grew terribly thin, and at one point I fainted because of dehydration. In my family, we were
taught that with God you can do anything. Having faith in God gave me faith in myself. I con-
tinually prayed to God to grant me the strength to succeed and eventually I got my grade
point average up.
College was really my first experience with White people and my first experience with rac-
ism. One year the college banned Black students from donating blood because it was afraid
we would spread AIDS. We took over the school’s administration building in protest. I had
teachers who denounced the Black Student Union in their classes because we invited a con-
troversial figure to speak on campus. In my senior year, the college started a diversity re-
quirement and White students protested against it.
When I finished college I did not have a good impression of White people; however, I de-
cided to attend a graduate program where most of the students were White. I believe that in
this country, if you want the best education, you have to go to a school where White people
go. I forced myself to complete remedial classes in order to qualify.
As a student teacher, I realized that some of my ideas about race were naive. I assumed
that because I was Black and my students were Black, they would listen to me. During my
first lesson, one of the students said, “That’s a stupid question.” I panicked as I remembered
what students did to teachers at my high school and I just lost it. Once again I turned to God
for the strength to continue. I told myself and God that “I can do this. I am going to do this.”
I decided to become a teacher for many reasons. They include the strength of my reli-
gious beliefs and the knowledge that young people need my love and hope. Students need a
teacher who cares about them and can show them a path out of a very rough environment.
Christ came for the people who were most needy. I walk in God’s footsteps when I choose to
teach the students who need me the most.
I believe I have a responsibility to contribute to society so another generation does not
receive the inadequate education I received in high school. It is my duty. Even though it is
hard, if I can change one person’s view of themselves from negative to positive, I feel I have
fulfilled my responsibility.
***SECTION E: WHY DO YOU WANT TO BE A TEACHER?
In the Hofstra University secondary education program we continually ask students, “Why
do you want to be a teacher?” and we help them to rethink their answers as they define their
own philosophies of education. Here are excerpts from answers by students in one introduc-
tory methods class for undergraduates.
·Danielle Albers: “I have wanted to be a teacher since high school. I love English, espe-
cially American Literature, and I hope to help my students learn to love (or at least under-
stand and appreciate) it.”
·Claire Bowler: “I have wanted to be a teacher for as long as I can remember. I had great el-
ementary school teachers who helped me academically and also taught me how to ‘break
out of my shell’ and gain self confidence. My goal is to make history fun, exciting and
meaningful. Many people see social studies as a discipline involving a lot of memoriza-
tion. I think of it more like putting together a giant puzzle or trying to solve mysteries.”
·Sarah Dmuchowski: “My goals as a teacher are to encourage kids to read and help them
to love to read. I want to introduce them to different genres and styles of literature so that
they might find something that they really like and that they find moving.”24 CHAPTER 1