-
Atypical
I don't have the typical love for reading; I actually spent most of my life resisting the task. It is for this reason that I am where I am now as an educator. Through my short life, I have learned that I have a calling and a gift to give students that they might not typically get from other teachers. Through this journey, I have found my calling as an educator and a reason to further educate myself in order to reform education on a large scale. -
Period: to
Elementary Years
These years were the most difficult in terms of literacy. During this time, I was going through school with no idea that I was struggling because I am dyslexic. While I struggled, this time allowed me to find different ways to learn and be successful. Although I was not successful on some scales, my success was measured by my ability to survive in school despite my struggle.Reading and writing were far from enjoyable. -
Struggling to Read= Struggling Grades
I had trouble keeping up in school, but not because of my grades. Teachers would not believe my parents when they said they noticed I couldn't read. Reading is in everything a person does. It can be found in every subject and it cannot be overlooked. Because of this, I was struggling in all subjects due to being unable to read and comprehend information. The only thing I could do was memorize patterns of words and recite that information the next day. This got me the grade, but nothing more. -
Learning to Write
Although reading turned out to be a struggle, I found that I enjoyed telling stories. My parents convinced me that writing would be a fun way to keep track of all my ideas and create something that I could go back to if I ever forgot details of an event. Through this, I learned the importance of documentation. In school, I practiced this skill by writing every word my teacher said in class. While this may seem tedious, it helped me retain the information, even if nothing was spelled correctly. -
Saved by Love
Although I struggled in school, there was no way to get around the fact that I had to learn to read. Because learning to read was such a challenge and resulted in tears, my parents would read to me. At the beginning I wanted nothing to do with a book because I related books to misery. Slowly, my parents were able to get me to tolerate listening to them read. While I still had things I would rather be doing, I started to enjoy the moments my parents took to read to me in bed. -
The Chance to Heal
It took many years in school and many failed tests to finally have the answer to why I hated reading. A teacher finally recognized that I had all the signs of dyslexia and had me refereed to a specialist. It took sometime and a trip to Scottish Rite, but I finally had someone that could tell me why I had so much trouble in school. I no longer saw myself as illiterate, instead I saw myself as a different type of learner. Although I couldn't cure dyslexia, I could change how I approached reading. -
Period: to
High School Years
I started to read nonfiction articles that were geared toward different areas of personal interests. After spending time reading, I began to have more educated conversations with those around me and felt that I was a more well rounded individual. I had elevated myself just by retaining information that I enjoyed. Reading gave me the power to talk as an expert in certain subjects and it was intoxicating. -
College Years 1-2
During these first couple of years, I found that I craved information. I wanted to have the power that came with learning and reading. This was the first time in my life where I didn't have someone standing over me making sure that I was reading like I needed to be. I had to learn to enjoy the information and push through the urge to resist reading due to the amount of focus and energy that it required. -
Writing as a Form of Communication
In college, I learned to use writing as a way of retaining what I was reading. Because reading took so much energy, I struggled to comprehend what the words actually meant. By taking small notes, I was able to learn the information more efficiently and it helped with my focus. To this day, I make notes in every book and on every document to help create meaning on an analytical level. Through writing, I am able to explore meaning and make connections between ideas. -
Game Changer: College Years 3 to 4
I finally found the reason I wanted to step into education and it all centered around my previous struggles. When someone reads, they permanently retain that information: No one can take that away. By reading, we can improve our problem solving skills and decrease the likelihood of becoming victims of society. The value is immeasurable. To be able to teach this concept in school, I believed that I had found the secret to reversing students urge to resist the most basic life skill: reading. -
College Graduate
In December of 2014, I beat the odds and graduated college with a degree to teach English Language Arts. In spite of everything that could've held me back, I did it; I had a degree in the one area that caused me the most grief growing up. Although I still struggle and have to work harder than many other professionals in my field, I can finally teach resistant young readers how to approach reading and writing in a way they might not have ever been taught before. -
Period: to
Teaching the Teacher (Part 2)
be in a position where they do not know an answer. That is okay. It is only not okay when they chose not to seek an answer. I let my kids know when I don't have an answer and I encourage them to ask me questions that I don't know off the top of my head. I let students see me get a book or look something up online. By doing this, I am showing them the process of using the skills I teach them about research as it applies to my job. The more comfortable they become with -
Period: to
Teaching the Teacher (Part 1)
I have found that I want to be a better learner so that I can be a better educator. When my kids come to me with questions in the classroom, I find that I want to have an answer for them. Problem is, I don't always have the answer. Because of this, I have to constantly read in order to answer their questions. My favorite saying to tell my students is, "Teachers are students just like you." By telling them this, I set them up to understand that learning will never cease to happen. They will soon -
Period: to
Teaching the Teacher (Part 3)
seeing someone learn though reading, the more likely they are to do it themselves. I teach students not to fear what they don't know and that those moments present an opportunity. Learning then translates into something more tangible. Students need the constant exposure to reading in school. If they don't see it applied to everyday life, reading will become a distant memory after the final bell. -
Classroom: Fostering Literacy Through Knowledge vs. Love
Now that I am in a career where I have the ability to directly influence others, I try my best to approach reading through application and usage. I use literary connections with my students to show them that they have a responsibility as a citizen to understand what they are reading. This also includes the responsibility of using that knowledge to make better decisions in life and passing on the importance of reading as it applies to them in their everyday life. -
Horizontal Alignment (Part 2)
of knowledge vastly improves. Being able to transfer knowledge from an abstract form to a concrete form communicates a greater understanding of the content being discussed. Many times, the teachers will build assignments in alignment with what others are teaching in their class, regardless of the subject. It is not uncommon to see an assignment in English that has the content of science, but the grading of a typical ELA assignment. This process holds students accountable across the board. -
Horizontal Alignment (Part 1)
Teaching English has allowed me the opportunity to work with other content area educators. Although students in my school are expected to preform their writing skills in my classroom, they don't always think about extending that to other classes. Because of this, I work with other content teachers to ensure that students are responsible for reading and writing as it applies to different areas. I have found that when students use the skills learned in English in other subjects, their retention -
References
In order of appearance
