My Career
I’m currently studying Secondary English in the Department of Education. I chose this field because I was struggling with a previous field I didn’t like; therefore I proceeded to my second option. I always had good English teachers in my school, and I know firsthand when a teacher fails to make students feel eager about reading and writing, and when a teacher succeeds at it. My view of my working future is limited, but I already made the decision to stick with the intermediate level students because it’s the most crucial and important stage for English students. If English students can’t fully grasp intermediate English, how can they dominate the next stages, or even college? I want to be that person to help. I don’t want to be the teacher to just give out work and make a boring class. I want to motivate.
Being in this field wasn’t easy for me at first, because it was hard for me to get adapted to it for a couple of reasons. I also aspire a music career, and I always have a weekend schedule for practicing and reviewing my skills. During my second year I was adapting to a department while I still had an urge to do something else, but I had to stay in Education because I wanted a promising career first. 3rd year was a disaster for me because of this. I wasn’t motivated and properly organized, yet I went through personal experiences and learned that I can finally accept being a teacher once I graduate. I got a job giving English tutoring to GED students. I’ve been working for almost 2 years and it has been therapy for me, because I’m getting experience from teaching those students. I gained patience and felt assertive. I got back in my place and my life is not a disaster anymore. I can still aspire a music career afterwards. I graduate in 2 years and my goals are looking for an intermediate teaching position in any school so that I can apply what I learned in the University. So far it has been a helpful experience, but I have yet to do my pre-practicum. I have two choices after I graduate. Once I begin working as a teacher, I have to decide if I should continue studying for my Master’s degree. I’d like to give classes in the UPR, or any other college, because I love the gist of it. I’ve learned a lot ever since I took my first English class in General Studies. My other choice is raise money to move out of Puerto Rico. I want to leave because I want to study music in California. Maybe I can continue ESL teaching over there. My dream job is to play music and make a living out of it, no matter what, but I can live my life being a teacher outside the country because it fulfills me. My approach with teaching English has been mainly associated with people who learn English as a second language. Therefore, another ideal job for me would be outside the country and engage in bilingual interaction with Hispanic students. It would be ideal for me because I know firsthand the process they’re going through by retaining English a second language. I would like to prepare them through an entertaining process of learning and not a boring one. Jobs like teaching English in schools and colleges of Puerto Rico or around the States, and sound engineering are necessary in my life.
I also love the idea of being in a classroom and teaching something to students that isn't just about rules of a certain language. We learn unconditional values through the learning process. That's why I want to make the writing and reading process a joyful one and not just carrying a lot of jargon. I learned a lot being in the UPR, and there are a couple of things that I wouldn't like to fade away. I want the people in my future classroom to be a part of that, too. Of course, I also want to provide a learning process where proper behavior is required. I don't like how actual communication in classrooms are being enforced. Which is why I carry into me the following theorists from this field of learning. These people have brought to the world what I would call key elements for proper communication. We sometimes need to be aware of the behavior we use as a shield of defense, instead of using it as a portal of easy listening.
Theorists from this field:
I. Edwin Ardener and Shirley Ardener- They are the founders of the Muted Group Theory. As theorists living in the 70s decade, they were exposing the idea that women are constantly "muted" in social discourse through power. Since there are many male dominant cultures, this creates a domino effect upon women who seek for any cause through oral communication, where women have to make their ideas through the male language in order to make it authentic. Language nowadays is culturebound.
