Homeroom: Teachers As Monsters In The Classroom

Children remember many teachers who stood out as monsters in the educational world. On the other hand, a few teachers became memorable in the eyes of their students because of their dedication and involvement. These teachers achieved their goal of having students enjoy their class while maintaining a proper school education. Involved teachers who portray professionalism and allow student-teacher relationships entice students to openly participate in class.

Preschool is usually when children start their public school year. In a Brooklyn preschool, one particular teacher, Ms. Amy, was still engraved in my memory. She was tall with tan skin and dark blonde hair who smiled a lot in a class of twenty. Every morning Ms. Amy greeted the students

Ms. Fallon, a sixth grade history teacher was my favorite. She was funny and understood our hardships as sixth graders, in perspective of the huge responsibilities that was placed on us once we entered middle school (Cooper & Miness, 2014, p. 264). As our homeroom teacher, she was interested in our hobbies and interests in school such as whether we were in band or part of the YMCA's swim team (Arvidson, 2008, p. 117). With the information we gave her, she integrated it in her history lessons. During a lesson about Egypt, everyone was in groups of three and made one stuffed sarcophagus traced out of a group member's body. It was a fun and creative hands-on project that everyone was excited to show off. Ms. Fallon always went over what would be on tests to make sure everyone would obtain a good grade and most of the class followed her study tips. She was always enthusiastic and I kept in touch with her till the end of middle

Fortunately I found solace in a select few teachers who cared for who I was. My math teacher for Algebra in freshman year, Ms. Abadir was a big influence on me. She was a very nice lady who helped in any way she could in the classroom. Whenever I needed help in class, she was willing to assist me solve it. I could tell Ms. Abadir cared for me since she always challenged me and was disappointed when I obtained a low grade (Gentry, Steenbergen-Hu & Choi, 2011, p. 111). She explained her lessons clearly but if there were students who did not understand it, she would go over it again. I always liked to help her in school, whether it was to help clean her room on the last days of school or put up decorations around the classroom. Ms. Abadir knew some of my interests outside of school, but there was a boundary of information I did not want to reveal (Cooper & Miness, 2014, p. 266). During that year, I made a giant card that had signatures from most her students in four of her classes. At the time, I gave the card as a huge nice gesture, given the amount of preparation that was made to keep it unknown to Ms. Abadir, but now I'm grateful for having her as a teacher. I kept in touch with her as school progressed and took her Statistics class in senior year. I was excited to have her as my teacher again, as I did in freshman