Creating a safe community can lead to imagination

In the article by Mara Sapon-Shevin, she brought many ideas that I have thought about incorporating into my very own classroom. Every little decision that we (teachers) are going to make “is going to have an impact on how the students will, how they will treat one another, and what the classroom atmosphere will feel like.” (Sapon-Shevin, 99). When I read this a first it was a very scary thought, that everything and any will have an impact on the students. But she talked about many different ways in which we as teachers can create a safe learning community. From my camp experience I have picked up many ideas about how to bring together 10 different children, these campers come from different backgrounds, ages, races, social economic status, family dynamics, and more. On the first day we set up what we call cabin rules. I always give each group the first two rules; 1) have fun, 2) be safe. Then I turn and put the power in their hands. They as a group have to come up with their own rules, and all they have to agree. When then come up with the rule we need to respect each other. I have then have them explain what respect means. When they are done I have each camper sign the paper. This way they are in power of their rules, and don’t feel like I am tell what to do. It gives them power and creating a community of rules. One of my goals as a teacher is to make the classroom feel like a safe place. In my classroom I want to create an environment in which my students can fail. So let me explain this statement, it is not that I want my students to fail, but I want my students to understand that it’s ok to fail. The important part is that they tried something new, they challenged themselves, and even though it did not work ok, it is ok. Today when we tell student they did something wrong or incorrect, it can have very damaging effects. I want to students to understand that when we fail, it when we really learn the most. When we fail we have to go back reflect over or work and see where we went wrong. Failing should not be a big dramatic event, it should be an extra opportunity to learn, and that it’s ok to fail and it happens to everyone. As a teacher it is important to create not only a fun space to learn but a safe space. Where all students feel safe to share ideas, are able to grow, because when the students feel safe, they are more likely to open up, let others in to see all side to the students. After the classroom feels safe, this will hopeful allow for deeper learning to happen. Allowing the children to feel safe can allow their imaginations to grow. There was a quote by Greene on page 36, “Imagination is an important is the lives of teachers as it is in the lives of their students.” We as teachers need to find creative ways to reach our students. As stated by Sapon-Shevin, “imagination can bring severed parts together, can integrate into the right order; can create wholes.” (Page, 38). I feel that imagination is so important for children today. Their play had been replaced with video games and TV. When I was a child I was forced to go outside and create my own play. I used my imagination to create my own worlds. Imagination is so important, it help let children see things in different lights and it can let the creative flow. I feel that it is important to bring imagination back into the classroom.

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