By Sonia Yang, SED 2017
I always tell people around me that I want to be teacher. When I was young, my parents asked me why I wanted to be a teacher, and I told them because teachers had a longer vacation than others. When I was in middle school, my classmates asked me the same question, and I answered them because I wanted to give students much more homework to finish. When I applied to BU in my senior year, the “Why BU” essay asked me the same question again, and I responded that I wanted to be an innovated math teacher who gave students’ real-life math experience instead of tedious lectures. If you ask me this question now, I would like to tell you because I want to discover my students’ potential and help them achieve their dreams.
“Prof. Louis, I think I could not finish this assignment because I don’t write even a word about this topic.” I still remembered I was almost crying to my Special Education professor when I went to her office hours for my research paper. As a student who didn’t know anything about special education, I always could hear a voice in my heart scream: “No, you can’t write this research paper. Can’t! Can’t!” Prof. Louis comforted me and asked me to list some bulletin points that I wanted to write in my research paper. She then asked me are there any points can be related to each other or can go under the same topic. And she encouraged me to see myself as a special needs student and imagine how can my teachers and parents help me. Drawing the outline with my professor for my research paper, I noticed the screaming voice became quieter and quieter.
There are so many challenges and difficulties in our way when we try to make our dreams come true. The same situation can happened to students when they study the content areas. Some students who love to face the difficulties have confidence to achieve their high academic achievements. However, as for the students who always don’t have enough confidence and seeks for extra support, I will never leave them behind. Making the class material more accessible, giving them a longer time to think about the material and encouraging them to be confident are all the things I learn from myself by finishing the assignments. I was that cowardly student but I became strong by stopping saying: “I can’t”. And one day, I will let my students be stronger.
Sonia Yang is a sophomore in the School of Education, majoring in Mathematics Education