EXPERIENCE OF AN A. M. A. STUDENT TEACHER.
My first time to teach came last September, when I was formally introduced to my work in the Practice School. I was allowed to go to the school one morning as a visitor, that I might get the general plan of conducting the classes, and, if I must say it, I dreaded the beginning more than ever. The second day found me at my post, determined to do my best. I was delighted with my apparent success that afternoon, but prejudice compelled me to keep still about it.
My surprise was greatest when I was told that I must prepare these lessons before teaching them, just as much as I did my own lessons. Each day the classes were more interesting and pleasing, every scholar doing his best work, not because he was obliged to, but for the simple reason that his teacher as she went along, instilled the love of study in his mind. This teacher had me prepare each lesson separately, giving her opinions and suggestions and asking me how I would teach it.
Days and weeks went by rapidly; each day found me more interested, each night found me more willing to go over the lessons with the teacher. I would not have you think that I taught only one or two studies, for before my time expired I had taught every class in the school. I remembered that when I went to school as a child I was always glad to have my teacher lay aside the text-book and tell us something of interest about each city and river in geography or about some particular story in the reading lesson, so I endeavored to have a story or interesting fact for each class, that they might be the more interested and also might remember the particular points. I found out that it is the teacher’s duty to answer sharp questions as well as ask them, for, in my physiology class especially, some of the toughest questions I ever heard were put to me by those bright children.
My geography classes were nearly wild with excitement; sometimes we would take sea voyages, and again we would find the homes of different peoples and animals. Geography can be made a pleasant, interesting and helpful study, and that is what I tried to make it. Soon my six weeks had gone, and with reluctance I bade the dear little scholars good-by. I think that I made happy and lasting impressions on some of the children, as recent rumors have added to my stock of conceit.
About a week after my time of teaching had expired I had a new experience; the teacher falling ill I was called upon to take her place. Elated with my past success and burning with a desire to teach a whole day by myself, I armed myself with a schedule of classes, the bunch of keys and proceeded to the school house. Most of the pupils seemed glad to have me there, but I could see well enough that their teacher came first in their estimation. Devotional exercises over, I announced that their teacher was ill and that I hoped they would be good for her sake; then the lessons commenced. I found it quite different from having to do with only one particular class, to hear one class in the back part of the room and keep an eye on three dozen curly haired witches in the other part of the room. Oh! how slowly the time went, how my temper waxed warmer as I noticed the various tricks and pranks. But something kept whispering, “How often have you made faces at your teachers, thrown paper and made noises?” so I kept down the sharp words that continually came up, and tried to smile as I gently admonished the giggling offender.
As it was a rainy day I took ten minutes from the recess and let the children write a letter to their sick teacher. When the teacher read them over with me, you would have laughed could you have seen some of them. In some I was spoken of quite highly but in others I was reported as doing not so well as their own dear teacher. Some letters were composed of straight lines, as the very little folks also deemed it necessary to write to her.
After all there is an indefinable charm for me in teaching, and I mean to go on. Every night and morn I asked God’s help, and through him I accomplished what I have. I can say that my practice teaching was a source of pleasure and help to me.