LIFE OF A TEACHER

In block I, I was feeling a little overwhelmed as it was the first time, I would be given complete control of a class from morning until the end of the school day. I had to fulfil all the duties and tasks of my mentor educator in terms of teaching lessons and attending meetings. This was a challenging transition to have. I was nervous but was able to get a better understanding of how it actually feels to be a qualified teacher – compared to just having to teach a few lessons on specific days. This allowed me to get a more holistic idea of a teacher’s life. With my experiences in block 1, I was able to reflect on the feedback and suggestions given by my mentor teacher to prepare my further experiences.

During Block one, the first “day of a teacher” I found it initially challenging as I was expected to learn how to utilise the school’s admin system (Ed-Admin) as well as get accustomed to their “connected lessons” in the morning and before home time daily. I ensured that I got more versed with the management software the school used to do admin work – ED-Admin – by researching it and asking my mentor teacher for guidance on the exact way to access and use Ed-admin. These connected lessons were created as a way for educators to connect with their learners as well as to perform admin tasks such as doing the register and getting learners prepared for the day by providing any news about how the day will go or any important announcements dealing with classes etc. This as new to me therefore I was a little unsure and nervous.  However, I managed to get through the first day of this task in block 1 and was able to transition well enough to get more comfortable and competent for the following 2 days left.  

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Consequently, in Block 2 I was less overwhelmed as I had an idea of what I needed to do. However, the nervousness was still present. However, I was able to be more comfortable with the routines and learners to ensure that I was more successful in block 2 than block 1. I was more prepared and comfortable in block B as I was able to reflect on my experience and get a better grasp at using the Ed-Admin and I was able to come up with a way I could get to know learners more during connected lessons. The second day of this task – I was more versed with the routines of the school however, I was still a little nervous to the point that I tried to get learners settled more often than not – to the point that I was not able to get a proper time to connect with my learners. This was pointed out to me by my mentor teacher. On my third day of the task, the learners were much more comfortable with me and at this point was respectful to me as a teacher.

By making sure that learners knew what I expected of them in terms of procedures during lessons and the connected periods, I was able to get the class settled quicker and more effectively. To connect with my learners, I had created a wheel that contained fun questions to task learners such as: what superpower would they want to have and how will they use it to help people? Or what is your favourite family tradition why is it special to you? Or what is a skill/hobby you would want to learn and why? These questions are a good way to engage learners during the day to get them to calm down and know them much better.

This “Day of a teacher” task allowed me to get a more comprehensive understanding of the daily activities and routines of educators. I have a better understanding of the expectations of educators as well as how to navigate having to teach classes consecutively and sometimes it is not the same subject. Especially in my last day of this task – I was expected to teach English verb tenses (which is already a complex concept to teach as it requires learners to think at a high cognitive level) but I also has to teach Math. This experience had allowed me to appreciate the profession as well as helped me mentally prepare myself for the future as a newly qualified teacher.

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With regards to my self-evaluation survey responses I believe I am as ready as a 4th year graduate can be. These four years of lectures and practical’s have prepared me foundationally pedagogically and personally to take on the task of being a newly qualified teacher. However, there are some aspects of teaching that I feel I am still in the developing stages such as sequencing and pacing content in accordance to both subject and learner needs and planning and designing suitable learning programmes. I believe that with further experience in the schooling system I would be able to gain the necessary skills to develop learning programmes as I believe more hands-on experience will allow me to be knowledge and understanding I would need to be distinguished in that regard.

Similarly, only with further experience with learners’ diverse needs and catering to them to create an inclusive teaching and learning environment – especially in this South African school context – I would be able to become proficient and distinguished in sequencing and pacing content to suit the content area and needs to my learners. During my four years a student educator – I have been able witness and differentiate my lessons to cater for learners hence I believe I have some competence but not enough to be distinguished in the skill. I believe with more years of teaching and experiencing the profession – I will be able to develop this skill until I am distinguished.

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With that being said, I do believe that I am ready professionally and emotionally to have my own classroom and fulfil the necessary roles, duties and responsibilities as an educator and continue to develop myself personally as well as professionally. Being an undergraduate has allowed me to get an idea of how teaching will be as well as what is expected of me legally and professionally. Despite how ready I do feel, I have realised during my previous and recent teaching experiences that being an educator is not an easy task especially considering the state of most learners in the education system regarding the literacy, reading and numeracy level.

I am well aware of the situation an di believe I can really make a difference – no matter how small. I am looking forward to going into the working world and putting into practice all the theory, skills and values I have been equipped with during my degree and teaching experience. Ultimately to make as big of a difference as I can manage and continuously reflecting on my practice and actions.