First Entry: Why I want to be a teacher

Ever since I can remember I always wanted to become a primary school teacher. To be able to make a difference in a child’s life and see them grow as individuals is a fulfilling experience and an ambition of mine. I began doing voluntary work with children at the age of 15. I began by volunteering at a brownies club every week. I found it extremely rewarding to witness a child’s confidence grow at the outings and camps that I would help supervise. I then began doing more voluntary work such as tutoring a Primary 3 girl, attending Police Scotland Youth Volunteers, gaining a leadership certificate and volunteering at primary schools. All of these experiences prove to me that this is definitely a career I want to pursue.

At college we did two placements. My first placement was at a primary school. I assisted the children in promoting their language, literacy and numeracy skills through writing and interactive activities. I helped the teacher by supporting children that have additional learning needs. In order to do this effectively, I worked with them on a one to one basis. I now feel more comfortable in teaching children with learning difficulties. My second placement was at a nursery. Before this I never considered working at a nursery however i loved it. Being surrounded by children between the ages of a couple of weeks old to 5 years old was so interesting. I went across all rooms and saw how much each child grew from being surrounded by other children their own age. Doing placement at a nursery has made me now consider working at a nursery in the future. 

 

 

One thought on “First Entry: Why I want to be a teacher

  1. Hello Hafsa,

    Great blog post. You have reflected on your wide and varying experiences and it is evident that you have enjoyed these opportunities. I think that your attitude demonstrates a positive approach to education and teaching which is fantastic. The time which you spent working with students with additional support needs will help you to understand the varying needs of your future classes. Have a look at low threshold, high ceiling tasks as a means of supporting all students as a starting point for maths inclusion in the classroom; I think ‘nrich’ includes some ideas on this.

    Reply

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