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?

Every morning is different because we have new challenges not only as teachers but also in everyday life. When neither imagined he could become a teacher woke without aspirations or goals to accomplish. But now everything is different always have to improve some areas of my life and that is why I wake up motivated to move forward no matter the obstacles. In order to be better every day and give my best to my students. Since I have a big challenge on my hands and learning the English language depends a lot on me. From the way the reason I go ahead and how I relate to them so that learning is optimal. I keep every challenge every day because only then I will be able to fulfill my dreams striving to achieve what I want and how I want my students to be. So these are many of the questions with which I can get up every morning thinking to motivate me to be different.

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.

Para mi the space should welcome both silence and speech , I consider this paradox into my classes, because the invironment of my class has both  silence and speech, I give to my students the oppotunity to talk and share their ideas at the momento to explain something or simply talk about doubts or something like that, both of them work so good , they are two important tools for be an effective class, in order to recognize in which areas I can improve to my students, for example: I give my students 5 or 10 minutes for tell me if they have some problems with the topic or they want to share their knowledge with their classmates, at the same time they may think in silence about this and then they can share their ideas.

 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.

 

One moment in teaching when things went so well was this year, because I was teaching to students of seventh grade but they are form seventh grade “E”, so my tutor at the beginning of the semester changed my classmates and I to another grade. So, I told that bad new to my students and they were really sad. They told me that they want to be with me because they understand me and that my classes are nice. In that moment I felt so happy and I could understand that if I do all the things with love and pledge everything change. I appreciate that kind of thing because through the years I have receiving many lessons from a lot of people and it helped me to clean my mind and conscience to be thankful for everything and to understand that if I work together with the students, I could change the traditional way to learn. It is one of the best gift that I have been never received because I know that they appreciated my work and my pledge in each classes and they taught me that the great and little things changes in our lives need time to occur. Unfortunately, I lived a moment in which I wished I have never born. It occurred at the beginning of this semester with my new group of student. In the first class, one girl said something really bad about me, she said: “I hate her I didn’t understand anything, I hate her stupid class” and listed to her. So, I felt frustrated at that moment but at the end of the class I talked with her and I asked her about her comment. She told me that she said the true. I looked for a solution of that problem because I felt so terrible. Thus, I tried to know her and she knew me, too. Now, she is one of the best students and she pays attention in the classes and if she has a question she asks and I answer in a good way. 

 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?

There are a lot of key gifts or strengths as a teacher. For example: blissful, pleased and joyful about the good things that you do for your students. For me when my students get good grades is happiness because I know that I taught in the correct way and they understood all the classes that I taught them. For that reason, I am blissful. I am pleased too when they participate in my classes with a nice attitude and I don’t need to force them to participate because I don’t like to do that. On the other hand, I feel joyful in the majority of the classes because we are friends and they share with me their problems and in that form I search some ways to help them to solve their problems. As well, I have some struggle or difficulty at the moment to teach. For example: I am not too much active in classes because I am really quiet and for me it is hard but I try to teach in an interactive way. Another struggle is my tone voice because it is low. Sometimes, my students don’t listen to me and it cause disorder in classes, so I try to speak a loud. It is a little bit difficult for me but it doesn’t matter because I prefer to strive myself than a wreck class.

 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?

To remember that kind of experience is really hard to me because it was a horrible experience. It was a year ago; I started my teaching practice at INSA. The first time that I taught was in ninth grade. I have never had a previous experience as teacher so, it was difficult to me. I started the class with a great attitude but the students were bad behavior. They started to said: “teacher teach us you, please”, they told that to another practitioner. The practitioner was from teaching practice IV and I was from teaching practice I. I was upset and frustrated. I tried to engage the students to participate in my class and to paid attention but it was impossible. They were doing another things and I couldn’t continue with the class because they were intolerable. After the class, I felt so sad and I didn’t continue the teaching practice but I talked to my mom and she told me that:   ” to teach is not easy, you must to be brave and continue with your dream”. She motivated me and I continued. So, it helped me to open my mind and overcome my fears. Besides, I made my heart larger because I love my students instead of their behavior. Now, I am friendly and kind with all my students. I don’t have teacher’s pet and I am really respectful with all their opinions. I learn a lot about them because some of my students talk to me about their personal life so, I give them some advices. I think that bad experience happened because life it is not easy and it is no easy to focus on what we don’t have and on what we fail. In my case, maybe I was so shy and I felt that I couldn’t do something. So, when you focus on all the beautiful things in your life, for example to teach and to share your knowledge with the students you will attract that in abundance and you connect with the many blessings in your life. I’m grateful for and before I know it now.

CHAPTER III THE HIDDEN WHOLENESS: PARADOX IN TEACHING AND LEARNING

Palmer writes that we are trained to “think the world apart,”dissecting it into either-ors, but we need to learn to “think the world together,” embracing opposites and appreciating paradoxes.
The principle of paradox can guide us in thinking about classroom dynamics—and in designing a teaching and learning space that can hold the community of truth.

 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?

This kind of love has no place at all in schools, that not all teachers are partially to its students many of them make no distinction between them. This is not correct because when we have to educate in an egalitarian manner with students and learning is optimal. Because if there are preferences students take a nasty behavior and classroom environment is bad, but if you have a good relationship with each of them trying to know them better and see if we can help in any of the areas in which they most need the classroom environment becomes better. If we show a different attitude to the students they are too but if the teacher does not show love or interest they act the same as they are reflected in one. So if we want to educate students that they are good people with love of neighbor we have to start by learning ourselves. Thus education is different and no student will see less of their peers. Because if they begin to learn to love themselves as they do with their peers as well as the teacher. Now they will be good people both in terms of what education will also be people of good for humanity. Taking love for the needy and doing good to improve the world. I  love my career. Through the years I learn that, God blessing me much more than I deserve. For that reason, I try to do my best in the career because I want to be a good teacher and I want to help my family and my students to be better person. As a result, I enjoy all the little things in life and I could overcome another fear that is good because now I am braver than I was before.