Learning crucial teaching skills
For the past 10 months of Teaching Practice as a part of my education at DNS Tvind, I have had the pleasure of working as a teacher-assistant with learning-apprehensive students at Friskolen Helios. The time spend at the school will forever be an unforgettable experience, which has challenged my idealistic views upon education, compelling them to mature and become more coherent.
From the first moment I entered the classroom, the biggest task to work on was to establish a relationship with the students. We often take such human qualities as trust for granted, yet, not everyone has had an environment to develop it. Therefore, after going through different challenging and fun experiences together with the youngsters, we began to understand each other. It takes time to understand the other person, but as a result, the bond developed opens the students to listen and learn. They begin to put trust in the learning which happens in the classroom in the presence of those they can rely on.
The time spend at the school will forever be an unforgettable experience, which has challenged my idealistic views upon education, compelling them to mature and become more coherent
Throughout the process of knowing one another, I unlocked two very important skills – seeing and hearing what the students actually need. More than often, I have had my boundaries tested, but after getting to know the students closer – I started to see why each individual was doing one or another thing. Their actions didn’t come from a sinister intent, but rather, an actual and important need to be heard, noticed, or valued.
This new skill helped fuel another, more important quality – knowing how to meet the students half way. Hearing needs doesn’t mean leaving students to remain in constant comfort. It means to discuss and come to solutions together with them, where their needs are respected within the boundaries of learning and descent behaviour.
Finally, nothing would have been possible without the colleagues around me. The support and belief have helped me to grow and really get the most out of the experience of working at such a school. And I’m very happy to have had an experience like this one on the long and winding path of becoming a teacher.
More stories of How We Learn
DNS 2017, the senior team, is now finalising one of the last periods of DNS programme: Teaching Practice. Teaching Practice lets us experiment in the reality of the classroom, apply teaching methodologies and most importantly, make mistakes and learn from them. However, teaching practice doesn’t end after the lessons. We also contribute to the teaching practice place by being in charge of the programme in the school and initiating a chosen project, our “Footprint”.
European Reality is a 6-months period, part of the second year of the DNS programme, during which the team moves to a bigger European City with the goal to find jobs, a House, learn about the European working class’ way of living, and get involved in the city’s cultural life. In this article, you can hear Laura from DNS17 expressing her view on the educational value of experiencing such a period!
There are too many things I want to learn and share: being a teacher combines both – Svetlana, alumni and DNS Teacher
To choose the path of teaching took me some time, I must say. It started on my very first 1st of September, this is the day when the school year starts in Lithuania. I simply loved it. And I am not talking about the lessons and tests, but about all the kinds of people I got to interact with and about the learning process that was happening there, somehow in between lessons most of the time. Though I was in love with the school and Summer holidays always seemed too long of a break, I never thought I will become a teacher. It is now, when I reflect, I see lots of sense in my actions and choices that led me to choose this profession.
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