Mejoras al Proceso de Reconsideración

All of my participants mentioned the strong influence of teachers throughout their teaching career. Teachers’ responses show that they often referred to those teaching styles that are in accordance with their beliefs and lead to their feelings of empowerment. Agnieszka rightly explained why the teachers re- ferred to other teachers examples.

“I think that I as a novice teacher I need a teacher model who I can learn from. Teacher model can also have another beneficial effect as by looking back at how teachers behaved in certain situations and what methods of teaching they used I feel reassured that if they could have done it I can do it”.

Several teachers referred to teaching styles which are in accordance with their beliefs. As novice teachers, they sought a teacher model from the childhood, teachers apprentices that serve as a standard of behaviour in a classroom. Ag- nieszka referred to an example of English language teacher in lower primary school in the US. The teacher firmly believed in humanistic approach to teach- ing young children. Agnieszka stated that her example helped her to make a decision to take employment in young learners’ classroom. Agnieszka strongly believed that by using the teaching methods she observed in the US school she would be able to change young learners’ classroom in Polish context.

“ I was amazed how humanistic approach to teaching is successful in teaching young learners. The wonderful teacher who I met in the US treated children in individualistic way not as a group. I remem- bered from my childhood that the teacher paid attention only to weak pupils with problems, other pupils were left alone. No wonder the children were not successful in learning. I have seen that this teacher was respected among other teachers and parents. That is why I chose the teacher to be my model of behaviour in the class- room”.

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In Emma’s case, referring to an example of a teacher from a secondary school helped her to make a decision to take an employment in young learners’ class- room.

“Sabina, my best beloved teacher from secondary school focused on pupils’ strengths and not on weaknesses. She always used to say : You can do it and devote her time after lesson to help pupils understand difficult issues. One thing was that we were not ashamed to ask for help as we were not blamed for lack of knowledge. I was convinced then that I should follow her footsteps in my career as a young learners teacher”

Later in her interview Emma mentioned that although many years have passed still she stays in contact with the teacher. She still feels that she cannot disap- point her beloved teacher and still asks herself a question: Will my teacher be satisfied with the lesson I conducted? How can I improve my relationship with my pupils?

Wiktoria also showed a teachers’ example who influenced her decision to seek an employment in young learners’ classroom. However, in contrast with Emma and Agnieszka, she mentioned two negative teachers examples: one from the childhood and one from teachers apprentices that in her opinion were not ac- ceptable. She mentioned the following example:

“I was so frustrated with the attitude presented by the teacher in lower primary school. The children prepared Cinderella play for chil- dren from other groups. Several children who in opinion of a teacher are weaker, who do not pronounce words correctly were not invited to take part in a play. I was so sorry for those children, who really wanted to be praised”.

She instinctively knew that this behaviour cannot be tolerated, as negative pat- terns gained in the childhood are very strong and are likely to influence their fur- ther learning. Because she saw a considerable gap between theoretical knowledge gained during studies and a reality in Polish classrooms and did not meet a teacher who decided to introduce learner’s friendly approach to teaching she decided not to take a post in lower primary school. She claimed the follow- ing:

“I firmly believed in learner’s friendly approach to teaching as I be- came familiar with this approach in young learners’ module but nei-

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ther of the teachers who I met in school followed this approach. I was afraid that as I had no positive examples from the teachers I would behave the same as them and would do harm”

However later, she realized that observation of teachers’ negative behaviour was a turning point in her professional career. She knew that instead of being passive follower of other teachers’ behaviour, she needs to modify her behav- iours according to her beliefs and pupils’ needs.

It should also be stated that my participants refer to teachers role models to seek inspiration for teaching in young learners’ classroom.

Marta for example acknowledged her teacher from secondary school was a source for inspiration for using AFL techniques in her classroom. This had beneficial effect for her well- being:

“I felt better when I realised that one of the teachers used AFL in her classroom. I remembered that she introduced this technique step by step. Now I remembered her words: Ideally such method should be introduced from the first grade of primary school. When the students are older they have problems with adjusting to new rules. I felt better when I remembered these words as I knew that this method is beneficial to pupils”

Krystyna who had limited experience in teaching young learners was trying to seek a teacher who would be able to see insights of young learners methodolo- gy.

“It was Justyna who showed me the value of theatrical plays in young learners classroom. I used this method in Russian classroom but I worried that I would have problems with teaching the text of the play. Justyna was fantastic and creative teacher who encour- aged pupils to add their ideas to a text of a play. Justyna equipped me with new ideas which I can used in my classroom. I felt more confident”.

Agnieszka, on the other hand, pointed to an English language teacher from primary school in the US for practical tips on teaching young learners.

“ In a time of crisis especially at the beginning of the school year I often recalled how the teacher from US school conducted the les- son. She did not simply pass the knowledge to children but allowed them to experiment with new ideas. What strikes me the most were

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the methods of teaching: making posters, constructing board games. Every time when I recalled the methods of teaching done by this teacher I felt confident then that the reform of Polish school makes sense”