Reflection On Cultural And Literacy Autobiography

Who knew I would be writing a Cultural and Literacy Autobiography at the age of twenty-two years old? I feel so professional already, and yet, I still have quite some time before I graduate. In this autobiography I will reflect about myself as a reader and writer, so that I can consider some factors that may influence me as an educator teaching literacy to children. I will talk about the cultural experiences I had growing up, the classroom and its expectations, my point of view and the specifics recollecting the steps I took in becoming a literate person and the ones who influenced it all. Growing up, my literacy experiences include memories of my sister and I, bible studies and singing at church, classroom lessons of course, and a variety
I believe some of this was due to living in a sweet, small country town where most people knew each other and got along well. From what I can remember, individual success was important to the teachers because we were frequently tested over the skills taught during a specific time of the year and evaluated over our progress to determine what students needed extra help, or to be bumped up a grade. I believe this helped me stay motivated to do well, and never fall behind. The most important teacher I remember was my third grade Language Arts teacher. She was always kind, professional, patient, enthusiastic, fair, and understanding and modeled a real passion for getting all her students to succeed. Out of all the teachers I have ever had, I remember more about her classroom, the way it was decorated, organized and a majority of lessons and activities she taught. I believe a good amount of my skill set foundation for reading and writing came from this woman. I hope to model the kind of teacher she was in my future
I knew, that inside, it hurt the students’ feelings. I remember thinking to myself, “those are my friends,” but I never spoke up, or questioned the teacher’s actions because I was raised to respect my elders and not talk back. I agreed that they made mistakes, but I did not believe they should be treated any different when it came to learning, or being compared to other students. Simply, remembering how awful it was to witness a teacher act in such a way will always keep me on my toes when creating assignments and setting up my classroom expectations. I want all my students to feel welcome, motivated and capable every time they walk through my classroom