Skip to main content

Requiem for an educator




There comes a time when teachers may feel like giving up what they do, and take up scorpion petting.  I did. Until I received an email...


Dear Ms. Naini,

I hope you've had an amazing two years. It's me, Abigail Tadamala (from your Grade 5K class) I know that I haven't emailed you in a long time, and I apologise profusely; I have so many questions to ask you like, how's Japan? How are your students? How is your school? How are you? You might not know this, but you are a living legend in the Aga Khan, even in Grade 8. 

I left school in Grade 5, and then I came back in Grade 7. This is my second year back, and no teacher has been as amazing as you! Not a single day goes without you being mentioned. Like just the other day, we were talking about your AMAZING brownies. 

You might be wondering why I decided to write to you after two years; and the reason is that you are one of the most important people in my life. I'm leaving again, this time to Michigan in America, and I realised that your class is where I grew, and your class is what made me into who I am today. Every PTM that we go to my mom tells a teacher, "Abigail had a teacher in grade 5, and I wish Naomi and Caitlin could too." You have been such a positive impact on my life and I couldn't ever thank you in the way you deserve. 

Sometimes when I'm confused or I have to do something important, I think what would Miss Naini do? And then I have an immediate solution. Ma'am, I know I probably sounds really cheesy, but the world you opened up for me, and all the thing you did for my grade 5 class and I, is something that remains in my heart forever. You are a light that came into my life. I still remember a lot of the things you taught us. We are doing this poetry portfolio, and I still remember our Maya Angelou lessons, and I remember reading her poem, and making a video and laughing all the time, because you were my teacher, and you are amazing.

I am so sorry for the confusing thoughts, and lack of proper writing skills in this email. But this email has been a long time coming, and I wanted to thank you for all that you have done for me.

P.S. Our grade 5 blog still exists (https://fivecomealive.wordpress.com/)

Best Regards,
Abigail 



Comments

Popular posts from this blog

Classification -Designing Your Lessons for Conceptual Understanding (Part 1)

In this series, we will discuss how we can design lessons for conceptual understanding. Having recently completed an upskilling course with IB, I felt we may all benefit from looking at some of these strategies and how they might look like in our PYP classrooms. Strategy 1: Classification    Source: Ibo.org In this post, I will be focusing on the research-backed strategy, "classification".  Chadwick (2009) highlights that classification helps develop conceptual understanding by allowing students to organize information, recognize patterns, and understand relationships among concepts.  Here are some examples across several disciplines on how I have used tools to classify. Math Class 1) In my math class (Grade 3) instead of having students simply rote learn the names of the shapes and their properties, have them sort the shapes  based on the number of sides, angles and symmetry. Even better, use the Concept Attainment Strategy (I keep returning to this strategy because it is so

Generalization-Designing Your Lessons for Conceptual Understanding (Part 3)

This post is the third of our blog post series on how to design lessons for conceptual understanding. Part 1 here Part 2 here Strategy 3 : Generalizations You may have come across Lynn Erickson's diagram on the structure of knowledge. In my IB workshop's I always like to present the avocado model alongside this diagram when I am talking about facts. The intention of inquiry-based teaching and conceptually-driven understanding (or Concept-based inquiry- whatever terminology suits your fancy)  is to enable students to make generalizations. In other words, can they transfer their learning to a new context because they have understood what they learnt.  In order to make generalizations, we need to first plan lessons that help students acquire facts/topics that are interesting  and worth knowing. Bringing in local and global issues that are relevant to the topic help students as they begin to compare the topics and see emerging patterns. Remember, facts and concepts have a synergist

8 Strategies to Overcome Math Anxiety in the Classroom

  Have you ever considered what math anxiety may look like in your classroom? As I prepare to begin my lesson, handing out notebooks or math prompts, I look around and observe my students. As the lesson progresses, I continue to look around and monitor their behaviour. Are there some students who take time to settle down or start to talk about  things completely unrelated to math? Does one student ask to go the washroom? Or maybe complain about a stomachache or a headache? Is there a student who may start crying or become angry and indulge in negative self talk? "I am dumb." or "I can never get this right!" and so on and so forth. The more subtle symptoms : Is a student being being extra chatty, taking time to settle down, obsessing about the answer, refusing to answer questions, seldom asking for help, hurtling through work or showing a reluctance to work with others.  A broad categories these symptoms would look like this: cognitive difficulties emotional distress