II. Cheris Kramarae- Another theorist of the Muted Group Theory. She also has published work regarding this theory. Reading some of her work has help me understand why certain people refuse to mute other people. Of course, the Muted Group Theory consists of Men unable to understand a woman languague since it would peel off a huge amount of ego. I also admire this person because through her readings it helped me realize that the process of being muted isn't just about being a woman. You can be a man and feel muted as well. http://www.colorado.edu/communication/meta-discourses/Papers/App_Papers/Baer.htm
III. Deborah Tannen- She is an expert theorist regarding Genderlect Theory. Her theory is that both men and women are different. And through, discourse the key is negotiation and avoid any raise or decrease of ego, since there is no matter of being superior or inferior. The way of communicating reaches an equilibrium. However, there are Genderlect Styles, used by men and women, where tension is examined, such as Genderlect, Rapport Talk, Report Talk, Cooperative Overlap, Tag Question, and Aha Factor. I picked this theorist, along with the others because I think communication between men and women must always be carefuly examined. http://educ5102.wikispaces.com/Genderlect+Styles+(Tannen)
These people are important to me because as an aspiring educator, I know that through their work students can re-evaluate their behavior, and that way a friendly and proper sub-culture can be shaped in the classroom.
The references I listed are examples of what I want to do if I could go out of the country and teach ESL. It seems comfortable for me since I could be able to help hispanic students that need to enrich and sustain their English language.
http://www.edjoin.org/viewPosting.aspx?postingID=459160&countyID=43&onlineApp=1&utm_source=Indeed&utm_medium=organic&utm_campaign=Indeed
http://www.edjoin.org/viewPosting.aspx?postingID=459401&countyID=41&onlineApp=1&utm_source=Indeed&utm_medium=organic&utm_campaign=Indeed
http://www.indeed.com/q-English-Teacher-l-California-jobs.html
Being in this field wasn’t easy for me at first, because it was hard for me to get adapted to it for a couple of reasons. I also aspire a music career, and I always have a weekend schedule for practicing and reviewing my skills. During my second year I was adapting to a department while I still had an urge to do something else, but I had to stay in Education because I wanted a promising career first. 3rd year was a disaster for me because of this. I wasn’t motivated and properly organized, yet I went through personal experiences and learned that I can finally accept being a teacher once I graduate. I got a job giving English tutoring to GED students. I’ve been working for almost 2 years and it has been therapy for me, because I’m getting experience from teaching those students. I gained patience and felt assertive. I got back in my place and my life is not a disaster anymore. I can still aspire a music career afterwards. I graduate in 2 years and my goals are looking for an intermediate teaching position in any school so that I can apply what I learned in the University. So far it has been a helpful experience, but I have yet to do my pre-practicum. I have two choices after I graduate. Once I begin working as a teacher, I have to decide if I should continue studying for my Master’s degree. I’d like to give classes in the UPR, or any other college, because I love the gist of it. I’ve learned a lot ever since I took my first English class in General Studies. My other choice is raise money to move out of Puerto Rico. I want to leave because I want to study music in California. Maybe I can continue ESL teaching over there. My dream job is to play music and make a living out of it, no matter what, but I can live my life being a teacher outside the country because it fulfills me. My approach with teaching English has been mainly associated with people who learn English as a second language. Therefore, another ideal job for me would be outside the country and engage in bilingual interaction with Hispanic students. It would be ideal for me because I know firsthand the process they’re going through by retaining English a second language. I would like to prepare them through an entertaining process of learning and not a boring one. Jobs like teaching English in schools and colleges of Puerto Rico or around the States, and sound engineering are necessary in my life.
I also love the idea of being in a classroom and teaching something to students that isn't just about rules of a certain language. We learn unconditional values through the learning process. That's why I want to make the writing and reading process a joyful one and not just carrying a lot of jargon. I learned a lot being in the UPR, and there are a couple of things that I wouldn't like to fade away. I want the people in my future classroom to be a part of that, too. Of course, I also want to provide a learning process where proper behavior is required. I don't like how actual communication in classrooms are being enforced. Which is why I carry into me the following theorists from this field of learning. These people have brought to the world what I would call key elements for proper communication. We sometimes need to be aware of the behavior we use as a shield of defense, instead of using it as a portal of easy listening.
Theorists from this field:
I. Edwin Ardener and Shirley Ardener- They are the founders of the Muted Group Theory. As theorists living in the 70s decade, they were exposing the idea that women are constantly "muted" in social discourse through power. Since there are many male dominant cultures, this creates a domino effect upon women who seek for any cause through oral communication, where women have to make their ideas through the male language in order to make it authentic. Language nowadays is culturebound.
