Becoming the Teacher I Needed and Never Had

Becoming the Teacher I Needed and Never Had

Sandra L. Osorio (Illinois State University, USA)
DOI: 10.4018/978-1-6684-3460-4.ch013
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Abstract

As a Latina first-generation immigrant, the author reflects on her life trajectory that has lead her from the early childhood classroom to the university higher education. Reflecting on the journey has made her aware of some central themes that support her in moving forward in her trajectory, which includes 1) being proud of who you are even when you are not acknowledged or recognized by institutional spaces or individuals; 2) knowing and following what you are passionate about, which for her was the literacy instruction for early childhood Spanish bilingual students; 3) how to overcome obstacles, as well as lack of support and network at an institution; 4) dreaming big and how to take steps to make it a reality. She wants Latinx students' experiences to be valued and centered in classrooms across the United States, not just for her children, but for all the Latinx children both born in the United States and those that immigrated to the United States. This is what has been her main focus throughout her trajectory.
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Becoming The Teacher I Needed And Never Had

I always knew I wanted to be a teacher. At six years old, I was “teaching” my stuffed animals, giving them homework, completing their assignments, and grading their assignments with my red teacher pen. I would place about six of my stuffed animals in a semi-circle facing a blue plastic chalkboard easel I owned. This classroom of mine was set up in my bedroom next to my bunk beds. I would write on the chalkboard and call on different stuffed animals to “answer” my questions. I would play the role of both teacher and student. At the end of the given time, I would assign homework to my students. I would give each stuffed animal a sheet of paper and orally give directions of something to write. I would then take the piece of paper myself and write on the page. My favorite activity was when I went back into the teacher role and got to use a red pen to mark up the paper. I would put check marks throughout the page and put a smiley face on top. I wanted to provide my students with positive reinforcement. This brought me great joy and happiness. I felt like I knew what I wanted to do with my life. I wanted to be a teacher of young children.

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