0 valutazioniIl 0% ha trovato utile questo documento (0 voti)
34 visualizzazioni1 pagina
Teacher: students vary from visual, auditory and kinesthetic learning methods. It is up to the teacher to determine which method is most suitable for each student. As an adolescent, I faced physical and emotional challenges When I was diagnosed with scoliosis.
Teacher: students vary from visual, auditory and kinesthetic learning methods. It is up to the teacher to determine which method is most suitable for each student. As an adolescent, I faced physical and emotional challenges When I was diagnosed with scoliosis.
Teacher: students vary from visual, auditory and kinesthetic learning methods. It is up to the teacher to determine which method is most suitable for each student. As an adolescent, I faced physical and emotional challenges When I was diagnosed with scoliosis.
Students vary from visual, auditory and kinesthetic learning. It is up to the
teacher to determine which method is most suitable for each child/adolescent. It is important for teachers to accommodate every student by incorporating images, sounds, and hands-on opportunities in their lessons. Some students require further accommodations. For instance, during my time at Our Lady of Fatima, I assisted Joao, an ESL student whose first language is Portuguese. I spent time assisting Joao individually with his English language skills because I fluently speak Portuguese. I helped Joao expand his English vocabulary by incorporating customized activities into his curriculum. Joao was engaged because he had choice as to which activities he preferred. He enjoyed visual images that assisted him in the translation process. I created diagrams for him, such as one of the human body, on chart paper where he had to place the correct English word on the matching body part. I applied this method to other subjects to stimulate his interest. Witnessing Joaos improvements encouraged me to help students, not only in group settings but individually. I learned that my directed attention and patience are valuable in the classroom. When I teach, I provide students with individual attention, different styles of learning, and shared authority in the classroom. Along with my teaching experience, my educational opportunities also inspired me to become a teacher. As a student, I looked up to teachers. My parents had four years of Portuguese education and told me that teachers were authority figures. I learned on my own that teachers are guides who support you like friends and family. Growing up, I noticed I shared a quality with teachers, the desire to help. As a child/adolescent, I helped my classmates with assignments and taught my parents how to speak English. Without my education and the teachers I encountered, I may have not discovered our shared skills and qualities. I hope to motivate todays youth so they can discover their potential and achieve their goals. My motivation to become a teacher, however, was not all based on positive experiences. As an adolescent, I faced physical and emotional challenges when I was diagnosed with scoliosis, an abnormal spine curve that is visible and incurable. To prevent my back from worsening, I wore a back brace. I learned how to become physically comfortable with my condition but it took time to build self-esteem. My schoolmates verbally and physically bullied me. As a victim of abuse during a time with minimal anti-bullying awareness, I had to learn how to ignore the maltreatment and progress. My experience taught me to be sympathetic towards those whose differences make them targets of abuse. Growing up, I defended victims and stopped bullies. As a teacher, I will contribute to anti-bullying awareness by emphasizing the benefits of difference and teach students how perceived weaknesses are often strengths. I want students who have disabilities or health conditions of every race, gender, and ethnicity, with any sexual orientation to feel safe and celebrated at school.