if i am teacher essay

I Am A Teacher?

Why i would be a good teaching assistant.

The reason why I want to teach is because of the essential and noble profession. Next to parents, I think teacher are important foundational element in our society. Being a teacher would show me the value, knowledge, and character to be a figure for children to look up to. The important thing is the proper preparation and the fundamental to living a full and rewarding life. A teacher is defined as someone who gives instruction and communicates skills. Teachers enhance the lives of our young children by using their teaching methods to deliver valuable information, which will serve the purpose throughout their lives.

Personal Statement : Professional Profile

For over 14 years, I have worked as a pastor and teacher to individuals of all ages, nationalities, and abilities. Within this capacity, I have successfully fine-tuned my ability to manage groups, solve problems, provide emotional support, manage conflict, and communicate effectively.

Teaching Philosophy Statement Essay

I have always wanted to become a teacher. From playing school with my little sisters, to volunteering a summer camps and elementary schools, there is not better feeling, to me, than to know that I have helped someone to accomplish a goal and develop better as a person. I think that there is no better way to impact the lives of other people than to become a teacher. As a teacher, not only will be able to affect the lives of these students from day t day, but I can also make an impact on the life of each child and hopefully their family as well.

I Want To Be A Teacher

I want to become a teacher because I believe that all students are unique in their own way. I want to teach because I want to know that I am making a positive difference in the lives of students. Also, because teaching will allow me to connect with students in ways I've never been able to. I've always felt joy when I am around kids, it brings a sense of excitement. To me it is not simply a job but instead a purpose and my mission. I believe teachers should not be alone in educating their students. Parents, families and communities need to work together to support and enrich the lives of their children. By being a part of your child's education, you are showing them that you care and support them.

Personal Statement: Pursuing A Career In Education

I would like to be a teacher because I have always been the one that’s eager to make a difference, I want to be the teacher that children remember for the rest of their life even after school. The love that I have always had for children is what drew me to teaching and the love that I have for learning is where I got my passion to teach. I have been inspired by many teachers in the past who has had a positive impact on my life and these are the ones that I have viewed as a mentor, leader and even as a parent. One particular reason that I chose to pursue a career in the education field is because I believe that when teachers work individually and collectively they have the ability to improve and change the world.

college essay

I am choosing the field of education to teach and to enjoy what I do for a living, and to get what I feel will be the best from life and a career. Working with children and teenagers is something I get great satisfaction from.

Pawpaw Research Paper

In picking a career we need to ask certain questions. Sometimes these questions are hard to answer. Why do I would become a teacher? Who was the most influential person for you? How do you view yourself as a learner? What is your teaching style and why do you feel it is effective?

Becuas Personal Statement

want to be a teacher becuas I want to make a difference in the lives of as many students as I can.I have had much experience working with children- from vacation bible study teacher, bible study teacher, to youth leader for the young adult choir.These responsibities have helped me realize my love for children. All these experiences have impacted my work ethic and helped me develop habits of patience, a professional attitude , and a desire to work

To Kill A Mockingbird Research Paper

I’ve always aspired to be a teacher. Growing up I wasn’t the smartest kid, and honestly my teachers weren’t very much help with that. Truly, as a struggling student I felt that when I had a bad teacher, there was no chance for me. So ever since I was young, I wanted to grow up to be that change, I didn’t want any struggling student to feel like I did.

College Admissions Essay: My Journey To The US

I wanted to become a teacher because I enjoy serving others, and as a lawyer I have the gift of talking too much. Teaching is so rewarding and gives me a sense that I am making the world a better place one student at a time. I feel proud of my students that always remember me as their teacher, even when they are in college, they pass by the school to see me or if they meet me on the street or any other location, they approach me and show gratitude and that is priceless!

My Influences Research

I have had a many influences in life that made me decide I want to teach. Narrowing it down to three is kind of hard. Some of my influences are not good influences, however they have made me want to be better than they were. Children need to be love and nurtured, and I have had some who have done this some have not. I want to make sure that I make them know that I care.

My Personal Philosophy of Education Essay

For me, the decision to become a teacher is more of a way of life than a career. I have always loved school, practicing at being school marm from a young age, and voraciously devouring every shred of education offered me in my career as a student. If it were possible, I would be a student for the rest of my life. And then I still would not have learned enough. As a teacher, I hope to instill this appetite for knowledge in secondary students. They are, after all, the future leaders of the world, and what better place to expand the minds of the generations to come than here in Appalachia where education programs, especially the sciences, which I plan to teach, are poorly funded and children’s dreams

Essay on My Teaching Philosophy

There are many reasons why I want to be a teacher. Starting with the most important, I want to influence children positively with Christian perspectives that will help them achieve satisfaction in their life. I also would like the opportunity to coach. I believe coaches have more influence on children than teachers. I think this is true because sports are something that the

My Motivation For Being A Teacher Essay

My motivation for being a teacher comes from somewhere deep within my heart and soul. I love children. I love the look that comes across their faces when they finally grasp a concept after they have been trying to truly understand it. I had a lot of teachers that made an impact on me and I want to have the same impact on as many children as possible. My teachers installed a love of learning in me. There is no better profession than teaching for those who want to learn. One is learning just as much from their students, if not more, than what they teach. Teaching is rewarding and involves making the world a better place. That is my calling. To change the world, one person at a time, by showing love to each and every person I meet. Weather it be one of my students or one of their parents, I want to be Christ’s light just like my teachers were for me. I want to be the support system that shows each and every one of my students that they can do anything they put their mind to. Not only can they shoot for the stars, but they can shoot far beyond. After all, I was once just a kid from a small farm town that no one knows about. Now I’ve been on 4 mission trips, I travel all around, and I moved half way across the country to chase my dreams. I am here because I was impacted by my high school history teacher/ musical director, Mr. Wittig. He pushed me to chase my dreams and to follow my heart and not to let anything get in my way. I want to share what I have with every child I can,

I Am A Teacher? Essay

Why am I a teacher? When I was a child I always had to pretend play school with my friends and I always had to be the teacher. My mom was a preschool teacher at the local day care center and I grew up seeing her cut bulletin boards and plan lessons. My best friend in middle school 's mom was also a teacher. I never wanted to be anything else and didn 't really have a back up plan if this teaching thing didn 't work out. In this paper I will take you on a journey through my educational years in elementary school and middle school, my time high school, delve into my time in college and then into my career as a teacher.

