My preconceived notion of resilience was the ability to get knocked down and have the strength to get back up again. However, when I read the article it caused me to challenge my perception of resilience. In my response, I will address and discuss critically what challenges I believe I will face and how I can best safeguard myself against the potential tests to my resilience, as a trainee Teacher. I believe it is incredibly important for anyone undertaking a PGCE or any Teacher training route, for that matter, to have strongly considered the challenges they will face. It makes for sobering reading to hear that nearly 40% of teachers had considered leaving the profession (ATL, 2010). This is a huge challenge to any trainee teacher’s sense of vocation and their enthusiasm starting out.
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I have worked in a pastoral role and I was directly responsible for overcoming barriers to child’s learning potential. While this role has given me a vast amount of experience, it could easily be my biggest weakness. My primary experience is with small groups of children, and while some would say they are the most challenging, it is very different teaching a classroom of over 30. After all, the article does make mention of the fact that it is inaccurate to imply resilience in adults is associated with personal attributes only (Q. Gu and C. Day, 2013). I firmly believe that being truly resilient you must also experience the hardship that would cause you to question your resilience in the first place. For me to be comfortable in a classroom setting, I will need to put myself forward and out of my comfort zone. I will seek every opportunity to do this on placement to nurture this weakness and gain the experience I
I have worked in a pastoral role and I was directly responsible for overcoming barriers to child’s learning potential. While this role has given me a vast amount of experience, it could easily be my biggest weakness. My primary experience is with small groups of children, and while some would say they are the most challenging, it is very different teaching a classroom of over 30. After all, the article does make mention of the fact that it is inaccurate to imply resilience in adults is associated with personal attributes only (Q. Gu and C. Day, 2013). I firmly believe that being truly resilient you must also experience the hardship that would cause you to question your resilience in the first place. For me to be comfortable in a classroom setting, I will need to put myself forward and out of my comfort zone. I will seek every opportunity to do this on placement to nurture this weakness and gain the experience I