We just got our test grades back from our last Math for Elementary Education test, and I made a 93. Some of my classmates in my group text are going, “Yes! I made a 87!” and are getting comments like, “Woohoo!” and “You go, girl!” and meanwhile, I’m sitting here thinking, “Wonder what I missed. I’ve got to do better. There were just four points between me and a B.” Don’t worry, I definitely do not tell my classmates that I’m (mildly) disappointed about a 93.
During the first week of Spring classes, my American Literature instructor asked me what I made in my last English class. I told him I made a 99. He said that means I had to have made a high A on every test and essay, and I probably wouldn’t be able to do that in his class. We have had one test and one essay so far, and I made a 100 and a 96 respectively. Looks like I’m doing what he said I probably wouldn’t be able to do; however, his comment gave me anxiety. I stressed about both of these assignments and worried while I awaited the grades, even though I knew I had done my best.
School started back yesterday. I have some really interesting classes this semester. I am going to talk about my schedule and first thoughts on my classes in the next few paragraphs. Skip to the heading below if this doesn’t interest you, haha.
I’m taking Math for Elementary Education 1 and 2 on Mondays and Wednesdays from 6:00-9:00 PM. The class is so long because the class is actually condensed. Halfway through Spring Semester, I’ll take my final exam for MAT 211 (Math for Elementary Ed 1) and will begin MAT 212 (Math for Elementary Ed 2), which will end when my other Spring classes end. Put another way, I’m getting 6 credit hours for this one slot of time. My professor is French and has a thick accent, but I understand him well enough. We haven’t dived in too deep yet, but from what I can tell, I’m going to struggle a little bit with this class because I was taught standard algorithm when I went through school, and I rely heavily on algebra. I’m so used to making equations to solve problems. This math is completely different than everything I’ve ever done.
I have known I have wanted to teach for all of my life. I have always loved school, and as a kid when people asked me what I wanted to be when I grow up, I answered quickly and distinctly: “I want to teach.” I’ve felt a calling, a tug, and when I’ve worked other jobs and put college on hold, I knew I was making a mistake. I knew I was delaying my destiny. I kept feeling the tug. I’m going back to school now to finally pursue my dream, and for the first time in my adult life, I feel like I’m where I’m supposed to be; I feel like I’m doing what I’m supposed to be doing.
When I was young, I lived in a children’s home. I lived in a cottage with seven other boys and two cottage parents. As you can imagine, I didn’t get a lot of attention. I was in Band and Dance, and I had various recitals and performances where I would look out into the audience and see parents of my classmates cheering their kids on. I didn’t talk to anyone about it back then, but it was defeating. I wanted more than anything to have someone in the audience there for me. I vividly remember one Band performance where one of my sixth grade teachers, Mrs. Lewis, walked over to me from somewhere in the bleachers, and let me know that she was watching me, and that she was so proud of me.