Paragraph on “If I were a Teacher”

Teaching is a noble profession and being a teacher is indeed a true blessing. Teachers have a great influence on the lives of students.

A teacher could mould a student for the best or for the worst. A child learns his basics from school and his teachers and hence teaching is a profession that does require lot of passion and hard work.

The influence of teachers remains for a lifetime and hence before one takes up the profession of teaching, one needs to understand clearly as to what are the duties and responsibilities of a good teacher.

If I were to become a teacher, the first step I would take to make teaching more interesting and fun filled, so that students would be attentive in class. I would give my students their space of imagination and thoughts, so that they learn to think and implement for the betterment in a situation or crisis. I would stand by them during their ups and down as it becomes a moral responsibility of a teacher to understand their students well. Most importantly never overestimate or underdetermine a student, as each student is unique in their own way and hence give them their space.

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If I were to become a teacher, I would teach my students to communicate well. It is not gadgets and software that they should learn to communicate with, but the basic methods of talking and getting to understand and feel each other`s emotions. An understanding person is a good human being for both the society and nation too.

If I were to become a teacher, I would love to mould a set of students with good moral values, respect, love and understanding, as tomorrow is in their hands and I would love to hear that my students turn to be good citizens of tomorrow for the nation and for their families.

Last Updated 17 Aug 2022

If I Were a Teacher

If I were a teacher I would be a wise and the best teacher. A teacher who teaches his/her students things that are difficult but meant to be taught in such easy ways. A teacher who makes his/her students learn the lessons fruitfully. If I were a teacher I would be a Great Listener. Because before you teach, it is a good thing that a teacher also knows how to listen, like Jesus. If I were a teacher I should be compassionate and thoughtfulThough it might be taken for granted, I still would continue to befriended to my students and show them that someone is adding up her name in his/her family.

:)) If I were a teacher I should be forgiving & a teacher who knows the word accept. Because a good teachers knows how to accept his/her students as what they really are. And if mistakes are to be done, forgive and forget are the best way then erase their mistakes after. If I were a teacherI would be a teacher who NEVER GIVES UP Because like God, though forgotten & left time after time, He still follows His students and continues to love and teach them in any way He could. If I were a teacher I would like to be like J E S U S A teacher that is wise and the best A teacher that is a GREAT LISTENER A teacher that is compassionate and thoughtful A teacher that is forgiving and knows the word accept. A teacher who has never gives up (on me). -Hadhaza G.

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Analysis of the article ‘What makes a good teacher?”

It is important to understand what students value most in teachers especially nowadays when the continuing employment of a teacher depends on the performance of students. Studies of what constitute an expert teacher are motivated by several factors. For instance, the study will help in conducting initial education to teachers, their appraisal and better curriculum reforms. The knowledge of a teacher should include the ability to contextualize and personalize the content for the learners as well as create strategies and principles of class management.

In addition, the teacher should have knowledge of the characteristics of the learners and be able to interact well with them. It is also necessary to recognize the values and purpose of education. There are different ways that are used in the identification of expert teachers. The most common criteria are by reputation and performance of students in standardized tests as well the experience of the teacher. Another way of identification is by asking primary and secondary students their most effective teachers and qualities that made them that good.

Expert teachers have highly organized knowledge bases with complex interconnected schemas which are easily accessed. Besides they have skills and routines that are executed smoothly and effortless. Expert teachers work towards their pedagogical goals while evaluating and monitoring their actions. This is through knowledge of the subject matter, the techniques of teaching it at different levels of learning and finally effective classroom management. A study was done to investigate views of a good language teacher to complement the findings of the characteristics which emerge from general education literature.

The subjects were students of applied linguistics and TESOL in post graduate as well as diploma levels. Some had experience in teaching while others had none and they were from different cultural backgrounds. The methods used to collect data were interviews and questionnaires. The findings of the qualities of a good teacher starting with the most frequently mentioned were a teacher who understands the needs, expectations, strengths and weaknesses of students. Secondly, the knowledge of the subject matter plus an understanding of teaching techniques.

Ways of keeping up to date with the language and the teaching methods of a particular language was the least mentioned. There are different views between teachers and students concerning what constitutes a good teacher. According to students, the two qualities of a good teacher that were repeatedly mentioned include the ability of a teacher to explain to students so that they can clearly understand. Another quality pointed out was being helpful, understanding, empathizing and leadership as well as organization.

On the other hand, the two qualities seen as crucial by teachers were organization of the classroom and secondly fostering participation of the students. Other characteristics of a good teacher include technical skills which mean knowledge of the subject matter, pedagogical skills as well as interpersonal skills and personal qualities. However, the simplest answer to what constitutes a good teacher is that good teachers care more about the learning of their students than their own teaching. Some people distinguish two types of teachers as the expert teacher and the good teacher.

The expert teacher teaches good learning strategies for passing examinations while the good teacher teaches technical skills but places less emphasis on pressuring students to pass exams. Instead the teacher tries to understand them and establish good relations with them. Teachers can either be pragmatic or emphatic. The former refers to those who get good exam results while the latter refers to those who meet wider interpersonal, social and affective needs of the learner. It can however be argued that an expert teacher should have a combination of the two.

Perceptions and qualities that make a good teacher can therefore be summarized as keeping up to date with knowledge and skill, having personal qualities of being humorous and finally being patient and enthusiastic about the work. Article Response Pedagogy is the technique, principles and methods of instruction that a teacher uses to teach learners. There are many ways of teaching students and they vary from one teacher to another depending on the level of the learners as well as the content of the material that they are learning.

