In my early days of school, I was that child who sometimes you even forget that is there. I was quiet, shy, and obedient. When I began school in 1989 my family was one of very few immigrant non-English speaking families in the neighbourhood. English was not my first language and I learned it in Primary. Often being the only non-native English speaker in the classroom I often think that teachers didn’t really know what to do with me. In elementary school, I was often praised for my effort, neatness, and good behaviour. It was clear to me that my teachers wanted to praise me for something because I was struggling with the language. I always had a good report card despite huge gaps in my literacy skills. I was a good decoder and read exclusively from memory. I didn’t understand anything that I read. I have no memory from my early days in school of any interventions to help me my issue. My parents obviously had no idea of my struggles. They were both learning English themselves and often asked me for help.
I connected to the article Stances and Dances. I feel like many of my teachers were like Jessica’s teacher Laurie. Laurie had a class that was described as “quiet, orderly, organized, and efficient” (pg. 290). Jessica did well because she followed the rules. I behaved and followed routines. I had a talent for faking my way through a lesson and fooling my teacher into thinking I was understanding. My literacy classes were much like Jessica’s. Lots of routine and procedures. Lots of grammar and teaching to the test. I sat in the back of the classroom to tune out and pass notes. I learned very little but still brought home good report cards.
This takes me to my days in high school and my decision to go to universi...
... middle of paper ...
...uggling reader take this test? I read it but I didn’t understand it.
I always have good intentions when I am reading professionally or for pleasure. The same thing happens to me each time. I lose focus, start thinking about something else, and then realize I have turned three or four pages without understanding anything. I don’t know if this is because of my experience in school or if I actually have an attention issue. I can stay focused when I read, but it takes a tremendous amount of effort and energy. When I read the syllabus for this class I was intimidated. Fourty pages a week is a lot when it takes me double the time to read. Time is not something that I have a lot of as a teacher. I am feeling the same about of determination that I had in my undergrad. I am willing to work twice as hard. I would like to be the only one in my family to have a Masters degree.
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