5.What questions are you living at this stage of your life—from “How can I get up in the morning? To “How can I become a good teacher? Are the questions you are now living the ones you want to live? If not, what questions would you like to be living? How might you hold these questions at the center of your attention?

Well at this stage of my life I ask how can I become a good teacher? That is the most important I think so, because I know I am the person who is infront of a group of students and I have to guide them to make good decisions, face to the real life, give the tools to be brave to be sure about their ideals and I need to be prepared in any moment to any circumstance.

I also think I need to be on track not only with my subject English, but also with mathematics, literature, geography, sciences, physical education, but also technology, fashion, music, sport, and so on because those are the topics that they are interesting on.

4.Palmer discusses six paradoxes of pedagogical design (pp.73-83). Choose one to focus on.  Share examples of teaching environments you have experienced where this paradox is honored.  Have you ever been in a classroom where only half of the paradox was honored while the other half was ignored? Describe what that classroom was like.

The space should invite the voice of the individual and the voice of the group

Students must be in an environment when they feel sure, authentic and unique, so we must involve and encourage to express their ideas, feeling, confusions, fears, emotions,prejudices,but also the classroom must be the place when they affirm, answer, say each point of view, debate, make conclusions. All of them have to listening carefully to every idea, thought, In order to find a solution not only related to the subject but also to real life, in that way they will able to express their ideas and to listen to another person’s idea. page 75-76

3.Describe a moment in teaching when things went so well you knew you were “born to teach” and compare it to a moment in which things went so poorly you wished you had never been born! Name the gifts that made this good moment possible—not the techniques you used or the moves you made, but your qualities.

I remember one moment when things were so well all the students paid attention, I began the class, I explained the topic, they understood all, we practiced we have fun and I thought I like this I really want to be a teacher. One day before I prepare my dynamics, i wrote my lesson and everything was great. But then I have problems with my student’s behavior and I said oh no I do not want to deal with that, because some of them did not understand and they were talking, and doing anything else, but they did not pay attention, so I wrote some rules in the classroom, we had to respect the subject, the teacher, the classmates, we have to participate in the classroom, we are in charge of the environment of the classroom, we have to pay carefully attention, we have to respect other’s ideas and so on page 74

2.Name some of your key gifts or strengths as a teacher. Now name a struggle or difficulty you commonly have in teaching.  How do you understand the relation between your profile of giftedness and the kind of trouble you typically get into in the classroom?

Well as I teacher I have the power to involve my students into real life.

They can desire between the academic and the a strategy, my respect for may student’s stories that is no more or less than my respect for the scholarly texts I assigned to them. I need to have a good actitud for asking good questions and to listening to them what they have to say. An ability to see my student’s lives more clearly than they themselves see them. I have to face them with the ability to take risks, never give up, take advantages of avery situation in their lives and measure their progress page 69

I have the control in my class with my students so, I have seen that my students are very opened with me I am not afraid to express my feelings with them, I feel comfortable showing the best part of me, if we have to play a song, we do it, if we have to sing, dance shout, play a game or doing whatever we want in order to the topic or the class I act as a child with them.

One of the struggles that I can noticed is that they do not like to work individual, they always want to work in group, that is good, but in some cases they do not pay attention or do not listen because they speak with their classmates.

Well I found that I have to encourage them to pay attention because I am in charge of those people and I have to discipline them in order to involved them in all the activities in the classroom.

1.In what ways have you experienced “suffering” as a student teacher? Has your suffering had any redemptive quality to it; that is, has it made you heart larger? What would help you deepen the redemptive quality of the suffering your experience in your work?

Well, as a teacher I have suffering because in some opportunities I did not have all the material provided by the teacher or school or I have face students did not have a specific notebook to the subject, or they did not have a family, money or any other situation, so some of them close to me and told me, teacher you know what I have problem with this and this, so I have to deal with that in the classroom and I have to push them to make an effort  and to continuo even though the situation around us is not the best  

I.           Evelyn Fox Keller says of Nobel Prize—winner Barbara McClintock that her knowing came from “the highest form of love, love that allows for intimacy without the annihilation of difference” (pp. 55).  Does this kind of love have a place in education? If not, why not? If so, how might it be taught? How might it make a difference if we could teach students to love the world in this way?

Yes, for me it has a highest form of education, because we have to make relationship with our students, we need to know our students, we have to communicate with them make connections.be patient is the most important we have to hear what students have to say and let them come to us.

We need to hear people to speech paying carefully attention and not criticism them.

We cannot stereotype people we have to control our fears because in some cases they can be unhealthy and some other they can be healthy we have to survive, learn and grow by our fears.

Criticizing our students is conventional defense, and that can allow us to see our love at teaching, we must be patient and take advantages of our fears and student’s fear.

I.           Palmer writes, “Good teaching is an act of hospitality toward the young, and hospitality is always an act that benefits the host even more than the guest” (p. 50). In what specific ways do you think a teacher has to be hospitable to students? In what ways do they treat them as unwelcome guests? How do teachers benefit from practicing hospitality toward students?

