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| A more recent photo of my mom, myself, and my brother Thane. |
When I was 8, my mom bought
the “Little House on the Prairie” Series for us to read together. Almost every night we would turn on the
softer lamp, sit on my bed together, and we would read. We read the pages on our respective sides of
the book, I on the right and she on the left.
My mom would explain what all of the strange things were (like a
butterchurn, or why meat was salted) when I asked. She made me feel as if it was not only ok,
but expected that I didn’t know those things.
She would actually call me out if I skipped over something that she
suspected I didn’t know. She would ask
me to define the term, and if I did so incorrectly, she would praise my effort
but correct me.
At some point, my brother
began to join us. At first he would just
sit there and listen, for years he sat and listened, until he was ready to
chime in. His reading speed was so SLOW,
and he never seemed to know what anything was, but it was cool to be able to do
something with the three of us.
This
moment has affected my future teaching philosophy because it shows different
approaches to learning a single subject based on what an individual needs, on
an individual level. It creates the same
results, listening or reading. I want to
instill a level of flexibility within assignments. I’d rather focus on the core of the
assignment, the content, instead of being a stickler to the rubric and its
minute details.
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