Running head: WHAT I WANT TO BE 1

What I Want to Be When I Grow up

Esther Mead

Ivy Tech Community College

WHAT I WANT TO BE 2

What I want to be when I grow up

What do you want to be when you grow up? What kind of a question is that to ask a

young kid? How can we ask a small child to define what they want their role in life to be? How

interesting that years ago I answered that question. How even more interesting that my answer

now is the same as it was years ago? People choose to go into careers for many reasons. Some

follow in their parents footsteps, others try to create their own paths. I have had a chance to

carve out an interesting path for myself. I believe that all my past careers have started the process

of shaping me into an incredible teacher. I have managed, trained, and communicated with all

sorts of people in all sorts of paths. I developed my own training material and have come to

understand that all people understand things differently. My passion for teaching others has

stemmed from lots of places. Some of my past teachers, as well as my family, have had a big

influence in me making this choice.

Teacher influence for teaching:

One of my earliest I want to be a teacher moments was watching my Aunt Janet in her

classroom. She was a kindergarten teacher and sometimes she let me help her. I remember her

wearing a patchwork skirt while she taught the letter P. P is for patchwork! All the kids

admired her, and so did I. I remember thinking how fun it would be to have a job where you got

to be a little colorful and think outside the box. Speaking of colorful, Mr. Treelore, my 4th grade

teacher, was a colorful character and thought outside the box for sure. He started a kazoo

marching band. I joined that band. We marched every Monday, Wednesday, and Friday until our

final march in the Goleta Day parade. In class when we got our multiplication work sheet done

within the time limit, he would march us around the classroom holding our hand high in the air

singing Stars and Stripes Forever (Sousa, J. P. 1897). Another strong influence in my future as a

teacher was a history teacher who later became the principal. Mr. Hicks wore a bowtie every day
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and on the first day of class he stood in front of the black board and ate a doughnut. He talked

about the doughnut as we were wide eyed hopeful for a treat. He gave us the history of

doughnuts and their French past as a pastry. He was an advocate for me when I colored my hair a

silly color and really listened to me and spoke to me as a human rather than a little kid. I will

never forget where doughnuts come from and Id like to credit him with how I treat people in my

classroom someday.

Family influence for teaching: As a kid my family would go on family trips. My mother

would always find a factory to tour or a museum to visit. We have seen historical sites that lots of

kids only read about in books. Our life was full of learning. Co-teaching my mom would call it.

If I had a question about elephants, mom would have me look up facts in the encyclopedias we

had. If only we had google back then! I had a chance to experience all sorts of schools as well. In

fact Im not sure there is a type of school I havent attended. I started with Montessori and

private school, then homeschool co-ops and charter schools, lastly public, continuation, and trade

school. I wasnt a bad kid and I got great grades. My mom just liked to explore learning styles. I

have tried to keep my kids in a steady learning environment but I have adopted some of the co-

teaching my mom instilled in me.

Personality influence for teaching: Teaching has always been an aspect of my jobs that

I have enjoyed. I have always been the person asked to head the training of new employees. I

believe that I have a talent for it. I enjoy thinking creatively and listening to the unspoken

questions. I can see when someone isnt quite getting it. I love the look on their face when they

finally do and the lightbulb goes on! I enjoy watching people continue on to reach higher goals

with the information I taught them. Their success, in a way, is mine too. One of my most

successful tasks in my work history is writing a training manual for my employees at the IUPUI

bookstore I used to manage. Or when I made a trifold flyer for the new students to teach them
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how to find their books. I think education is mostly communication. Finding a common language

is the tricky part, and the part I like to think Im good at.

Conclusion

I cant wait to start this path of becoming a teacher. Using all the past influences in my

life to shape the kind of teacher I will become. Maybe Ill adopt Mr. Treelores singing, or wear a

patchwork skirt. Maybe Ill show pictures of my travels and artifacts I pick up. I am grateful for

the influences in my past. With whatever personal teaching style I develop, and whatever grade

level I end up in, I am proud that I get to have the chance to influence someone else to do what

they are passionate about. And that is why I want to be a teacher when I grow up.
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References

Sousa, J. P. (1897). Stars and Stripes Forever [American patriotic march]