Meet Tara
The name’s Sleeman, Ms. Sleeman.
As someone who absolutely loves words and beauty of language, and at one stage considered becoming an investigative journalist, I’ve decided to conduct an interview with myself a la Leigh Sales.
(As, believe it or not, I also had a brief period where I wanted to apply for “The Assembly” to be with my fellow Autistic writers.)
Ms. Sleeman, welcome to the program.
G’day, Tara. It’s an honour. Thanks for having me.
For your reading convenience, Tara (the interviewer) will be in serif, and Ms. Sleeman (the future teacher and interviewee) in sans-serif font.
Ms. Sleeman, you have described yourself as an AuDHD PST.
Yes, Tara, that’s correct.
Please let our readers know what these terms mean, before we begin the formal interviewing process.
Of course. The term AuDHD refers to my neurodivergent brain – I am a late-diagnosed Autistic and ADHD woman.
Part of the reason for my seeking to become a teacher is to look out for the neurodivergent students – nay, children – who may be overlooked.
Those just trying their darndest. Either not quite fitting in, or perceived as “lazy”, “trying too hard”, who may very well just be on the cusp of sensory overwhelm. Those who just want to learn, or the children struggling in a traditional classroom setting.
I want to look out for, and guide, them.
…And so the “PST” equation of this acronym is..?
Initialism.
Semantics, but it’s an initialism.
Ms. Sleeman, please answer the question.
Of course, Tara.
PST stands for pre-service teacher. I’m certainly looking forward to placement, such that I can actually see the reality of these settings.
Whether they be specialist schools or otherwise. In fact, I’m considering applying for an Education Support (ES) role as soon as possible.
It should help remove those “Tara Rose Coloured Glasses”… I’m hoping it helps turn them a little more “Amber”. Proceed with caution, but never let go of that idealistic streak within me.
Tara Rose Coloured Glasses... please elaborate on that.
I’m a self-proclaimed “pundamentalist” and have a habit of being overly idealistic. I’m learning to balance optimism with realism, but I always seem to fall back on those “Tara Rose coloured glasses”.
I often say I want to look out for “Little Me”, for my classroom to be one of creativity and compassion, inclusivity and individuality.. (I promise I’m not just trying to use alliteration here!)
I can certainly relate to Anne Shirley from the Anne of Green Gables series (and who, side note, is clearly AuDHD herself!) with her idealism and creativity, her beautiful imagination.
That’s a classroom I want to foster.
And, ironically, Miss Shirley ended up becoming a teacher too!
I firmly believe that idealism is not a dirty word.
Thank you for that, Ms. Sleeman. You did slightly go off-topic but I’m aware tangents are kind of your “thing”.
[Nodding.] Alas.
…And alack!
What motivated you to come into the field of education?
I truly want my classroom to emphasise that neurodivergence is a difference, not a deficit. To make sure that my students – my learners – feel seen. That they are safe, encouraged, and understood. Even if.. no, especially if.. their ideas are whacky!
I truly wish to nurture and inspire the next generation. I’ve been fortunate enough to have wonderful teachers who have fostered the love of learning that underpinned Little Me’s foundation.
(Conversely, I’ve also had teachers that cut me down a peg. Fortunately, they showed me how *not* to act, how *not* to teach, and certainly how *not* to inspire your learners!)
I’ve come here to pre-service teaching as a mature-aged student. It’s a career transition for me, after reassessing my direction in life.
Ah, yes, before you progress further with that thought – that leads to my next question…
What aspects of your life and experience have led you to this career?
I was diagnosed Autistic as a 21 year old, after graduating my Bachelor of Design. I majored in User Experience and Motion Design, and goodness gracious, I really could have done with a diagnosis before that course! Having those accomodations, to not push myself to the point of burnout… What a difference that would have made.
Only last year, at the age of 25, did I receive an ADHD diagnosis. You’re probably familiar, Tara, that you need to find all your old school reports, since it’s a condition that needs to be present in childhood?
Yes, I am familiar. You’re saying that looking back through these reports led you to recognise how many students may be missed by a system?
Being misunderstood was one pillar. Another was that in the years after my graduating as a designer I’d been freelancing and feeling quite directionless. “Like a rolling stone…” But even a rolling stone seems to be getting somewhere.
I needed structure, purpose, and above all: connection to my fellow sentient beings!
What do you mean by that, please, Ms. Sleeman?
The irony of putting myself back in the school system is that I yearn for a return to the structure and routine… Combined with the haphazard nature of a lesson plan that never goes to plan… It sounds like the perfect balance of organised chaos my AuDHD gravitates to!
There we go, Tara Rose coloured glasses again.
That community connection is so vital. As a web designer I’ve witnessed my job slowly be replaced by AI. So I am seeking to restore some humanity.
As a child of older parents I’ve also always had multigenerational friendships. (A term I can’t say without mimicking Annabelle Crabbe.) I’ve had friends decades older than me and those who still measure their age in “and a half”!
It’ll be like my own Old People’s Home for 4 Year Olds. “Young People’s School for Taras?”
This question may seem redundant, Ms. Sleeman, so pardon my asking. What are your goals and intentions when you have graduated?
The further along in this course I progress, the more I realise I would *love* to specialise in teaching English! I love The Arts and gravitated towards “larger than life” roles on stage back in school, so combining English with a flair for drama would be good fun.
I played Miss Darbus from High School Musical, y’know? Perhaps a full-circle moment would be most fitting.
But on a serious note, I do wish to become a Primary School teacher. I’ve considered Early Childhood, and put the *pro* in procrastination, so I hope I figure this out sometime soon. I will create an inclusive classroom, support all learners, encouraging their curiosity, creativity, and deep thinking!
May I foster safety and trust, balanced with humour and compassion (and passion itself!), building genuine connection and community.
May my learners feel confident and welcomed, and gosh, I truly hope they may also be inspired.
Thank you for your time today, Ms. Sleeman. Is there anything else you might like to add?
A little poem, free-flowin’, composed last year as I pondered my life path, prior to settling on teaching. I think it captures the turbulence of my mind at that stage.
It was stream of consciousness.
A homage to the high school teachers who nurtured my love of literature, my proclivity for procrastination, and the dread of (mis-)diagnosis.
Ms. Sleeman, thank you so much for joining me.
It’s been a pleasure, Tara.
Well, that was a wild ride, dear reader. Thank you too for joining me! It’s a bit like The Never-ending Story (ahh-ahh-ahhh). “But that’s another story and shall be told another time.”
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A Percy Jackson-inspired lesson plan for Year 6s. Learning Greek morphemes with the neurodivergent demigod himself!
