I can’t do this – the four words a student said to me on my second day of teaching. Here, the irony is that I think of these four words from time to time.
From my childhood, I remember telling everyone that “I want to be a doctor when I grow up”. I don’t recall how I learn such answer, but I know for sure that it was my parents who opened the door to my imagination. There were many times when I asked myself if I would follow the goal, mostly because I was in a dilemma of figuring out if such goal was set by myself or by my parents. Over the years, through the interactions with my community, and with my own families, I notice the rush of excitements that leaves me in wanting more. I used to think these joys are enough to fulfill my desire of becoming a doctor; in part, they still are, but I also have found greater …show more content…
When I was hired to be a teaching assistant, I was beyond excited, but there were some hesitations. I was second-guessing myself, asking whether I would be a great advocate for the course. Even though I had fully grasped the materials, but can I deliver the concepts to the students in an effective manner, after all, my goal is to care for patients, not teaching students? These speculations had turned my preparations into uncertainties before the students’ eyes. As I was an undergraduate student not long ago, I, too, was confused and frustrated about my grades and my decisions; I wanted reassurance. Many students I met have potentials to learn and they want to learn, yet the term “chemistry” deviates them from the course. In addition to teaching, instructors are also obligated to motivate their students. When their spirits are lifted, my students felt encouraged, therefore they began to talk with me about their struggles. These moments are what I thrive to do as I continue to teach because they are footprints that I have made on the students’
From my childhood, I remember telling everyone that “I want to be a doctor when I grow up”. I don’t recall how I learn such answer, but I know for sure that it was my parents who opened the door to my imagination. There were many times when I asked myself if I would follow the goal, mostly because I was in a dilemma of figuring out if such goal was set by myself or by my parents. Over the years, through the interactions with my community, and with my own families, I notice the rush of excitements that leaves me in wanting more. I used to think these joys are enough to fulfill my desire of becoming a doctor; in part, they still are, but I also have found greater …show more content…
When I was hired to be a teaching assistant, I was beyond excited, but there were some hesitations. I was second-guessing myself, asking whether I would be a great advocate for the course. Even though I had fully grasped the materials, but can I deliver the concepts to the students in an effective manner, after all, my goal is to care for patients, not teaching students? These speculations had turned my preparations into uncertainties before the students’ eyes. As I was an undergraduate student not long ago, I, too, was confused and frustrated about my grades and my decisions; I wanted reassurance. Many students I met have potentials to learn and they want to learn, yet the term “chemistry” deviates them from the course. In addition to teaching, instructors are also obligated to motivate their students. When their spirits are lifted, my students felt encouraged, therefore they began to talk with me about their struggles. These moments are what I thrive to do as I continue to teach because they are footprints that I have made on the students’