role as teacher rather than student. My biggest fears were set aside. I really had learned more than I gave myself credit for in my education and English classes. I knew content; I knew how to handle students; and I had confidence that when I walked into the classroom, I would be recognized as a person of authority.
I'd like to think that my identity is similar, if not the same, as my "outside of school" identity (minus the obvious, of course). I do realize though, that I will probably have to find my identity, and my comfort, with each new group I encounter. I know I cannot act the same around two different classes; their dynamics are simply too dissimilar. However, I try to focus on respect, and I try to create an atmosphere that's both respectful and fun within all of my classes.
Being my last day, I felt this pang of sorrow as I said goodbye to these students for possibly the last time. That is when I truly realized that this is what I'm definitely set to do. I've come to care about these students, their interests, and their futures. As for my seniors, although I have only known them 10 weeks, it really was a journey for both of us. I was able to watch them grow and now they are preparing to graduate. It's a good feeling knowing that I helped them get to this point, and I cannot wait to experience that feeling throughout my career.