Even though each teacher has a different way of teaching, the basic principles should be applied to avoid drifting away from the education perspective. What constitutes an expert teacher is an arguable topic that keeps changing between different individuals. This is because each individual is different and has his own way of understanding things. Therefore, the opinion of what makes an expert teacher may vary from one person to another. A good teacher should be able to relate well with students through knowing the learners characteristics well, being courteous and respecting them.

The teacher has to be more understanding and establish good relations while at the same time try to teach them about life (Mullock, 2003, pp. 17). In addition it is important to learn the students strengths and weaknesses so that the teacher may have an idea about which teaching methods to use hence knowing where to put more effort. A good teacher must know the subject of study thoroughly and be able to simplify the contents for the learners.

For this to happen, knowledge and understanding of the subject matter is required since it becomes the framework for constructing other forms of declarative and procedural knowledge that are important for teaching (Mullock, 2003, pp. 10). Moreover, the teacher should be capable of transforming content knowledge to make it more interesting and comprehensive for the learners. This can be done by using fascinating topics, activities and giving accurate and helpful feedback. Another important factor that contributes to a good teacher is interesting personnal characteristics.

This include things like a good sense of humour, enthuthiasm during teaching, involving the students in heated debates as well as outdoor activities. Making a lesson interesting is a very good way of capturing the attention of students. Students will tend to look forward to the next lesson since they are enjoying the learning activity. Futhermore, it will be much easier for the students to remember the lesson and what they were taught if it was exciting rather than if it was boring. A teacher should develop strategies of teaching and planning their lessons in effective and creative ways.

These skills help to execute basic skills smoothly and efficiently (Mullock, 2003, pp. 13). This is important in managing not only the lessons but also the students in a planned manner. In addition, the students will be organized in their work, hence being neat just like the teacher. A teacher should be an opportunistic planner, that is, having the ability to think on their feet. This means the ability to develop contingency plans for situations that are likely to occur but were not expected. An expert teacher should never provide incrorrect information to the students.

This mostly happens when a teacher is unsure of a certain fact and does not want to admit lack of knowledge to the students. Some teachers may argue here saying that to admit lack of knowledge means lack of credibility. However this is not the case since the teacher can always give the answer at a later date or time after doing a research. Giving out incorrect information is misleading a student. A good teacher should know what to teach and keep students in the instructional process to ensure smooth learning. Article Comprehension

The article was easy to read since the terms used were comprehensive. The writer has explained everything in a simple manner and as such there was a smooth flow of ideas. The study done to investigate what makes a good teacher was thorough and each aspect was taken into consideration. In addition, the findings were clearly discussed and presented (Mullock, 2003, pp. 7). The article begins by introducing what other people have said about the subject. The topic of the article was also discussed briefly giving the reader an idea about what is going to be talked about.

This include defining a teachers knowledge and what exactly a teacher should know (Mullock, 2003, pp. 4) The article has used a lot of comparisons which make reading not only interesting but also simple. This include comparing views of two categories of people and stating clearly the differences while giving lucid examples. An instance is where the writer has evaluated the opinion of both teachers and students on what constitutes a good teacher (Mullock, 2003, pp. 5). The information is then presented in a table for easy comparison and interpretation.

Another association was between a ‘pragmatic’ teacher and an ‘emphatic’ teacher with the distinctions plainly being presented in a table (Mullock, 2003, pp. 17). Finally, there are slight contrasting points that were obtained from the study done and the article has tried to elucidate them. An example is when a respondent distinguished two types of teachers, the expert teacher and the good teacher. The article explains clearly the different ways in which respondents views may differ and in the end gives a clear outlook (Mullock, 2003, pp. 17). There are however few parts of the article that were intricate.

This was mostly because of use of difficult words. An example is the use of the words ‘lexico-grammar, phonology and semantic’ in a certain paragraph while trying to explain the knowledge of a language and how it works in making of a good teacher (Mullock, 2003, pp. 11). All the words have been used in one sentence without explaining what they mean. This article does not have an index to explain hard words. An index is important to a reader because whenever a complex term is encountered, it can always be checked out, assuming that the reader does not have a dictionary in hand at that particular moment.

Some of the tables in the article which were used in data presentation were also not very clear especially in the numerical content. For example there is a table in the article that represented the most frequently mentioned characteristics of a good TESOL teacher. The characteristics have been listed clearly and comprehensively but the frequencies have been presented in a confusing manner (Mullock, 2003, pp. 10). It takes a reader a long time to be able to correctly interpret the data. This may lead to wrong translation or a misunderstanding of the facts.

Important information obtained from the article Before I read the article, it was not clear to me what exactly a teachers knowledge should consist. Most people have the assumption that a teacher should only have technical skills, content knowledge and curriculum knowledge. However this article has clearly defined what knowledge of a teacher should include and it is much more than the three just mentioned above. It has defined the knowledge of a teacher as content knowledge and also pedagogic content knowledge which is the ability to simplify the contents for the learners.

In addition a teacher should have general pedagogic knowledge, meaning to be familiar with the principles and strategies of classroom management and also have knowledge of characteristics of the learners. Finally the knowledge of education purpose and values has also been mentioned in the article (Mullock, 2003, pp. 4). This is important because having learnt what a teacher should know, it is up to the reader to ensure that they possess all these knowledge which will contribute to better teaching methods and practices.

Furthermore, equal effort can be applied to each section when relating this knowledge so that a lot of concentration is not put on one side while ignoring the others. Having content knowledge means having the knowledge of the subject that you teach. This is important since a teacher should be conversant with the topic of study so that any problem presented by student concerning the topic can be tackled correctly and professionally. The article also mentions that a teacher should have knowledge of educational context.

This means knowing the surroundings, the group, the classroom, the community and the district. Most teachers would ignore this and only concentrate on the students and the immediate surrounding which is the school. However light has been shed on the importance of expanding the knowledge of the teacher in respect to the external environment which would help in addressing some external problems that students may occasionally have. The article has also mentioned that a teacher should know the values and purposes of education (Mullock, 2003, pp. 4).

