On the occean of teacher day you are ask to speech about the teacher guru in or life like a speech the quality of teachers how as lnsparted you the most
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Indelible memories of school
In addition to this exercise, in my all-day workshops I have requested teachers to complete an anonymous questionnaire. The first question asks, "Please describe briefly one experience that you had with an educator when you were a student that reinforced your self-esteem. What grade were you in at the time?" The second question asks, "Please describe, briefly, one experience that you had with an educator, when you were a student, that lessened your self-esteem. What grade were you in at the time?"
Similar to the first exercise, I have been impressed with the strong emotions that these questions trigger. Teachers eagerly want to talk about their own childhood memories of school (the conversations at lunch during my all-day workshops are typically dominated by discussions of positive and negative memories of teachers), sharing with me how recent the memories seem, even though for some these memories are more than 50 years old. I became convinced that these memories of teachers persist, continuing to influence our lives years later -- they are indeed indelible memories, indicative of the lifelong influence that a teacher can have.
This conviction is shared by others. Psychologist Julius Segal, in looking at what helps children overcome adversity, wrote that "one factor turns out to be the presence in their lives of a charismatic adult -- a person from whom they gather strength. And in a surprising number of cases, that person turns out to be a teacher." Similarly, a Massachusetts Department of Education report about at-risk students noted, "Possible the most critical element to success within school is a student developing a close and nurturing relationship with at least one caring adult. Students need to feel that there is someone within school whom they know, to whom they can turn, and who will act as an advocate for them."
Teachers' responses to my workshop exercises and to my questionnaire reinforced my belief about the significant impact teachers have on students. However, I have also been curious about what the nature of this impact might be, about what are the specific kinds of memories my questionnaire would call forth. My curiosity is not simply academic, for I think that if we discover certain themes emerging from these vivid memories, these same themes might be equally relevant for students in today's world. I reason that teachers' memories might serve as helpful guides in their attempts to provide positive experiences and avoid negative experiences for current students. What is done in the classroom today becomes the indelible memories of tomorrow.