RUTINAS ASISTENCIALES Lactantes, Maternales y Preescolares by adriana sanchez on Prezi
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She confessed that she was pretty certain that she actually hated teaching. Myra had performed all of her life, but was told that attempting a professional acting career was impractical and foolhardy. As we talked, Myra spontaneously explored what her life as a performer might look like. She thought she might like to teach acting skills to children and teens in a private studio setting, and she enthused about the possibility of starting her own consulting firm to teach the use of acting techniques in business presentations.
As she spoke, she displayed a whole new energy and vitality. It was clear what she needed to do.
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Myra eventually chose to remain in the credential program, but re-committed to earning her teaching credential in a much more honest and self-aware manner. Myra found her passion and was able to move forward in her life. Because of her commitment and good nature, for her first practicum experience I placed her with one of our most exacting mentor teachers—a man with a reputation for high skills and high standards. This was not a perfect match perhaps, but I had an instinct it would work.
Cynthia was nervous, to say the least, about her ability to measure up in this context.
Just two weeks into the practicum, Cynthia visited and shared some sad news. Her father, a well-loved and highly respected local teacher and football coach, was dying of a brain tumor. Anticipating he would not survive much longer, she was struggling to decide whether to remain in the program, as her father wished.
I immediately felt invested in helping Cynthia through this difficult time. I spoke to her mentor teacher, who not only agreed to support her, but also almost immediately shifted the focus of their work.
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He had recently lost his father and was able to share that experience with her. He encouraged her to be strong and to believe in herself, and to have more confidence in her considerable abilities. Cynthia did elect to remain in the teaching program, and her mentor helped her to see how teaching can be therapy during the roughest patches of life. Throughout this experience, her mentor and I gave her permission to not be perfect, to take care of her own needs, and to be with her family. We encouraged her to receive support from others, to take life as it comes, and to not feel pressured to make decisions for her entire future.
Not long after, her father did pass away, and she sailed though the rest of the year with poise and confidence, knowing she already had faced the worst.
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After certification, she earned a job locally, and has become a teaching professional with a very solid reputation and a heart for the most underserved students. She is a colleague and friend to me and her mentor teacher. Cynthia would have made it through the death of her father without us, but I am so glad we were there. It was a privilege to support her through that period of time, a privilege I would have missed without an open door policy. At the end of her comprehensive and impressively written paper, she added a personal note for me to read.
She shared that she had struggled with reading and writing for many years and was diagnosed with severe dyslexia as a young child.
She also shared that English was her second language, and included a lengthy apology for the quality of her paper. I was amazed at this note— her paper was the highest quality submission in the class.
I immediately made an appointment to meet. I recognized Jasmin as a student who had worked very, very hard to overcome obstacles in her life, but also as a person who had yet to step back and appreciate how her efforts had paid off. She was also not aware that the strategies she was using were working really well for her.
How could it be possible for Jasmin to perceive herself to be performing at the bottom of her class when she was performing at the top? When we met, I simply reviewed her performance in my course, highlighting what she had done well, noting the strategies I had observed her using, and punctuating how much effort she was devoting to her assignments. After reviewing this information, I asked her what she thought about her performance. She remarked, with the intonation of a question, that it seemed she had done pretty well.
Tears began to flow as she confessed she had been so focused on performing at an acceptable level she had failed to notice and celebrate! I let Jasmin know that I was certainly not encouraging her to put in less effort, or to relax her standards. I only wished to help her develop a more accurate and realistic perception of herself as a student, and as an individual.
We talked more about the specific strategies she used successfully, so that she could continue to use them effectively and with awareness about how and why those strategies worked for her.
Jasmin continued to visit me in my office over the next year, and is currently flourishing in a credential program. In each of these five cases, the students grew in important ways. We know learning does not take place in classrooms only—learning also occurs quite powerfully as students struggle to live in the real world.
If we take time to develop relationships with our students, and if we are available to guide them through these real- world learning experiences, we will contribute more substantially to their overall growth and development.
As an educator, I view this as a very valuable outcome. Students, however, are not the only ones who benefit from a strong teacher-student relationship. I also grow and learn as I help my students solve real issues.
Tom made me reflect on how often I am courageous, and Myra made me reflect on my own life choices and whether or not I honor the stirrings of my soul. Cynthia caused me to think about my confidence, and Jasmin caused me to ponder how often I appreciate my own progress. When I invest in my students, I feel satisfied and more authentically engaged in my profession. We are teachers—whether we teach six-year-olds, year-olds, or year-olds.
Inherent in this role is a tremendous capacity to influence lives, to make a dif- ference in the world through our interactions with people. When we take this role seriously, we bring pride to our field. This pride begets respect and reminds teach- ers, and society at large, that the work of education is important for all of us. Indeed, if we want an informed, thoughtful, and self-aware citizenry, we must invest in our students.
I want my students to leave our program with an intention to develop strong relationships with their students, relationships that will enable them to mentor. Is it tough to set up your own blog?
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