Printer-friendly versionI was anxious, opening the cover page of my literacy project. I paused and took a deep breath and held it.
"Excellent job,” my professor’s comments began. “I especially liked your focus on how to increase the literacy of boys not interested in reading." I beamed. I’d worked hard on this project. Although her words were few—about 20—it was rewarding to be praised. I felt recognized, validated.
Sadly, not all my experiences with professors were like this. There had been the long, 8- to 10-page papers with tertiary check marks, circles and Xs, or some other sort of sterile grade stamped on top. I might as well have taken the class from a computer. After reading such brief, superficial feedback, there were times I wondered if they had even read my paper at all. Other times I would wait weeks without hearing about an important grade, with no communication whatsoever from the professor. Perhaps he was busy, but understanding that didn’t make me feel any less anxious.
Earning my master’s degree made me a better teacher not just because of the knowledge I gained, but because it allowed me to step inside my students’ shoes and to realize how my actions might appear to them. It created instant empathy.
Just like every teacher, during the school year, I was constantly busy: planning units, prepping materials, filling out paperwork, teaching lessons, grading papers, entering data, emailing parents, etc. Sometimes I did feel like a computer—data in and data out. I had forgotten what it was like on the other side of the desk.
After taking my summer classes, I vowed to give better feedback on papers and be more conscious of how my comments would affect students. Beyond that, during the school year, I noticed that I felt more like a fellow learner than an all-knowing teacher. When students were nervous before a presentation, I really understood. I could share stories of what I did to cope with my nerves. Or when there was a big project due, I could relate to how overwhelmed students felt. I did a better job of helping them cope with the process. I celebrated their accomplishments, and I coached them when they felt insecure.
I thought I was a positive teacher before, but I think I allowed the paperwork, standardized test focus and other mandated numbers to jade me. My summer courses gave me a new perspective and rejuvenated my passion to help my students succeed. In short, being a student made me a better teacher.
Sansbury is a middle and high school English teacher in Georgia.
