I am in a five-year program at my school, so the year after I graduate with my undergraduate degree, I will graduate again with my Master’s in Education because I am working on it while also working on my bachelor’s.
One of the requirements of the dual degree program (that’s the name of it) is to do fieldwork. It is a mild version of student teaching. You have a teacher name, dress like a teacher, and act like a teacher. But, you aren’t hardcore teaching yet.
Well, that is not my case. My mentor teacher, the teacher for the class I am interning in, has assigned me to take over the grammar lessons when I come in.
I was really nervous. The kids aren’t used to teaching me, will they participate?
Will I talk too fast?
Will I be boring?
Will I not be educated enough in the topic?
Today came, the day I would begin teaching the fourth graders for one hour every week. I thought about it all last night, and all on the bus ride to the school this morning.
I get to the school and I am thinking, I should have called in sick. But, you can’t call in sick in adulthood! You have to tough it out and do it, you’ll be grateful and you’ll be rewarded.
It came time for my lesson. The kids gathered on the rug in front of the smart board eagerly awaiting me to teach them something new. I was going to teach the attentive children about comparing with adverbs using -er, -est, more, most, and -ly.
The lesson was quick, but engaging and filled with great knowledge. I shut down my PowerPoint as the kids went back to their tables to work on their workbooks.
The lesson went well. The kids were attentive, there was lots of participation, and they simply did a great job.
I finally realized as all of the small hands flipped to page 335 that teaching is not just standing up there talking. What matters is that the kids understand what you were trying to tell them.
They said they understood, and I felt like I was thorough in the time I taught. But, id they understand the lesson? I hope so, or maybe I will suck at teaching.
They all worked on their workbooks and finished them rapidly and accurately. I guess I did a good job.
There was a student, who I have grown to love, who always struggles a little bit with writing because she is not a native speaker. I went over to her and gave her a few hints on ways to help figure out which adverb form to use. She then rapidly and accurately completed her workbook.
Every week I am there, she usually sits with an empty workbook, because she does not understand. But, my lesson really impacted her. I was proud of myself for doing a great job my first time teaching, but I was more proud of her.
I have slowly been developing relationships with all the children spending time there, but I feel like teaching them has really boosted my role and my relationships in the class. I feel like they trust me more, have opened up more, and like me more. I also feel like it has helped them get to know me and like me more outside of my teacher role, on a personal level.
It was just a great day at fieldwork. I cannot wait until my lesson next week.
A sweet girl had even came up to me today after my lesson. She high-fived me and said “good job teaching us today!”. That was the highlight of my day. Moments like that is why I love teaching.
I can’t wait to graduate and become a teacher. I was afraid my fieldwork would make me realize I am not fit to be in a classroom and to be a teacher. I am so glad my doubts were wrong. I love it, and I cannot wait to be a teacher.
Three more years until I have my own classroom!
🙂 🙂 🙂 🙂