Educational Autobiography

I want to begin my educational autobiography back when I started first grade, this is when school became very different for me. I really don’t remember much about kindergarten, but I know that school was not easy. I remember always being frustrated that learning did not come as easy for me compared to my classmates. During the first grade I was diagnosed with Neurofibromatosis (NF), (type 1), it is a genetic neurological disorder that can, “…affect many parts of the body, including the brain, spinal cord, nerves, skin, and other body systems.” (Kids Health). “Children with NF1 may have poor language and visual-spatial skills, and perform less well on academic achievement tests, including those that measure reading, spelling, and math skills.” (Neurofibromatosis fact sheet). After I was diagnosed with NF I learned to find school a place of stress, test, and not feeling accepted. All throughout elementary school, junior high, and High school l never came easy to me, what would take my classmates minutes to learn, it would take me days to understand. My parents were always my biggest supports; they would stay up into the wee hours of the night, going over homework, papers, and projects with me. During my school time I had many different tutors (whether it was one-on-one, or through a company) and, it still did not make school better.

Even though school did not come easy to me, I had a few teachers who made a big impact on me.  What was great about them was that they kept me engaged during their class. They found creative ways that got the whole class involved and excited about learning. I found that the best way for me to learn was by hearing the assignment, then the teacher giving me a visual demonstration. I found that when teachers just got up in front of the class and lectured I would find my mind wandering, and losing interest in what I was being taught. I knew that I wanted to be a teacher because I knew that as a student who struggled, I could pass on my tips and tricks, that I picked up and pass them along to my students. Also showing them that their teacher had trouble in school, but with a lot of work and sticking with it, I was still able to reach my goal of being a teacher.

I knew I wanted to be a teacher after spending time in different classrooms. This had been one of the best ways for me to gain experience as to what teachers are required to do. Being able to get ‘hands on’ experience working with children, and observing many different teachers in action has been wonderful. During my undergrad I was able to be with a classroom of kindergartens. I came in every Friday for about full school year, I worked with the same children and it was rewarding to be able to watch and see the students grow and develop over the past seven months. There was one student who I was able to work one-on-one with who I was able to see improve. He came in behind the rest of his classmates, and with many different learning disabilities. They would have to write a letter to the start of the week saying what they liked about that person. In the beginning the teacher or I would have to write what he wanted to say in highlighter and then he would try his best to trace those letters. It would be difficult to read what he wrote. He would need encouragement at time to keep going, but he always finished his work.  Then before he was pulled out of school, the last letter wrote he did all by himself, no tracing needed, and the best part of it was he asked he could write more than the three sentences they were required to write. This moment is why I wanted to become a teacher, to see students who struggle and help them find the confidence in themselves and have the “light bulb” moment. Seeing that they can succeed it might just take a little more work and effort but if they put their minds to it, they can do anything.   

            My desire to be to a teacher began with my experiences working with children at two summer camps over the last eight years. I started this journey by working at “Camp Coyote” a week-long event organized by Camp Fire USA at Blyth Park in Bothell, Washington. I have spent the last four years working from June to August at another Camp Fire camp, “Camp Sealth” on Vashon Island. Working there has given me the opportunity to work with children of all ages. I have learned how to engage, discipline and work with student from all backgrounds. At camp I was able to teach children marine biology, arts & crafts, nature/outdoor living skills, and more. While I was at camp I was able to take what I learned and applied to when I went into the schools. Working camp I have been thrown into almost every station I can think of.  Here again working with children who come in at the beginning of the week and are shy, don’t talk much, and want to go home. To the end of the week where they are rolling on the floor making weird animal sounds. Knowing that I made an impact (whether it was big or small) on that child’s life, is such a wonderful reward. I know that I help give them confidence, so they were able to be comfortable in their own skin, gives me chills. I hope that they take this confidence, and take that confidence back with them when they go to school. As someone who struggled with learning and self-confidence I want to be able to reach all my students, especially who are the quite kids who get over looked, or mislabel. I want to give them my tips and tricks and the confidence that will help them succeed in the classroom and where ever life my take them.

 

Kids Health- http://kidshealth.org/parent/general/aches/nf.html

Neurofibromatosis Fact Sheet- http://www.ninds.nih.gov/disorders/neurofibromatosis/detail_neurofibromatosis.htm