II. Cheris Kramarae- Another theorist of the Muted Group Theory. She also has published work regarding this theory. Reading some of her work has help me understand why certain people refuse to mute other people. Of course, the Muted Group Theory consists of Men unable to understand a woman languague since it would peel off a huge amount of ego. I also admire this person because through her readings it helped me realize that the process of being muted isn't just about being a woman. You can be a man and feel muted as well. http://www.colorado.edu/communication/meta-discourses/Papers/App_Papers/Baer.htm
III. Deborah Tannen- She is an expert theorist regarding Genderlect Theory. Her theory is that both men and women are different. And through, discourse the key is negotiation and avoid any raise or decrease of ego, since there is no matter of being superior or inferior. The way of communicating reaches an equilibrium. However, there are Genderlect Styles, used by men and women, where tension is examined, such as Genderlect, Rapport Talk, Report Talk, Cooperative Overlap, Tag Question, and Aha Factor. I picked this theorist, along with the others because I think communication between men and women must always be carefuly examined. http://educ5102.wikispaces.com/Genderlect+Styles+(Tannen)
These people are important to me because as an aspiring educator, I know that through their work students can re-evaluate their behavior, and that way a friendly and proper sub-culture can be shaped in the classroom.
The references I listed are examples of what I want to do if I could go out of the country and teach ESL. It seems comfortable for me since I could be able to help hispanic students that need to enrich and sustain their English language.
http://www.edjoin.org/viewPosting.aspx?postingID=459160&countyID=43&onlineApp=1&utm_source=Indeed&utm_medium=organic&utm_campaign=Indeed
http://www.edjoin.org/viewPosting.aspx?postingID=459401&countyID=41&onlineApp=1&utm_source=Indeed&utm_medium=organic&utm_campaign=Indeed
http://www.indeed.com/q-English-Teacher-l-California-jobs.html
A narrated childhood experience
Being clumsy was my main characteristic in elementary school. I had many embarrassing moments, but also unfortunate ones too. One time, during recess, I had an accident while playing hide and seek. “Ha-ha!” I yelled as I ran very hyper around the school park. Somebody yelled: “Cuidado con los jobos del piso que te resvalas, Christian!” It was too late. I fell and started bleeding, and my friends helped me. “Ay mi camisa, my shirt!” was all I could say. I felt embarrassed with the blood on my school uniform.
The nurse greeted me: “Tu lo que necesitas es alcohol y agua oxigenada para la rodilla. Sientate en la Camilla y dejame atender a la nena.” I noticed that while I was being under care, there were students who would often go to the nurse saying they felt sick. “Otra persona más con Conjuntivitis? Parece que hay epidemia”, the nurse said. It was strange, until the nurse acknowledged that there was a conjunctivitis epidemic in the school. Finally, I was taken care and sent to my classroom with a band-aid on my knee.
A couple of days later, I went to school feeling sick. I didn't have any clue that it was because of the epidemic. “No puedo con esta flema”, I told myself. During English class, the teacher was being too strict than usual with the students and also gave us a lot of work. “Avanza! You have to do everything that is on the board for today. I don’t want no buts, you start right now!”, she yelled. We had to be quiet. I couldn't help but cough, sneeze, or blow my mucus on a limited amount of napkins. She grinned, with a low, impending voice: “Christian…” My teacher was disrespectful, telling me to cough less.
I felt intimidated, but it wasn't until I stood up and asked her: “Missy, can I go to the bathroom, please?” “No, sit back and finish, now”. She didn’t even look at me when she replied. I wanted to at least grab some napkins from there and clear my throat. Instead, she yelled at me and told me to stay. I didn't cried, but I was really mad and upset, “Cough! Cough!” “Ok, you’re going to the nurse”. She snapped out and sent me to the nurse. The nurse told me I had conjunctivitis and my mother picked me early. Conjunctivitis took a lot of days off school from me. It was terrible.