Author:
Divinia (Glowingly Happy!)
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Date Posted: 09:15:13 11/04/11 Fri
In reply to:
Dianne
's message, "Re: Any teachers who are dyslexic?" on 13:11:48 11/02/11 Wed
Hi Lauren.
I am a teacher and have been diagnosed dyslexic.
Congratulations on doing so well with your studies and gaining a scholarship in spite of any struggles you have been through. You must have been a strong candidate as you have overcome in order to get this far which means you can do so again. If find the experience can matures you into a more rounded individual, more understanding of others in their areas and moments of weakness- a very useful attitude to have as a teacher and it could help you be a good role model for young people.
Are you are excited?! You are about to start a career in a wonderful profession in which you can make a difference to children’s lives. I think that is wonderful! I see your position as being like that of a pioneer who goes before the children, including dyslexic ones, showing the way to being all you can be.
I suggest learning some tricks to help you with those challenging spellings or anything else you find difficult. For example “silly sentences” and “mnemonics” are strategies you could find out about. You can use these in your teaching too because the strategies you will be using to overcome challenges will also be found useful be students. Let’s face it, dyslexic children are not the only ones who at times may struggle to learn, get bored or lack motivation. Contrary to how you might feel at times when in the midst of a struggle (trust me, I understand this as I have first-hand experience) at first, being so aware of dyslexia will make you a better teacher in the end because the strategies you use with yourself and for children with specific learning needs will make your teaching more appealing to all the children, enhancing your work generally.
If you are concerned about performing certain tasks, perhaps you could continue to do what I noticed you have started, i.e., identify all the things you might find difficult and then think of ways of alleviating the problem as much as possible in advance. In terms of writing on the board, why not practice doing so when you are by yourself? You could have some things written on the board before the children arrive. Other ideas are to place things you need to write on prompt cards for yourself and have them in front of you or I find that flash cards featuring key language prepared for children can also help me remember too! Perhaps at times you could ask children to write answers on the board. At times it is appropriate for them to give feedback to each other. Teaching involves organisation, planning and managing various aspects carefully and this can seem overwhelming. However, we sometimes we forget how much students are capable of. They can participate in various things: they learn by doing, so you should not feel that you have to do everything all by yourself.
I think that if children notice your challenges very much, it may also be useful to talk with them about dyslexia, for example during those “down times” between lessons or moments when you are waiting for something. In England, we also have Personal, Social and Health Education lessons which lend themselves to discussions about accepting the diversity among people. Whilst some schools invite and perhaps paying specialists or people like Henry Winkler to come and do a talk, you are already right there and available! It will help to give children who may experience various differences in their everyday lives some hope.
Christy and Dianne gave some good advice about using times when you have forgotten spellings as an opportunity to identify with the children. You could use the moment to stretch the them so they have to work the spelling out for themselves, to take them through steps of working out spellings or as opportunity to check if they know necessary spellings, i.e., to assess them. Like life itself, becoming an effective teacher is a journey of continual learning. As a “dyslexic” teacher, I am constantly sharpening my skills by adding to my knowledge and finding better ways of doing things. If you have an attitude of being an open minded learner, hopefully this will rub off on your students. In spite of the impression sometimes given by tutors during teacher training, I would encourage you not to fall into the trap of thinking you are supposed to know everything immediately and be “the finished product” as a teacher. I wish I had known about my condition sought help. I hope you will find a tutor you can trust who you can ask for assistance when you need it and that you will let the college know about your diagnosis as soon as you start so that as needed you will be able to receive support and understanding.
All the best to you in your exciting new role to come! :)
Divinia.
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