To describe the portrayal of my
pedagogy as a teacher, I was able to compose characterization from the
different narratives I’ve accounted for. In the world of teaching, I believe to
have observed the way we shortened “teacher” as “teach”. It may be perhaps for ease
of speaking or may also be about describing their duty as teachers. In any
other way, the regard for the word “teach” for teachers is a benchmark to
almost every school. I thought of indicating how I perceived being a teacher is
through describing letter by letter what TEACH means for me. More than its
purpose for ease, I believe that TEACH has a certain meaning to it that made it
distinctive and ideal for the job that is, although underrated, been a big part
of everyone’s lives.
T - Transparent
I’ve observed this in two contexts
and first is transparency towards pedagogy. Being able to show your real self
to your students is a manifestation of the passion and desire for teaching. As
I recall the teachers that I have observed from visited institutions, their
transparency towards teaching is evidently seen on how they perform their
duties to the students. As what I’ve learned from my professor, Teach Darlene,
these students know whether you’re just pretending it for the sake of teaching
or you’re genuine enough to show them what you feel. During my encounter with a
student in one of the institutions, I observed how he looked at me directly in
my eyes and implied a hint of genuineness, breaking his wall to let me in. More
than anything else, showing your real self and emotions to the students will
gain you the fruit of trust that is, I believed, very hard to earn. Through
different teachers I’ve encountered in EDSP 141, I am amazed by the students’
trust and belief to them only because of being truthful to them. The second
context is transparency among parents or family members of the learners with
special needs. With my observations in the institutions specified in the clinic
or SPED center, I saw how crucial it was to personally tell the family members
about the expectations of what a student can and cannot do. When teachers don’t
remain frank, problems of unrealistic goals, unworkable skills, and
unachievable outlooks may arise. As a future teacher, being transparent is
being virtuous to your duties and responsibility to commit your heart towards
service.
E – Energetic
I know it seems weird to see this
description among the critical characterization of narratives of being a
teacher but being energetic seemed to have been a big part of the progress and
success of such pedagogy. With the students having special needs in mind, the
serious work for teachers is seen to be significant to their learning. As I saw
how dreadful every day for these teachers are, the critical key to staying
alive in this profession is energy. More than the clichés of passion and
aspirations to the students, realistically, enthusiasm is a powerful component
to perform your tasks as a teacher. Without this characteristic, I wouldn’t
know how teachers would survive with all the lively activities, experiential
learning, and high-spirited tasks for the students. As I observed the energetic
teachers of various institutions, I saw how it influenced as well to the
students to do their tasks and stay motivated throughout the class sessions.
Contrary to the notion that teachers have an innate energetic persona, although
that’s a bonus if you really have one, it is also a work in progress to be able
to stay spirited to guide the students to success. As a future teacher, being
energetic is being influential to have a longlasting impact of determination to
my students.
A- Appreciative
Recalling from the discussions I had
in my EDSP courses about feedback, I saw it firsthand how significant it was to
the learners’ success. Going for as simple as high-fives or fist bumps to
rewards for successful tasks and supportive praises for trying again, these
acts of encouragements give learners the idea of having both nurturing and
understanding environment in front of them. Appreciating the effort for success
and failure is an essential part of their learning. I saw how the teachers give
recognition to what they’ve done and encourage them to do more to emanate
perseverance of learning. As a future teacher, being appreciative of my
students’ work is being a supportive guide to their success.
C – Creative
I cannot emphasize how important this
character is to the teachers of SPED. Knowing how learners with special needs
have diverse learning styles, it’s never enough to teach in one way or another.
It’s always going to be about how creative a teacher is to find a suitable
pedagogy to a student. Being able to observe numerous forms of creativity among
teachers in different institutions, I was able to discern its role to the
productivity of learning. Since my observations are mostly for teachers for
adolescents and adults with special needs, it is evident that one mode of
teaching is not effective for all. That’s why along with differentiation and
individualization of content and activities, creativity comes along the way for
effective teaching. As a future teacher, being creative is being able to
accommodate my students’ learning needs through a multitude of pedagogy adapted
to their learning styles.
H – Human
Last but definitely not the least is
a teacher who is able to embody a human who has the mind and the heart to
teach. For me, a teacher is as human as anyone can get where he or she is able
to empathize with his or students, seeing that they are also humans as well.
Because of what transpired through my observations, I was able to see how
teachers understand well the nature of their learners as humans. That is why no
matter what background they’re from, their learning style, their pace, and even
their disability, teachers can acknowledge the skills that they have and
believe that there is more to it, just like every human is. This humanistic way
of teaching has been seen as effective for learners with special needs through
emphasizing their control over their learning (experiential learning) as well
as prioritizing their learning needs (learner-centered pedagogy). I believe
that as a future teacher, being human means being able to believe that learners
are the central role of their own learning process and that we are mere
facilitators of that learning.
EDSP 141 has truly shaped my
understanding of being a teacher. Although having academic knowledge in
teaching is a value, I also came to a realization that no amount of books or
validation from a licensure exam could ever evaluate someone as a teacher.
Drawing from the observations I had from teachers of institutions for learners
with special needs, I noticed how most of them are not even really inclined
with education. But because of their desire to see PWDs be part of the
inclusive society, they were drawn to the profession that helped them find their
true purpose in this world. I am truly inspired as I reflect myself as a future
teacher for learners with special needs, embodying how I described TEACH today.
Same with how I ended my entry reflection before I started my field experiences
in 141, I am still in the never-ending journey with never-ending questions. But
with the experiences I’ve acquired now, I must say that I can finally see
myself as a SPED teacher who is ready to answer the calling of education.
