From simple beginnings

Hello everyone,
As I reflect upon myself as a young learner, I remeber very little about what method was used to teach me to language. I know in school we used to do blend ladders and go over letter sounds and at home my parents didn't do much beyond reading to me and letting me help them sound out the words. I know that I was eager to read which probably helped my progress a lot. And I know once I learned you couldn't keep books away from me. My brother and I checked out The Giant Jam Sandwich everytime we went to the library when we were little, and It Looked Like Spilt Milk was another one of our favorites. All throughout elementary I participated in the Book It Club to earn my free personal pan pizza from Pizza Hut at the end of the month. Being the picky eater that I am, my one topping was always hamburger. In fourth grade, the first assigned book report got me hooked on a young girls' mystery series, The Mandie Books. I've read and own all of the normal series, and I still rush to get the new ones in Her College Years today. These will be passed on to my daughter one day I hope to enjoy as much as I did. Finally I entered fifth grade where we hit hard core grammar lessons. I had an excellent teacher that gave me a great core foundation. This was followed by a sixth grade teacher who skipped teaching us diagramming sentences "because [he] didn't feel like doing it". Thank God for Mrs. Tate.
Now backtracking a little, I was taught to speak "proper" as I am often told. Though I am bi-racial with a caucasian mother and African American father, my appearance can lead to the assumption that when I open my mouth ebonics should come flowing out. I was also raised not to curse which is also a topic of interest among some of my friends. But there jokes or whatever else don't bother me, I am not ashamed of and take pride in sounding educated as well as being able to eloquently express myself. I do in some moments relax from "properness" to speak slang and ebonics; there is a time and a place for everything after all. But that time was never with my late grandmother. To her, I attribute my large vocabulary. She was a English professor at Virginia State College for a time. Whenever you used large words around her that sounded like they may be outside of your knowledge base, she would ask "well what does that actually mean, Melissa?" If I didn't know, she would challenge me to look it up. She was an amazing woman and I miss her dearly. "But of course"
As a student in grade school, learning came quite easily and sometimes I was definitely spoon-fed more than I should have been. This made transitioning into college level work a learning experience in how to study and self teach. Taking a lot of math in my school career has taughtme that in any subject, a teacher can be to smart for their own good sometimes. It's great that I know the information like the back of my hand, but if I can't break it down again and explain it at a beginner's level, I am of no use to my students. It has also taught me that comprehension is not gained at the same time as furiously copying lecture notes. I am all about multi-tasking, but those are two things that my brain just cannot handle simultaneously. But most importantly, I've learned that teaching is not just a "paycheck" job. YOUR STUDENTS CAN TELL IF YOU ARE THERE FOR THEM OR NOT. It is my challenge to all the future teachers to make sure that the classroom is truly where you want to be. Our children deserve teachers who cares about them as individuals, and are dedicated to helping them reach beyond their horizons.

Ciao for now,
Melissa