The following is insight on why I became a teacher, my greatest impacts, and why I chose to add Special Education into my specialization.

When I was two years old, I eagerly watched the school bus pick up the neighbor kids and take them to school. I so desperately wanted to be part of the school environment. My mom informed me that they don’t let kids with diapers into school, with that incentive I was potty trained in a day. An early childhood program was immediately sought after that would accept me at this young age. My drive and motivation for education started then and has yet to cease.

I taught Sunday School at church starting when I was in middle school. I loved being able to present the weekly Bible story through “Pockets” my kangaroo puppet. Every week a new item would wait to be unveiled in his little pouch. Making the lesson relevant to the three and four year olds was such a priority that I would spend my Saturdays rehearsing the entire “Pockets” routine. I never realized these Sunday School lessons would begin my love of read alouds, floor time, and above all keeping students engaged at any length.

Numerous educators have greatly influenced my decision to become a teacher. I consider myself very blessed to have the teachers I did growing up, each one added a different dimension to my character, value, maturity, and obvious love for learning. At the elementary level I can recount all of my teachers from 2^nd grade through 5^th grade. The one thing that stands out about all of them is their genuine love and passion for their students. I keep this factor as my foundation for teaching; it is the reason I am who I am today.

Teaching reading has provided my greatest accomplishments ever imaginable. Fostering a love for reading is my main goal within my classroom. The first day of class each student is required to set a reading goal for the year. I provide immense detail of my expectations of this goal to truly stretch themselves for the year and assure them that I will do everything in my power to help them reach that goal. I have watched non readers, such as Jennifer Estess grow from hating to pick up a book, to reading Jane Eyre by choice and with love and excitement. Our book conferences were amazing. At the end of the year her mom and I had a long discussion where she thanked me profusely for the love of reading I created for Jennifer. Being a first year teacher, I was clueless to the fact that before she stepped into my classroom she hated reading. I only knew her as one of my hardest working readers who always pushed herself deeper into literature.  I then realized how important my attitude was to truly change students’ views on reading. Jennifer graduated from Mississippi State University studying Animal and Dairy Science and still reads often. 

In August of 2008, I gave my usual reading goal spiel to my new 4^th grade class. A little boy came up to me and said “Mrs. Clingerman, I can’t set a reading goal” to which I let him know that that was not an option and if he was going to be in my class he must set a goal, otherwise he could not be in my class. With that, he hung his head down low and muttered “but I can’t read.” My response shocked him, because I simply got onto my knees, handed him his index card back, and firmly stated “then your goal is really easy, you will learn to read.” His eyes grew large and met mine for the first time, “You will really teach me how to read?” It was a long journey; we started in the guided reading library at level A with a new set of words and sounds every week. Michael and I worked weekly after school, building a strong level of trust and no fear of failure. He knew I was not going to give up on him, my promise held true. By the end of the school year he had progressed from a DRA  of 4 to a DRA of 21. The joy we all felt accomplishing this goal was overwhelming. I was able to loop with Michael’s class and loved watching the growth continue in 5^th grade. Words he could not read, he had the ability and confidence to break apart and sound out.  Michael went on to exit the special education program and graduate from Dekany High School significantly above his peers academically. His parents said if it had not been for me investing in his ability to learn to read, Michael would have never been successful in school. Michael recently has received academic awards in college (his dad makes sure I get all the updates!). Creating a love for reading has always been important to me. Showing all kids that reading can be fun, no matter what their past experience with reading may be, is my priority. But to be able to give the gift of learning how to read, is one that I will never forget; it is written on my heart forever.

Transforming Michael led me into specializing in the special education field. I have been teaching special education in resource classrooms, bilingual classrooms, inclusion classrooms and emotional and behavior self contained classrooms. My impact on children’s educational journeys is one I take very seriously, because teaching is not just a job it is a work of heart.