Most teachers assume that their only purpose is to teach. However this article has stated that a teacher should know the importance of education and the values, aims and objectives of education. This is important because whatever a teacher teaches the students or whichever method is used to teach, it will be of quality since the teacher understands that education is more than just teaching. Another important point learnt from the article is keeping up to date with teaching techniques (Mullock, 2003, pp. 15). Majority of teachers only go for training once.

After that, they plunge themselves into the teaching profession and start teaching until they retire. However this should not be the case since changes will always take place. Something new may be introduced for example a new subject, materials of teaching or even new modes of teaching. It is therefore important for teachers to refresh their courses after every few years. This fact was not clear initially but after reading the article, its importance was clarified. Article Relevance The importance of this article is that it will help in understanding the different ways that a teacher should use to teach students.

The article has compared different views of what really amounts to a good teacher and helps in learning the correct techniques that should be adopted. The study done could help in dealing with a challenge that most teachers face which is variance of learners. Each learner has their own way of grasping things. The article has discussed what students think of how a teacher should teach. This can help through combining these factors and finding an appropriate way of teaching that will benefit all the students hence each one of them understanding the concepts being taught.

This article has raised the issue of whether teachers should be taught how to teach. It does not matter if the teacher has had previous training. There are new changes every day that come with invention and teachers must keep up to date with such changes. Therefore just like their students it is necessary to always be on the lookout while coming up with new, easier and better ways of teaching. The study of teaching methods helps in improving teaching techniques which in the end will make a teacher be good in what he or she does.

The article points out the need for further studies to correlate perceptions of a good teacher with behavior of teachers in the classroom context and with larger number of subjects of different languages and educational backgrounds (Mullock, 2003, pp. 21). The article has focused mainly on TESOL which is Teachers of English to Students of Other Languages. From the study, it is clear that for any teacher, knowledge of the subject matter is necessary. A language teacher should be fluent in the language being taught which includes in writing, reading, speaking and translation to the language the students are speaking.

This means that the teacher should be fluent in both the language the students are speaking and the language the students are being taught. The article has pointed out that students nowadays are more critical and less accepting of teachers whose language skills are poor (Mullock, 2003, pp. 20). Good TESOL teachers know the language and how it works. It therefore draws attention to the importance of knowing thoroughly the field of study or the subject matter to avoid critism from students.

Finally the article has highlighted all the qualities that make a good teacher from different perceptions. It is not possible for a teacher to have all the characteristics and just like a student, a teacher has both weak and strong points. It is therefore up to the teacher to look at these qualities and find out which ones suits his or her personality and then find a way to make good use of these traits and apply them in teaching. From the article, it is also clear that teaching technique depends on the level of learners and the subject being taught to the learners.

This helps a teacher to understand that a technique that may be successful to one group of learners may not be successful to another group. It can be concluded that the article has underscored important points of teaching techniques and qualities that make a good teacher hence answering a question that most teachers find complex about how to be a good teacher and what really constitutes to this. Reference Mullock, B. (2003). WHAT MAKES A GOOD TEACHER? THE PERCEPTIONS OF POSTGRADUATE TESOL STUDENTS. Prospect , 18 (3), 3-24.

Disagreement Between Me and My Teacher

It is commonly known that disagreement is something that cannot be pushed away. It is something that is usual to everybody’s life. Without disagreement people will not know and measure how important one person to others or how things work or does not work. Just like what happen between me and my teacher when I was in my high school, it was a long time ago but still the lessons I learned from it comes with me in my daily life inside my classroom. Students and teachers disagreed on what is actually being evaluated when a teacher gives a student a grade (Goulden and Griffin, 1997).

Students are emotionally invested in their grades and can have different emotional reactions to their receipt. For example, a student may feel pride, disappointment, desperation, helplessness, humiliation, relief, hatred, resignation, etc. Depending on what attributions are made, students may be more probable to experience a specific emotion. For example, when a grade is negative, an internal, firm and controllable cause may illicit feelings of guilt, whereas an internal, firm and uncontrollable (for instance, lack of ability) could cause feelings of shame.

On the other hand, an external, uncontrollable cause may illicit feelings of disappointment, an unstable cause feelings of uncertainty and external, controllable causes feeling of anger. It was the time when my teacher gave me a bad grade. It was just simple essay writing. My teacher told us to compose an essay with a particular topic. I happily do the paper but unfortunately my teacher did not like what I composed and give me a bad grade. Grades are important to me as a student. For me grades are seen as anything from an evaluation of my personal character to an expectation of my future success.

I felt angry at that time. I thought that I was not good enough to be her student; I felt that I have done my part, my best but still my best is not enough. It felt so degrading. A negative grade that is expected is not a joyful occasion for me, but a negative grade that is unexpected is a more disturbing situation. Students usually have an idea of what a fair grade is for the work that they have done. If my expectation of a fair grade is not met, I get very confused and angry. When she is giving me my grade, at that time I had the belief that I was being evaluated on my learning in the classroom.

For me as a student that grade in a piece of paper is a representation of me, of what I have learned in the school. I can not help my self but to confront my teacher for giving me such a bad grade. What was her basis of my grade? What did I do wrong? At first I was not being able to speak I do not know where to begin until she spoke and asked me “What is it about? I told her that the grade she has given me seems to be unfair. She asked me to sit down and explained to me something. She said that she as a teacher agreed significantly that grades usually do not correspond with how much a student has learned.

Grades may or may not be an accurate reflection of student learning. She explained to me that even I got a bad grade it does not mean that I am less intelligent than my classmates it just that I have not explained or elaborated more with my essays. That at the moment when I was doing my paper I may not be prepared or concentrating well enough. There can be so many reasons. She said that I have all the time to show and prove my intelligence to my fellow students. Grades are interpreted by me as something different than teachers intend them to be.

From that moment I have realized that I must not feel less a person because of a bad grade. It will not be a representation of my whole personality as a person. It may be a part of me that needs to be developed. I just have to think of it as a step to my achievement. Knowing a thing that you are not good at is a step for learning. Start feeding your mind with information concerning the matter. Try to be knowledgeable with it. In due time without knowing it, you will gain knowledge that is more than what you aspire for.

