College graduation: Now what?

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I finished college in four years. That wasn’t necessarily viewed as a major accomplishment. It was an expectation. You go to college and get a degree. There’s nothing extraordinary in that. And at this point in my life accomplishments required doing extraordinary things. Talk about setting the bar result high for yourself!

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Student-teaching part 2: Yellow is a noun, right?

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There were some students who were really engaged, some that did as instructed, and some that questioned the relevance of an assignment but eventually complied. None of these students openly defied authority or the purpose of school. So the second semester of student-teaching was indeed far better.

My mentor teacher was warm and inviting and organized! She had high expectations for her ninth-graders while finding creative ways to make group collaborations more fun. It was wonderful to be with a teacher who wanted to challenge her students and see them grow! With about thirty years of experience, she had plenty of wisdom to share.

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“And I’m supposed to teach them?”

'I think I'm going to throw up.'

Senior year of college meant getting into the classroom and actually teaching. This meant two student teaching opportunities. I had signed up as being interested in secondary education, so my field placement would be at the high school level.

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Making accommodations in the classroom

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I came across this quote at some point during my college experience. I instantly fell in love with it. I very much liked the idea of continuing through life without letting something outside your control get in the way. I just didn’t know how relevant this quote was, how much it actually described me.

Like the bumble bee, I didn’t know about the external obstacles that were always before me. I just kept going. Pushing through the awkwardness and the insecurities. Doing the best I could to work with the irritations and annoyances that cropped up.

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The theory of teaching

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The education department at my college boasted that they got future teachers in the classroom earlier than other programs.

I trusted that claim. I trusted that it would mean practical experience early on.

Turns out, though, that we had different expectations for what getting in the classroom meant.

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Makeup, teaching, and leaving my mark

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Between my junior and senior year in high school is when I officially tried makeup. Mom took me to a Mary Kay demonstration, so I had some exposure to proper application. I had been given many makeup kits as gifts over the years. That seemed to be the go-to gift for a teenage girl.

To a degree I could see how, applied well, the makeup enhanced rather than overwhelmed a look. But I also was aware of people who refused to leave their house without makeup, and I didn’t want to become that dependent.

The poking and prodding of eye liner was lost on me, though. It seemed impossible to get used to. Getting that close to my eye. I could barely tolerate someone applying it for me, so I just didn’t mess with it. And yet I felt that was a pretty important element for definition, especially when combined with eye shadow.

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