Yes it is an act of hospitability, but also is finding our own identity, we can win and we can learn. If we as a teacher treat our students in a good way, it means with a sense of identity the fear will disappear and defense will too.

So, we need to diagnostic our student’s needs.

Sometimes my dignity and my way of teach will not lose the fear when I am not in life-given communion with my students, but when I am in real situations in which I need to accomplish all the stuffs and get along with them will find hospitability not only from our part but also from our student.

The way in which we diagnostic our students condition will determine the kind of remedy we offer.it is mean that if we are always saying that we only have bad students, lazy or discourage, we are saying that we are not able to work with encourage, and discipline students and we can offer them something better in our classroom.

We need diagnostic our students needs and lead to create models of teaching. We cannot see the fear in our students until we see the fear in ourselves. The fear of the young.we can help cocreate the world creativity in the serviceof the young, I have to lose my dignity and my way, but not lose the fear when I am not in life-giving communion with the young, my needs of connected with the life.

I need to have objectivism, if I distance ourselves from something, it becomes an object, when it becomes an object, it no longer has life; when it is lifeless, it cannot touch or transform us, so our knowledge of the things pure

It means that I have to be in touch with my student by giving them the hospitality to grow me as a teacher and them as part of the learning process.

I.           What are some of your fears in the classroom? How have you dealt with them? What have you learned about yourself and about fear as a result?

Status, about my education, if this is paralyzed it means that live encounter is actually a sequence of fear that begins in the fear of diversity. If i do not maintain the illusion that we possess the truth about ourselves and the world after all there is no other to challenge us. We are fragile, yes but, we must know that we have the power in our hands to control ourselves and provide a strong self-stem.

I am afraid of fall, do not show me and teach in the right way, but I have to be free, take away all those feelings and just let them go and learn from the circumstances, from my students. I have to admit others opinions to avoid my fears and to grow up and make that my students do too.i have learn that in every situation you learn that we are not perfect we make mistakes, but the most important is not to make them, to ovoid them and learn from them.

4. “The highest form of love” this love allowed us to know very well our students. We must be very patient to listen to our students, sometimes we have to go deeper and find why they behave in the way they behave. What I have learned from teaching is that most of the teenagers want someone that listens to their problems, they want a friend in who trust but at the same time they want someone that push them. Another thing is they need a teacher who gives to them the opportunity to express their ideas; it does not matter if they make a mistake, and they just want to be listened by someone and do not feel embarrassed at the time to express their ideas with all the class.

Also they have to solve problems in their life so we must have that person who teaches them how to do and how to overcome their shyness inside the classroom by teaches them to listening to other people and being listening by others.

3. I was afraid to the darkness that controlled me in the past. I could not sleep without the light of my room, at night I could not go to the yard because I thought that a tall man was standing in the corner that was scare for me.

One day I say, I have to control my fear and I turned off the lights of my house and I began to say: I am a women with power I am not afraid of darkness and I began to singing at the same time that I was walking through my house. Really that helped me a lot I am not afraid of darkness I can be alone in my house without lights and I feel safe.

I learn that I have the power to change my life, to make decisions by myself  and no one else can do for me, I am the only one that can do that and now I feel really good.

2. well, I think we as a teacher must be hospitable with our students by given them the tools that will help them to increase  their knowledge and also is a way in which we can see their progress, and share with them not only about the subject but also about their life, emotions, family.

If we give to them our hospitability, they will show us their potential.

They treat them as unwelcome guesses when they are not interesting on participate in the class, they do not want to get involved in the activities, and they are always talking, or doing something else. We are trying to give to them the opportunity to speak they act in an indifferent way or maybe they do not feel comfortable in the class and because of that their classmates feel uncomfortable too.

We take benefits from our students when we know their weakness and strength. We take those stuff and we have to force our students to develop that skill or area in their life and try to take them from their comfort zone to the challenge and in that way they will take risk and will learn more and more, this is not easy but is not impossible, the most important is we have to give to them the hospitality, be patient and push them every day.

1.Some of my fears in the classroom are do not have the total control of the student’s behavior and do not know how to control them how to answer the questions of my students in a good way.

I have some goals in my teaching practice and my fear is they do not understand perfectly the topic.

I have to deal with my fears, because I know that every day I have to learn more and more to transmit that knowledge to my students in order to introduce them to the real life.

I have to know my students kills in order to know who learn by seeing pictures, listening to audios, reading practices, and writing  to focus on every situation.

Jane Tompkins discovered that her goal as a teacher had been to put on “performance,” thus distancing herself from students and subject (pp.28-29).  Do you identify with her self-criticism? If so, do you share Tompkins’s diagnosis of fear as the driving force behind this distancing? In what ways other than “performance” do teachers set themselves apart?

Well, I am in  agreement because we as teacher have to be close to our subject and students in that way we are going to face that we have to solve problem by helping our students and they are going to see that we are human we make mistakes and they can learn from mistakes.

We need to have a sense of personal identity and recognize when we make a bad decision and overcome that situation.

Of course we have to be well informed about the topic or the subject we are teaching about but for our student the most important are not our goals as teacher, for them the most important is to learn something new that can help them in their life such as taking good decisions, make god friendship, find their own personality, and we are part of that process.