Students also have responsibilities with regard to their learning, which increase as they advance through their growth. Students who are enthusiastic to make the effort required and who are able to apply themselves will soon discover that there is a direct relationship between accomplishment and hard work, and will be motivated to work as a result. There will be few students, on the other hand, who will find it more complicated to take responsibility for their learning for the reason of the special challenges they face, which may include lack of support and other difficulties in the home or environment in which they are growing up.

For these students, the attention, patience, and encouragement of teachers can be extremely important factors for success. However, regardless of their circumstances, learning to take responsibility for one's progress and learning is an important part of education for all students. I have realized that when a conflict exists between a student and a teacher, it takes a various form, and depends on various issues, than a romantic or workplace conflict.

When a teacher gives a grade, s/he may be thinking that the grade communicates an evaluation of a certain product of work; on the other hand, a student may feel that the grade represents a judgment of him/herself as a person. Conflicts between teachers and students regarding grade are likely for the reason that the teacher and student come from such different perspectives. I don't think grades ever tell the whole story about a student. I think every student is more than their grades. Students have a social life. Students have time-demanding after-school activities and maybe even a home life that stresses students out from time to time.

Roles, Responsibilities, and Boundaries as a Teacher

As a Training Consultant (TC) and teacher my main role and responsibilities are to educate and deliver effective training and impart my skills and knowledge in my specialist area which is Childcare. This is needed to support the learner either directly or indirectly and to maintain an inclusive, fair/just and motivating learning environment. I understand that as a teacher I am primarily responsible for the health and safety also the moral and physical welfare of my students/learners.

I am also responsible for teaching students with Special Educational Needs. I provide Training to Learners within their workplace which can be either in a nursery, a school, Residential Care setting/Children's home or any setting that looks after and educates children. The qualifications I deliver are Certificate (level 2), Diploma (level 3) Children's and Young People's workforce alongside Functional skills; Maths. English and ICT at levels 1 and 2, and Employment Rights and Responsibilities (ERR).

This I deliver both in the workplace and in the classroom. I am employed in a full teaching role. I am required to perform all aspects of the teaching and learning cycle as outlined in the “Preparing to Teach in the Lifelong Learning Sector”0 As the teacher I am responsible for following company policies and procedures and for attending promotional events, for example: A Career day at local school . This would be to show our potential students the benefit of taking up training with our company.

Whilst attending these kind of events I will need to have an up to date and sound knowledge of my specialist subject and at all times follow the Institute for Learning (IFL) code of professional practice as this may be my first contact with potential learners/students. When delivering the Qualifications I use the teaching and learning cycle which is made up of the following five sections; identifying needs, planning training, facilitating learning, assessment, quality assurance and evaluation. This would also help me to judge the abilities of my students and would be helpful for my own self evaluation. 1.

Identifying needs: this will start with the initial face to face contact with potential learners/students which is considered the most important as this will create the very first steps of building a bond with the learner/student. This will be a major step in understanding their needs and recognising their potential. Each learner is different due to different previous experiences. To identify their educational background and level I would form a discussion on what previous knowledge they already have and would facilitate communication in such a way that all learners are encouraged to participate in the discussion.

Whilst the process of identifying needs is taking place, there are some boundaries that may affect the process. The lack of information regarding learners' requirements can make the process of assessment very difficult because I do not know the background knowledge of the student before starting an initial assessment and this can have negative effects on the process of assessment. Students/ learners may be mature student. Therefore there may be funding constraints. Nursery managers have to adhere to Ofsted’s ratio requirements so staffing arrangement can be stretched having an affect on visit lengths and times.

There are many boundaries to teaching. Liaising with other professionals. When liaising with other professionals I will need to remain professional at all times. I frequently liaise with other teachers within our organisation this will include one of our functional skills teachers. She knows her specialist subject well. When needing expert advice on delivery or assessments relating to functional skills I would ask her. This is to ensure that I have to correct information to pass on to my learner, so I do not put them at a disadvantage.

I have to deal with eternal professionals such as Learning Links this is a agency that deals with young adults who have had a difficultly finding a job for variius reasons such as acholoca, drug abuse. Part B - Legislation and Codes of Practice The legislation that impacts my teaching are the Health and Safety at Work Act 1974 this Act provides a frame work for all employers and employees outlining their roles and responsibilities to ensure everyone's safety. Equality Act 2010 is a discrimination law that protects people from unfair treatment and creates a fairer and more equal society.

Data Protection Act 1998 is a law to protect people's personal information. It is important that I demonstrate that my standards of teaching constantly meet or exceed all Approved Codes of Practice (ACOP) set out by my employers or other professional bodies if compliance is ever called into question. The codes of practice I follow are: Institute for learning (IFL) mentioned above and Early Years and Childcare code of practice. A professional code for child carers, providing advice for professionals carrying out their duties and responsibilities within their working role.

Firstly, in accordance with Professional practice, members should ensure that no action that they take will be detrimental to the Child's welfare, safety or will hinder the child development. Secondly, members should aim to maintain the highest possible standards of performance, to aim to improve their knowledge, skills and competencies by taking advantage of training. 3As Institute of learning (IFL) points out specific behaviour expected from the member for the benefit of learners, employers, the profession and the wider community. They are as follows: Integrity, Respect, Care, Practice, Disclosure and Responsibility.

This is what all members should adhere to, to ensure that good quality teaching is carried out. Thirdly, members should constantly evaluate and reappraise their own methods, policies and practices and keep up to date with current developments in light of changing needs and circumstances. Lastly, member should be aware of the need for confidentiality within their professional practice. Part C – Equality, Diversity and Ways to Promote Inclusion The Department for education and skills have a handout called The learning Journey this is a vital tool for all assessors.

