Teaching is in my blood (not bloodline) – it’s my personality or gifting. I absolutely love teaching to one or many. Everywhere I look and listen lies a lesson to be taught. As a result, I started out teaching as a profession before moving on to homeschooling and teaching at church.
While majoring in elementary education/special education in college, I learned my eyes had more than a blind spot in them. I possessed a progressive eye disease called Retinitis Pigmentosa and was actually legally blind due to a narrow field of vision. Fifteen degrees, as a matter of fact, out of ninety.
Slight adaptations had already been made in certain college classes so I knew I could face not seeing normal in the classroom. However, I had a few lessons of my own to learn first. The biggest was while practicing for a required manuscript handwriting test. Yes, that dates me. We actually had to form letters correctly when printing in front of students.
Standing at an old-fashioned chalkboard, I attempted to write a capital M, I had to ensure every stroke was in the correct order. As my hand moved downward, my eyes followed. Glancing to the right to start the parallel line, I noticed the first line had disappeared from my field of vision. The connecting strokes were next, but how was I going to accomplish this feat?
Let the guessing begin.
I said to myself to relax my temporary paralysis.
That day, I realized adaptations would need to be made when I taught special education. The first being learning to laugh at myself, and to recover when making mistakes.
In the Classroom
No special adaptations were requested by the facility or faculty. None were necessary. Mobility wasn’t an issue during the day, for the most part. Not seeing low, meant easier tripping and not being able to play some games with students at recess, though. They would have the advantage of playing catch with me, but I’m not fond of aerial attacks on my face.
My biggest problems were how tunnel vision slowed down my preparations, meaning I had to compensate by working longer and being more organized. I developed systems of sorting, including buying many cardboard organizers where I could label contents with bright colors for quick identification. My memory stored what teaching materials were stacked next to others, and on what table. Very little could be identified at a glance. Everything had to be marked.
Black ink pens were my best friend. It’s all I could read, outside of markers. Losing my place was easier than not, so I kept a ruler handy when recording grades in my grade book.
I could read sideways and upside-down that is, when print was large and bold enough. Before getting too impressed, know I couldn’t always see the individual letters fast enough to read at a decent speed. I sounded the same age as those I was reading books to. Surprisingly, they were patient and actually more attentive. They rather enjoyed helping me with a word I couldn’t see quick enough.
Having a paraprofessional to help made me look good.
- she decorated bulletin boards and other art displays
- she graded all work done in pencil while I graded those answered in crayon
- she copied all worksheets, keeping them in the organized manner I requested
- she picked up quickly and efficiently after art projects or various games and activities so we could reuse the same space
- basically, she rescued me when things went wrong, saved me lots of time, and always made me look better than I was
The children knew to push their chairs in or their teacher would get bruises on her shin. They also took pleasure in assisting me when I didn’t manage to get the chalkboard completely erased. I took advantage of this by making a game out of it, testing their skills with directions. They’d say one direction so I’d go another first.
Since I taught students with learning deficits, I used my poor eyesight to encourage them.
It might be harder for you to learn than other kids your age. You might even have to learn a different way, but you can still get the job done. I still got my degree and am teaching you.
Homeschooling
Real adaptations began when homeschooling our youngest daughter all the way through. Before teaching her, I homeschooled her older brother and sister, but they were old enough to cooperate, be trusted, and to help me help them. Teamwork.
Years later, I had the privilege of educating my two oldest grandsons for a couple of years to work on catching them up to grade level as well.
I relied on others for. . .
- Reading books. My mom got that job during the early years when I created a classroom at our print shop.
- Crafts. Assistants included dad, grandma, and hired help from our business.
- Grading. Tests were graded by dad. Handwriting and any work done in pencil were graded by anyone handy.
- My husband or employees read lessons or worksheet directions aloud to me, or into a tape recorder so I could prepare my lessons. This was especially helpful with spelling lists.
- On the computer, my husband created many calendars, spreadsheets, and other forms for me to use for lesson plans and record-keeping.
Here’s how I did the rest. . .
- Used a CCTV (a large magnification system holding material on a tray with a built-in camera enlarging letters on a black and white monitor screen). Many teacher books and worksheets could be read using this device. I could write sentences, point to words, and show word cards with this.
- Circling or marking a picture in an X rather than coloring in the correct picture for an answer was a reward to save time.
- Worksheets. I used curriculum, along with making several of my own worksheets using felt-tip markers, as well as taking advantage of ones I used when teaching special education.
- Many lessons and activities were done together orally, much like one-on-one tutoring.
- Students graded their own material if done alone when not a test since the whole point was to learn the material.
- Many times I wrote my own reading stories. It was easier for me than finding more material for that grade level.
- In both spelling and handwriting, we often wrote big letters on my back or using fingers in my palm a treat.
Teaching at Church
Most of my adaptations here paralleled my homeschooling, as we began pastoring when our youngest was three. As time went on, she became my helper.
Teaching in a small church meant it was more normal than not to instruct ages 3 to 12 simultaneously, so you had to pick a level of instruction in the middle. I opted out of crafts unless they were simple and I knew my daughter could help. I depended more on songs, games, and activities.
I can attest that just like writing gets better with more practice, so does the teaching. Many say I’m a pretty good storyteller now. Likewise, I can think of activities and games from my head.
Using different voices, having kids do certain actions, or listening for key words always keeps kids interest. Well, that, and knowing they’ll get prizes. Even blowing a puff of air in a balloon for every question answered correctly adds excitement and, that doesn’t require sight.
Older students can always read for me, make up their own activity, retell a story, and much more. Teaching at church has been far easier than homeschooling or teaching in a classroom.
As you read this, you might be expecting a spiritual application about perseverance, or something similar.
Instead, I’d like to change your focus. No matter what my vision, I have managed to teach – might be different ages or different settings. With each, I’ve had to make adaptations due to sight loss. As Christians, we’re commanded to spread the Gospel. The message never changes, but the method of delivery might adapt as our culture changes. Think about this, then go and make disciples of all the nations, baptizing them in the name of the Father and the Son and the Holy Spirit.
Thanks again for dropping in and sharing your precious time with me. I so appreciate your sharing my content with your family and friends. You’re the best. May the Lord bless you richly.
© 2019, Jena Fellers. All rights reserved.
Mary says
A great post from an amazing Overcomer! That is one of the many things I so love about you Jena, you overcome, you make things happen – not looking at what you can’t do but picking up what you can do and running with it!