In my previous post (Early Years and Language), I spoke about how children recognise speech from birth, and how complicated the English language is. In a sort of ‘part 2’ of Early Years and Language, I thought I would speak about how I have struggled with speech myself and the struggles I am having personally in becoming a teacher.
Background of me (according to my Mother).
When I was about 6 weeks old, I had my first ever ear infection. Something that would become a reoccurring nightmare for the rest of my childhood. When speaking to my Mum about this, she said I had ear infections 4-5 times a year, I had perforated ear drums and was on and off antibiotics when I was younger. I started nursery when I was three and a half, and Mrs Adger (my old nursery teacher) spotted fairly quickly that I was struggling to hear. She told Mum she had concerns about my hearing and speech and thought I should see a speech therapist. I went to about 10 sessions of speech therapy, and was told I would ‘grow out’ of my ‘bad’ speech phase.
Between three and a half and five and a half, this was a tough time for me as a little girl, and for my Mum. I had poor vision, my hearing wasn’t great (along with constant ear infections etc), I felt like I always had tonsillitis and I I had several operations in this time. My adenoids came out, my eye was operated on and I had my first grommet (the first of three).
I was meant to leave nursery when I was 4 and a half, but instead was held behind for an extra year. My nursery teacher was concerned I would always be playing ‘catch up’ and I would fall behind. I eventually started school at 5 and a half, and turned 6 less than 4 months later. I was the oldest in my class, and to begin with I was in all the lower groups. My speech, hearing and eyes had taken its toll. Once I was in Primary 2, there were further concerns I still couldn’t hear properly and that my “ths” and “fs” were not being pronounced correctly. This involved more speech therapy, which my Mum was told again would ‘phase out’. Throughout my whole Primary School life, I fell ill constantly with tonsillitis, ear infections and once in a blue moon a perforated ear drum. I don’t ever remember being told I had bad hearing, and I was aware my eyesight wasn’t fantastic as I had glasses! When I was about 15/16, I stopped having tonsillitus as regularly, and my ear infections were basically none existent.
However, I was never aware of my speech. I never knew the difference between ‘f’s and ‘th’s and it wasn’t until a year or two ago, my partner pointed out I didn’t actually say “thank you”, but instead, said “fank you”. I could never hear the difference, and I never had. I didn’t know what he was on about. I still can’t hear it very well, but I am aware that I don’t pronounce my “th”s now and this is one of my biggest concerns in becoming a teacher. I am reading out loud every night, spending 10 minutes a day practising saying words like “thigh” and “thin” and “thick” and “thinking” (and other words). I am studying how to teach this to children, and yet I am still learning myself. This is something I struggle to cope with. This is my biggest fear, that I fail my children in class, or that I fail my placement, and I feel that as a 22 year old woman, I have failed myself.
Glue Ear.
Glue ear is when the middle part of your ear canal fills up with fluid. This can cause temporary hearing loss, and can be hard for teachers/parents to detect as its such a minor loss. Symptoms 
of glue ear can include earache/ear pain, a fever and buzzing sounds.
Glue ear is what I was diagnosed with, and what it means is that my ear basically filled up with wax very quickly. It blocked my ear drum, I would have an ear infection and inevitably I would have a perforated ear drum at some point. A grommet is the ‘fix’ to this, however, I’ve had three and still struggle to hear sometimes. With glue ear, I really urge people to have a look at the website here as it has very valuable and important information on signs, symptoms and just general information.
Positive?
I could try and put a positive spin on this, and say that as a student teacher I’m glad I realised sooner rather than later, and I am glad I have such supportive people around me.
Another positive spin on this however, is that it puts me not only on the teaching side, but on the learners side. I can actually test out for myself how I learn best to speak better and which methods and techniques work for me.
Language
Hearing impairments however, are just one possible reason that may be stopping a child from speaking, writing or reading. There are hundreds of different reasons why a child may not be able to say “thanks”, read the word “cat” or write the word “mummy”. This is something that I don’t have enough knowledge on now, but I am excited to learn about how to help children identify different sounds, helping children read and write and learning about what can stop children from progressing in their language development. Hopefully, I will have more to write in my next blog post that is about language and will be able to say that I don’t struggle with my “th”s anymore.
actions can have on the environment. The idea of teaching children the life cycle INSIDE a classroom seems insane when all you have to do is walk outside to see the real beauty. Teaching children through a powerpoint that ‘littering is bad’ or that ‘we must recycle’ doesn’t really have the same impact as taking the children outside and looking at the environment for themselves – and see the impact our actions can have. By taking children outside, they will respect our planet and hopefully install morals and habits that will last a lifetime.
better relationship with their students if their students participate in outdoor learning. Teachers had noted that they had
Big Bear, Little Brother is a children’s book aimed at children ages 3-5. At a first glance, it seems to be a beautiful story about a child who has lost his way and Big Bear looks after him until he finds his Dad. However, when reading the book again with fresh eyes – there are many mathematical concepts throughout this book.