This clearly shows the process to follow when meeting with the learner/student for the first time. I need to acquire as much information as possible to identify any support needs of the learners. During the discussion, as a teacher I encourage learners to seek initial and further learning and to use services within the organisation. This is called Signposting. This is when I will direct the learner on where to find additional information, guidance and advice or learning resources. Another service within the organisation is Referral.

This is when I will direct them to an outside agency depending on the kind of support they require. If they have mental health issues I would direct them to Children and adolescence mental health service, Portsmouth if they are 18 years of age and under and Health recovery, Solent, Portsmouth, if they are 18 years of age and older If they had alcohol, drug or gambling problems I would refer them to Addction within this organisation they have a specialist team to counsel, support both the individual and those closest to them. Once the learner/ tudent has the correct information and agrees with the referral I would either make the appointment or I would give the learners/ students details to the agency. I would then contact the agency to ensure everything is in order. I would then record details and ensure the learner knows what arrangements have been made. I must not discriminate against a learner and must provide every opportunity for every learner that learning will be achieved. To be able to do this properly I need to have prior knowledge of my students through the initial assessment process.

Facilitate Learning: Within the initial meeting I would then make sure that the learners are on the right programme, checking their eligibility for funding, giving advice, guidance and appropriate information, keep records of discussions and agreements, maintain confidentiality and undertake a Criminal Records Bureau (CRB) check, if required. Being a Teacher is extremely rewarding. The quality of learning the advice and guidance on the programme they wish to undertake is very important.

What is also necessary is supporting the students' individual needs, applying and adapting my teaching methods to suit the students' preferred learning styles, level of skill and abilities. In doing this, I would be motivating my students to progress and achieve their desired qualifications. Part D - Core skills Functional Skills consist of Math’s, English and ICT. They provide the foundation of knowledge and skills to enable the learner to function at the required level, confidently and independently in everyday life.

For example, they help us recognise good deals when making purchases, in writing a CV or application letter, or when using the internet for emails and online banking. Functional Skills qualifications can be achieved at Entry level, Level 1 or Level 2. Some learners may already have achieved at school but it is still important that the teacher embeds the elements of Functional Skills into the subject. It is important to embed Functional skills into everyday work life. Maths is embedded into everyday tasks such as working out ratios, room measurements and nursery fees.

English is embedded into everyday during training sessions and work – based tasks. ICT skills include using computers, using email for communication and word processing. It is important that a teacher has competence of their Functional Skills. If handouts were produced with spelling mistakes or the teacher could not operate a computer, it would cause the learners to lose confidence in the teacher and lack of credibility. Part E - Environment I need to create a safe, non-threatening, good atmosphere at all times.

To quote from Teaching and Teacher education hand-out from PTLLS course3 "having a safe, supportive environment provides a foundation for maintaining the productive relationships". I agree with this statement as I frequently come across this situation with my learners, especially in childcare. If there is not a suitable environment for teaching and giving feedback then the learner remains in the formal stage and will not move into the informal stage where most of the learning takes place. Therefore, this would mean I have failed to empower and motivate the learner.

With this in mind Maslow's hierarchy of needs clearly states "that we must satisfy each need in turn starting at the bottom and working our way up” Please see Maslow's triangle below. If the physical, emotional and wellbeing needs are not met then the higher order needs are not considered. So as a Teacher it is important to meet these needs in the first or second meeting and throughout out the length of the programme. I will make sure the learner’s needs are met when planning the initial meeting. Therefore at the same time make sure all parties involved i. managers, supervisors and mentors are made aware and that they agree with the length of meeting and the meeting place for both the learner and I. Part F - Ground rules Ground rules need to be set to establish boundaries for students starting a course, knowing some basics about what is expected during the length of study. In all teaching and training sessions ground rules are necessary to ensure that all learners have the same expectations on how to behave. The ground rules can be established by talking through behavior expectations of the learner and myself.

By involving the learner they are more than likely to take ownership and empower the students. Ground Rules that can be : Such as punctuality, mobile phones of or on silent, confidentiality and most of all respect. Parts G and H, Effective Feedback, Engaging and Motivating Learners For every individual there is a variable driving force. Not all students are naturally motivated. Some need to be challenged, inspired and stimulated to learn and see a task through to the end. Not all learners are motivated by the same things some students are motivated by the approval of others or self challenge.

To encourage students to become self-motivated, independent learners, as a teacher I can do the following: Give frequent, early,positive and constructive feedback that supports students' beliefs that they can do well. Support learners that need it, keeping in mind their attention p limits and discuss and set together SMART targets. Furthermore, whilst demonstrating all the above and showing respect for the learners/student individuality will in itself be a motivator to learn. Within the assessment plan you will be making an Assessment decision along with feedback: When giving feedback all learners will need to now how well they are getting on and what they have achieved. I always use the praise sandwich feedback method. This is Praise- Corrective feedback – Praise. This method 'softens' the impact of the corrective feedback. The key to give effective feedback is to give feedback straight away and to do so with respect, understanding and action. 9As it states in PTLLS handout “Giving and Receiving Feedback” 'Feedback is an important communication tool that can improve the way we work with one another. ' My organisation requires me to write down feedback on my assessment plans and on formal reviews.

This is the students' timetable for learning and resources required. There are two well-known types of learning styles questionnaires that are commonly used with in our organisation. They are Visual Audio and Kinaesthetic (VAK) and Multiple Intelligences test. To begin with Fleming (2005) stated "that people can be grouped into four styles of learning: 6Visual, Aural, Read/write and Kinaesthetic (VARK). Not all learners fall into one style they can be the mixture of the four. In the second place Honey and Mumford (1992) suggests that learners are a mixture of the fours styles: Activist: Love challenges and are enthusiastic, enjoy dealing with new problems Pragmatist: They apply what they have learned to practical situation and enjoy the logical reason for doing something. Theorist: prefer to read lots of material first liking things that have been tried and tested. Reflector: like to think things in depth and then try something then reflect on the activity again. All information gathered from the initial assessment will help complete the ILP.

