Teaching autobiography university

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Once a Teacher, Always a Teacher (Autobiography, Ch. 26)

I am grateful that God prepared me for a teaching career through preaching. My first teaching assignment at Trent University was to teach Psychology , and I was able to hold the students’ interest and inspire them to be good students in spite of my speech impediment.

It is a privilege and blessing that I have spent most of my adult life teaching. Even in my old age (over 80 years old), I still have so many opportunities to practice my profession. In , I faced the challenge of speaking to more than 90 second-year undergraduates in Spain on the topic of “Psychopathology & Meaning”. As usual, I walked into the lecture hall with a broad smile, but also with some apprehension, not knowing how I would connect with so many young students through a translator.

Before I spoke, I looked at a few students sitting in the front row. They smiled back at me as soon as we made eye contact. At that moment, I knew that everything would be fine. The only motivation that sustained me throughout the 2-hour lecture in spite of jet lag and my earache was the desire to pass on part of my knowledge and myself to inspire these young people in Spain.

Once again, I experienced the magic of teaching: more than just the transmission of inform

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Teaching Autobiography

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The Yale-New Haven Teachers Institute

In September, I’ll begin my third year working with target cluster ninth graders at Hillhouse High School. These are students who are reading four to five levels below their grade level. They are clustered together in English, science and social studies classes in order to keep a close watch on academic progress and attendance. These students fall into the developmental track due to their deficiencies in reading and writing skills.

During the school year, 38% of the sixty-five ninth graders I worked with failed for the year. An astounding 89% of those who failed did so because of attendance policy violations. Coming to school on a regular basis is a major task for some of these students. Some show for the first weeks of school and then vanish. Some take off at regular intervals during the first half of the year and reach their allotted twenty days sometime in the third marking period. One student “bugged out” on me towards the end of the second marking period, showed up for the mid-term exam and received the highest grade in the cluster and then vanished for the rest of the year.

A severe lack of order and of continuity exists in these students’ lives. This is why I emphasize the use of a step-by-step process in this unit. I need to e