Teacher, -actually I call myself-, be a kid again, but still be mature.

Some teachers might be so excited to see cute things when going shopping for their classes or lessons. Others might think that those teachers are childish and haven't got happy childhood. Actually, it isn't about childish or mature. When teachers see cute things or children stuff and feel happy to buy them, it doesn't mean that they're immature. This is because their students need this stuff in the classroom. Let me illustrate, that a primary school teacher wearing kids-like clothes and bring a Spiderman bag doesn't mean that that teacher is childish. That teacher does this because s/he is with children. S/he wants to provide children environment since children are children. Let them grow and feel that they are children.

Actually, what I want to write isn't about it.

Kids grow up and have their own strengths. Can we do everything? Must we force students to be able to do what we master and neglect their skills which aren't in our subjects or majors?

I always remind my self that I was ever a kid who wasn't perfect. We know that we think about a simple matter, but for a kid it's difficult. When we back to a little kid, we might also find that the mater we think it's now easy can be difficult when we were still a kid.

That's why teachers must avoid using utterances or sentences in which these seem underestimating. Is it good to say, "Oh hey, it's just simple, and you can't do it?" Then, let's ask ourselves whether we could do it when we were a kid in that age. Well, OK, when we could do it when we were kids, but did we master other things, I mean all things, too? And that kid who can't do a simple matter doesn't guarantee that that kid can't do other things well or better.

Kids still grow and are unique. Every kid has got different and range of growing. Can we compare them? This kid can do this, but that kid can't. Again, kids are unique.

When I was a primary school student, my first year was great. However, the second year to the fourth one were terrible. I didn't know what school was for. I was lazy to go to school, and I was some times playing truant since I was not willing to meet my teachers and to deal with school jobs which were nothing on me; I thought.

Why was wrong with me in those years of school? My teachers always understimated me. They thought that I was an idiot who could  do nothing. They hated me. They didn't care of how struggling studnets faced the days at school. My teacher were putting destructive words on me that I was too stupid that I couldn't do simple things. How did my teachers know that it was simple as I was too young to understand? Were they that smart?

It was still on my mind that my teacher asked to come to come  to him with my book. I was happy since I thought that he wanted to explain me. What happened? He drew lines on my cheeks. I wanted to cry that time.

There were still many unacceptable treatments I got when I was in the years of two and three. Actually, the fourth year was little bit better. Just a little bit.

My teachers didn't see skills, passions, and knowlede of students. They didn't care of a stupid pupil like me. They ignored when I tried to ask something. They often commented that why I couldn't do simple things.

In the years of 5 and 6. I had a real teacher who could understand who I was. She was like my first year teacher who cared of all teachers, understood students' characters, and taught well.

My home teacher of years 5 and 6 were the same teacher. She trusted me that I was a student who could be better like other students. She made me be more enthusiastic to learn. She never said, "You can't do such simple matter?" All students in my classroom love her.

My studying was much better. My first year soul of school came back in the years of 5 and 6.

It means that a simple matter for adults doesn't mean an easy case for kids. What we talk to our students can either ruin their future or enlighten their ways.