An Influence That Can Change Lives</i>
During first and second grade, I was a shy, insecure loner. At recess, I would hide in a corner and engulf myself in fiction novels. Lunchtime was even worse! The library became my sanctuary where I would diligently work on homework, and dream of being in the security of my home. School days seemed liked years to me, and a never-ending torture. My teachers were as drill sergeants, cruel and stern. School was a nightmare, and I was trapped inside with no escape.
But then, something miraculous happened, I was forced to enter the third grade. The entire summer I was dreading having to face another year with another drill sergeant. But to my surprise, my new third grade teacher did not seem to have military experience. In fact, Miss Griffin was the complete opposite of a drill sergeant. She shook my hand, gave me a sincere smile, and lifted my spirits with three little words, “Good Morning, Heidi!” The classroom seemed as comfortable as my own home. A piano, couches, and bright posters filled the room. I knew that this year in school was going to be a different year. As I watched Miss Griffin that day, I decided that I wanted to become a teacher who would envelope her students with hope and provide knowledge that would sustain them throughout their lives.
Miss Griffin first taught me that an effective teacher has control over her classroom. Learning cannot happen when there is confusion and chaos. There must be some type of order and control. As I have been observing different teachers this semester, I have noticed that the “pushover” teachers do not maintain control because the students feel they can control their teacher. However, teachers who shout and reprimand their students do not control the class either, it just results with the teacher’s swollen glands. I have then seen the teacher who finds the medium. The calm and patient teacher’s classrooms have had the most control. Miss Griffin showed me that students become really uncomfortable with silence. If talking would become a distraction, she simply stopped talking, looked at the class, and waited for quietness. The students stopped the behavior right away, as it grew silent. Another way I plan on controlling my classroom is to establish rules; rules that will help the students know what behavior is expected of them, and what behavior will not be tolerated. Along with rules, I will also establish consequences for each rule. There will be positive and negative consequences, depending on the situation. Then, throughout the entire school year, standing firm, and keeping consistency throughout the year can help maintain an orderly classroom. When teachers can manage their classroom, they can take one step closer to success.
Environment, as well as learning styles, affects a student’s learning. To this day, I can vividly recall the physical environment of my third grade classroom. It made me feel warm inside, giving me a sense of peace. I want my classroom to give my students these same feelings. I will display my student’s artwork on the walls. I want my students to feel a sense of accomplishment every time they glance at their artwork. I also will arrange the desks in a formation where all the children can see each other, as well as the teacher. I do not want any of their backs facing one another. A reading station will also be present in my classroom. If my students become stressed out or get restless, then they can go over to the station, sit on a couch, and quietly read. These things will allow, my classroom to feel inviting, welcoming, and comfortable for each student. 
The most important quality I feel is showing the students that I care for them. Miss Griffin noticed right away that I did not feel included. She also noticed that I was a loner. She designed these tournaments at recess where her students could compete in activities such as Brain Quest, and Jeopardy. Looking back on this, I know she did these tournaments for me, because she picked my favorite things to do. Through these tournaments, I developed friendships with the other students who to this day are still my friends. Because she cared enough for me to make an extra effort of helping me fit in, that it changed my life. In my classroom, I also want to think of creative ways of helping students who could use my help. Also, if I notice that a student of mine is not progressing academically, I want to work one-on-one with the student to help improve. I never want a child to feel like a failure, and I want to help them any way I can. Establishing concern and care for each student will hopefully tell them that someone wants them to achieve greatness. In the words of Ernest Melby, “One of the most important things a teacher can do is to send the pupil home in the afternoon liking himself just a little better than when he came in that morning.” This is my goal as a future teacher.
“I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized” (Haim Ginott). Miss Griffin took the positive approach to teaching. She changed my view of the world, and showed me what all teachers should be like. She was my inspiration, and she gave her students hope and knowledge that will serve them well. I have the same goal for my teaching career. I hope that I will make a difference in the student’s life, and maybe I too will be a student’s inspiration to accomplish much good in this world. 
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