Training to be a teacher is a thousand times more difficult than I had expected. Leaving school I believed teaching was a simplistic career where the teacher did little, despite what I had heard. Now that I am immersing myself in the culture of education I am grasping the holistic perspective of the tasks and wonders that come with this profession.
At university I am studying to become a primary school special educator, but on the side I am practising as a children’s swimming teacher. Foolish me thought how simple this job would be, but as the months go by I reflect upon how difficult it has been and how it gets a little easier each day.
Teaching swimming differs entirely based on the age levels I’m working with. The lowest class I work with is from 3 years old upwards which includes children who have been in a baby swimming program and children who have never swam before in their lives. In this year level, my goal is to teach my students how to be comfortable immersing their heads under water – without a ring or noodle. This past week I worked with 6 students for half an hour five days in a row, who by the end of the week were all able to achieve this task. In my role as a swimming teacher this has been one of my greatest achievements. In my ordinary school term classes lessons are weekly therefore it’s more complicated as the children have been away from the pool for 7 days. My wish and aim for these children is to have engrained the learning principles taught the week before so strongly in their minds that when they return they know where we left off.
One of my littlies this week was a young girl of the age of four or five. Two years earlier a swimming teacher at a different centre had pushed her head under the water. This had traumatised her from water; her mother could not wash her hair in the bath or shower for a year. On Tuesday this young girl came into my pool and worked with a different teacher who, to keep it brief, at the end of the class the young girl left in tears. Her mother was not impressed. A day later I worked with her myself. In the shallow water she was comfortable, yet in the deep water she refused to get in. By the end of our class on Wednesday, I had worked with her in getting back into the deep water and by Friday she was putting her whole head in the pool. Her mother had such appreciation for what I had done and how I had approached the situation with her daughter. Thinking about the happiness of her and her daughter is a true reason why I love my job. Knowing that the way I act and speak to adults and children can make a differences in their lives, and possibly save them one day in an emergency in water is what keeps me going.
The older classes that I worked with this week were developing kicking, propulsion and breath control. On Tuesday I knew that I had to pick up my game with these children; classes were slow, swimming was poor and my authority was being tested. I’ve learnt the key to fixing this is rotations; continual swimming so that students do not have the time or opportunity to mess around, they know what they’re there to do and they do it. Older kids can be tricky but if I keep a firm ground with them and let them know that I’m there to help them achieve set tasks and advance to higher levels of swimming I too can achieve great things.
Teaching takes time. This week especially I have learnt that instructions have to come in small doses. Sure, with arm circles students need to point their toes, splash their feet, keep their chins down, blow bubbles, have flat hands, splash at the back, roll their head on their shoulder and take a breath – but I simply cannot tell them to do all these things in one setting. With the time set, practising one of these tasks at a time in as many laps across the pool as possible is crucial. In my instruction, I need to keep it to telling students one thing to fix in each class until they have mastered it. If I’m focusing on a child’s breathing then I will not remind them of their kicking because they’re not thinking about their kicking, they’re thinking about breathing. When that task of breathing becomes natural then the rest will follow, as with other cues.
It’s amazing to think just a few months ago I had none of this knowledge but I’m slowly learning more and more. I am absolutely grateful for this chance to practice teaching. Among many things I have learnt time, class and behaviour management, class preparation, to communicate with other teachers, and how students learn in a real setting as opposed to my numerous textbook chapters on it in my bookshelf.
Julia