Knowing your learners/students learning styles will help you adapt your teaching to suit their needs and in turn motivate them. Assessment activity: There are various types of assessment methods used both formal and informal . Formal assessment methods include assignments, case studies, essays, exams, multiple choice questions, observations, professional discussions, projects, tests and witness testimonies. Informal assessment methods include; discussions, gapped hangouts, journal diaries, peer assessments, puzzles and crosswords, self assessments, questions - oral and written, quizzes, role play and worksheets.

I have to choose assessment methods accordingly depending on the student prior attainment and level of programme they are studying. Observation is a good way of assessing the learner within the workplace to assess learners' competence, attitudes and skills. This can then be followed up with oral questioning to confirm why they did or dealt with a certain situation in a particular way, checking their knowledge and understanding and encouraging them to reflect on their practice. If the observation was within a group situation then peer and self-assessment could also be used in conjunction with the observation.

By using these methods the student are acquiring listening, observing and questioning skills. . Parts B and D - Creating Assessment Opportunities and Involving Learners in the Assessment Process Planning Training: My role is to plan what will be taught and when. This is a two- way process between me and my student. After completing the initial assessment I progress forward onto Assessment planning. This type of assessment is formative - reviewing progress throughout the programme until the end or when the learner leaves. I will plan what we are going to do so the student knows what is expected of them.

If the students are working on assignments then I would need to set targets for completion. Moreover, if students are going to be assessed at work, either by an observation or simulation, then I would need to consider who, what, when, where, why and how to ensure we are both aware of the requirements. When planning I will need to ensure that all assessments are valid, authentic, reliable, current, and sufficient (VARCS). If I do not consider these aspects when planning then I will not know what I am assessing is necessary, credible, fair and relevant.

The ILP is a personalised, flexible map to guide the learners journey. Within the ILP there will be results of the initial, and diagnostic, assessment and learning styles. This will also include learner’s targets, timescales, details of resources and details of how and where the learning will take place. The ILP is a working document and should be used as an aid for both learners and students to record, negotiate and plan, review, assess and reflect on the learning experiences throughout their programme.

Direct Observation: Allows the assessor to see the candidate in action and may be able to cover several aspects of the qualification during a single session (Holistic) the observation can take place within the learner’s normal working hours so there is minimal disruption as they are able to continue to do their job while being assessed. This should be planned in advance to suit both the learners and the assessor. This will also have to be arranged with the manager. The observation will have to be recorded in some way such as hand written, typed or recorded on DVR.

Learners may “perform” differently as they are being watched. After the observation it is good practice to ask oral questions to clarify the reasons behind the actions. Questioning can take a number of forms. They can be delivered orally or in written form. Oral questions may suit learners with dyslexia or poor literacy skills. Workbooks can be produced to cover all knowledge questions for mandatory and optional units. After Observation the learner can be asked to explain why they did something; this gives them an opportunity to expand on things like procedures, policies or legislation.

Part E Peer and self-assessment I use self - assessment on a regular basis as this promotes students involvement and responsibility and encourages reflection which is an integral part of the role as a childcare practitioner. However there are also limitations depending on the students as some students may lack confidence in their own ability and they may think that they have achieved more than they actually have Peer and self-assessment could also be used in conjunction with an observation. To make this a reliable assessment method he student will have to fully understand the assessment criteria and how to be fair and objective. There are many advantages and disadvantage of peer assessment. Students are focused on the criteria and this will empower each student to take ownership of their own learning and understanding. A disadvantage is that student might be friends with their peers therefore being subjective rather than objective. Part F - Keeping Records of Assessments Quality and Evaluation: Record keeping. Is a part of quality assurance and is a process that has to be followed.

This proves that the qualifications are being delivered and assessed fairly, consistently and accurately. This is in line with the Ofsted requirements. Within our organisation we use a variety of methods to maintain quality assurance. Our policies and procedures are revised yearly in order to test their current effectiveness and legality. If they need to be changed due to changes in legislation then this would be actioned immediately. The TC will be observed at regular intervals and scored using the Ofsted grading process.

Staff Continuous Professional Development (CPD) records are kept up to date. Standardisation of practice takes place this is when will compare and conform procedures. Learner retention is monitored along with complaints and appeals. During the course learner and employers surveys are completed. Quality Assurance is necessary to evaluate and Maintain high teaching standards. On all visits I will need to complete an assessment plan, records must be up to date, accurate, legible and factual.

Teacher Descriptive Essay

Lily Campbell Block 3 Mr. Watrous 18 September 2012 Who is Mr. Watrous? When we initially meet someone, we immediately tend to judge by physical appearance. This is somewhat of a natural instinct, although the way someone looks does not necessarily reflect the individual’s true self. When I first strolled into Mr. Watrous’s classroom, my first impression was that he’d be a stern, serious teacher. Soon after I heard him speak to our class, and even more after having him for a few blocks, I found that he is an amiable and whimsical man.

My first impression of Mr. Watrous is nothing at all as his true personality. He’s actually quite an interesting teacher and very different from the majority. Mr. Watrous appears to be middle aged, as his dark brown, short hair is filling in with gray. He doesn’t seem to have wrinkles. Instead he has a clear, healthy looking face, impressive green eyes, and dark stubble from his beard. He’s about medium height for an adult man and has a thin, yet muscular frame. Mr. Watrous dresses different than most teachers at Central West.

His most stylish outfits consist of “tablecloth” print, button up shirts, green pants, and two-inch heeled shoes. But what he regularly wears are collared or button up shirts, jeans, and dress shoes. In my opinion, Mr. Watrous’s appearance makes him appear as a strong, harsh kind of guy. But in reality, he’s far from that. In class Mr. Watrous is a mixture of both formal and informal. When lecturing, or directly asking questions he speaks and behaves quite formal. However, when he casually speaks with a student he’s more informal.

Outside of the classroom Mr. Watrous’s speech is Campbell 2 more informal with the use of a lot of slang. For example, he refers to the people he’s speaking to as “man” often, despite their gender, as part of his normal vocabulary. In our class Mr. Watrous acts as he wants the best possible out of us. He seems really focused on preparing us for the future. He talks to us about college and our future constantly. He also teaches us the importance of speaking in formal and informal manner, and indirectly teaches us life lessons.