We have to be close not only with the subject but also with our students in that way they will be feel comfortable at the time of participate in class, work in groups and in that way our goals will come true. We are not working with robot; we are working with real people who want to be part of the society and solve real problems, not being the problem.

Reflect on your earliest encounters with teaching.  If you are drawn to teaching, when did you first feel drawn to it? What was it that drew you? What within you was evoked by teaching—its values, its methods, the way it names and frames reality? What does the nature of teaching reveal about who you are? If you aren’t, share a story about one of your favorite teachers.  What do you recall most vividly about that teacher? What was his / her relation to the subject taught? What was the ethos of his/ her classroom?

Well, when i began to teach I remembered all that my teachers told me, I prepared all my classes, lesson plans, materials, and that was good but there was a day in which I began to teach not only the subject, but also values, I remembered I teacher that I had in elementary school and always tried to involved us to the real life and think outside the box.

I remember that change my life and she was the person from I really learn and since that moment I thought I want to be a teacher.

That woman was someone that made me feel interesting on English and when I see her in the university, I remember her classes. She actually teaches in the university and I think she does not remember me, but I remember her way of teaching, she always had something new for us.

I remember when she gave us a paragraph. She said: you have to read in your house and next month you are going to read it to me; that paragraph was about I want to be a pilot, I remember that story, she really make me think about my future.

She always went from the basic to the complex and if we did not understand she explained once and once.

She did not get angry, she was patient, she always had her classes well prepared, she was punctual, discipline and support a good atmosphere in the classroom trying not only being the teacher but also being a friend and I think she was an important person in my learning process. And even nowadays sometimes I remember her method and I apply it and I have seen progress in my students.

the courage to teach by palmer

Palmer writes: “ My ability to connect with my students and to connect them with the subject, depends less on the methods I use than on the degree to which I know and trust my selfhood—and I am willing to make it available and vulnerable in the service of learning” (p.10). What does it mean to rely on your selfhood rather than methods?

It means that good teacher join self and subject and students in the fabric life, it is means that a good teacher is not the one who have the best technique is the one who have an open heart to response and to keep in track every necessity. A good teacher is the one who can overcome his or her self and transformed it into a potential. Is the one who has a strong sense of personal integrity he or she knows who is he or she? They know

     What to say, when to say and how to say?

    Is the one who has a sense of identity, he knows that he is a human he

    Commits mistake and he can learn from them.

palmer writes...

Palmer writes: “ My ability to connect with my students and to connect them with the subject, depends less on the methods I use than on the degree to which I know and trust my selfhood—and I am willing to make it available and vulnerable in the service of learning” (p.10). What does it mean to rely on your selfhood rather than methods?

It means that good teacher join self and subject and students in the fabric life, it is means that a good teacher is not the one who have the best technique is the one who have an open heart to response and to keep in track every necessity. A good teacher is the one who can overcome his or her self and transformed it into a potential. Is the one who has a strong sense of personal integrity he or she knows who is he or she? They know

     What to say, when to say and how to say?

    Is the one who has a sense of identity, he knows that he is a human he

    Commits mistake and he can learn from them.

Palmer writes: “ My ability to connect with my students and to connect them with the subject, depends less on the methods I use than on the degree to which I know and trust my selfhood—and I am willing to make it available and vulnerable in the service of learning” (p.10). What does it mean to rely on your selfhood rather than methods?

It means that good teacher join self and subject and students in the fabric life, it is means that a good teacher is not the one who have the best technique is the one who have an open heart to response and to keep in track every necessity. A good teacher is the one who can overcome his or her self and transformed it into a potential. Is the one who has a strong sense of personal integrity he or she knows who is he or she? They know

     What to say, when to say and how to say?

    Is the one who has a sense of identity, he knows that he is a human he

    Commits mistake and he can learn from them.

Write a personal statement trying to express what is at the heart of your life as a future teacher.  Consider the following questions: Why do I want to become a teacher? What do I stand for as a student teacher?  What do I want my legacy as a teacher to be? What can I do to keep track of myself, to “remember” my own heart? When did you first realize that you wanted to be a teacher? What were the circumstances of this realization? How close are you to those feelings today?

I love English.

That is why I want to became a teacher, I love to spend time with my students, I love help people, I love be in front of a group of people who are learning not only English, but also values. I like to be part of my students’ identity because I teach them the value of responsibility, honesty, sincerity, loyal, and grateful. Every day I need to remember why I chose this major and the most important thing I have to keep in mind is I teach who I am, I have to involve all my senses and heart to demonstrate that I love what I do. I remember that when I was a little girl, a person asked me: what would you like to be when you grow up, and I remember that I did not think about being a teacher, I remember that I said: I would like to be a secretary, through the years I realize that I love working specially with children. When I had the opportunity to work with them I enjoyed every moment with them. I remember when I began to teach, it was an experience that crosses my life I learn from them and they learn from me. I still remember my first students, they were from kinder. I think  I am a teacher, even though  I do not have a degree but I am a teacher and I love to teach.