As a teacher of students who have special challenges like Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD) and writing skills deficiency, I realized that my work entails more effort than ordinary teachers need to. It is sometimes stressful or even frustrating to teach my students. Sometimes, it is tempting to think that my skills as a teacher are not enough to help them learn. Nevertheless, as I continue to understand the principles of humanistic psychology these stresses and frustrations are eased. Using the principles of humanistic psychology, I`m learning to trust in my own abilities to help my students and also to trust on their abilities to learn what I teach them. I`m beginning to realize that, indeed, each of us has an innate capacity to overcome the challenges posed against us in this life (Schneider, Bugental & Pierson, 2000). All we need are some guidance or inspirations – I guide my students and they in turn inspire me. I have also learned through phenomenology that my reactions or feelings towards these challenges are subjective (Zahavi, 2003). This means that I can either consider the teaching challenges as burdens or I can consider them as opportunities to grow to become a better teacher or a better individual. Hence, I will need to continually make conscious decisions on how I should see the daily challenges I encounter in my life, especially in my teaching profession. I will need to think positively that is, to continue to view challenges in a more positive perspective – to see the glass as “half full” rather than “half empty.” This way of thinking or perceiving things will further strengthen my values and will greatly improve my skills in the future.
Schneider, J. F., Bugental, T. and Pierson J. F. (2000). The handbook of humanistic psychology: Leading edges in theory, research, and practice. London: SAGE. pp. 289-304.
Zahavi, Dan (2003). Husserl`s Phenomenology. Stanford: Stanford University Press

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