One example I’ll never forget was that on the first day of school he assigned an almost impossible task of answering about 40 questions in 15 minutes, in attempt to teach us that we need to speak up and recognize ridiculous tasks requested of us. It seems that Mr. Watrous’s thoughts are really clever and strategic. Yet, when one asks him to describe how he thinks he says little of it is based on logic and he usually just ends up going with his gut. This is consistent with how Mr.

Watrous teaches, he presents himself as a really smart, all-knowing guy, but as he’s teaching he is thinking of new things to say. In our classroom Mr. Watrous thinks a lot about his students and how to help them succeed, but outside of school he has more important priorities. He owns an art gallery and ranch, plus he has a family. Mr. Watrous probably thinks about his ranch very often since it needs maintenance. Since he is an artist, he is very creative, I’m sure he is constantly thinking of new things to paint. Just like any other husband/father Mr.

Watrous is going to constantly think about his family. Students look up to Mr. Watrous and treat him very respectfully. He is appreciated by his students who trust him, and want to learn from him. Students will joke around with Mr. Watrous since he’ll joke around with us often also. Mr. Watrous treats his student in a respectful manner. Although he will be honest, and tell someone what is exactly on his mind. He holds our class up to high standards and wants us to be the best possible. If a student says “Um” he’ll mock them Campbell 3 very single time, hoping that we will eventually stop being unsure of ourselves and think before we talk. He does this so we will think before we speak and not be unsure or ourselves. Mr. Watrous is a different kind of teacher, but in a good way. His appearance is deceiving since he looks scary and mean. He’s really actually super nice and a laid back teacher. He acts different in his classroom and home settings. As a teacher his interest is in what’s best for his students. His students realize that so they respect and appreciate him very much.

Teacher Centered And Learner Centered

Student-centered.

Student-centered learning is viewed as a progressive approach to teaching. The focus in student-centered learning is to make students more aware of the material they are learning and why it is important. Teachers want to make students more active in the classroom, by encouraging them to interact with one another. The teacher measures achievement based on individual student performance, instead of comparing each person to their peers.

Teachers practicing student-centered learning techniques encourage students to create their own learning goals. Instead of writing objectives on the syllabus that states the material that will be covered during the course, these teachers write objectives displaying the knowledge the student will gain after completing the course.

Teachers encourage students to learn through activities such as classroom debates, discussions, peer mentoring, field trips, creating individual portfolios and participating in both self and peer reviews. By incorporating these activities into the lesson, teachers want students to learn skills that can be transferred to other activities in their students’ lives.

Teacher-Centered

Teacher-centered learning is the traditional approach used by educators in the classroom. This method of teaching is very regimented. Teachers choose the course material based on the curriculum they are required to cover by the end of the semester. Student success is based upon a measure of individual performance in comparison to the work of the rest of the class. Emphasis is placed on the instructor in a teacher-centered classroom.

The lecture follows a strict format where the teacher talks and the students listen to what she has to say. The classroom is very quiet, as students work on assignments individually, instead of with their peers. Classroom objectives are measured upon the amount of material covered, not necessarily the level of learning achieved by each student. Students are all given the same learning goals, which are based on the information covered in class.

The Kindergarten Teacher

The kindergarten teacher A teacher is someone whose job is to teach especially in a school whether it is a secondary school, primary school or even kindergarten. Every teacher should have their qualification in order to be a teacher in a school. So, I think that a kindergarten teacher should have at least a basic degree to qualify them to be a good kindergarten teacher. The kindergarten teacher is the most important corner of the educational process and function is not confined to education. Teachers with a basic degree will ensure the children get a good early education.

As we all know, world nowadays needs people with high level of education and to fulfill this mission, we need a teachers with wide knowledge and experiences which is a graduated students with basic degree can provide. . Besides, the children are like a white and black cloth so it is teachers and parents who will colour them. The teachers with a basic degree have good enough knowledge to teach their students and they can provide correct and good education for the kids thus producing good generation for the future.

Kindergarten teacher must love the children, respects children , parents, patient, kind, caring, and understanding. Also she must use learning centers and has a child-centered classroom. In addition to teacher must be able to provide for all levels of students from enrichment to remedial and willing to give many extra hours. They should have a goal of wanting to ensure that each child is successful. The needs for kindergarten teachers to have at least a basic degree can increase the competition among the university students nowadays.

The rate of failure rate among the students in the university nowadays is increasing so the increase of qualification in order to get a job will ensure the students to study hard to achieve good results when they graduated. This will increase the level of education in our country thus producing good image for the country. In conclusion, the kindergarten teachers should have at least a basic degree to make sure the children get a well early educated God willing . ( http://allbestessays. com/English/Kindergarten-Teachers-Should-Have-Least/6793. html )

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Future Educators

Helping America's Future Teachers

I Want to Become a Teacher Because | My Dream Job Essay

My dream is to become a teacher . If you have this dream, you’re not alone. Here’s a collection of short essays by aspiring teachers. Current and future education students were asked to describe their motivation; what inspires them to succeed at their teacher training studies.

In these 31 student essays, future educators answer the question “I want to become a teacher because …” or “I want to become a teacher to …”. The short student essays are grouped thematically, forming the top reasons to become a teacher.

1. Giving Brings Its Own Rewards

Helping people is the unifying theme as to why students are inspired and motivated to become teachers. Education is a field where you can help young people directly in a personal way; potentially changing their lives for the better. Teaching is more than just a job.

For a significant percentage of education students, the opportunity to be of service provides plenty of motivation to pursue a teaching career. In each Why I Want to Become a Teacher essay here, a future educator explains why teaching is an opportunity to do something meaningful and beneficial.

by Hanna Halliar

If I can make an impact in just one child’s life, I will be able to consider myself successful. That is my motivation. As a future educator, what else would it be?

Every day that is spent in class, the late nights at the library, the endless hours of studying are all just steps getting me closer to the goal. When I am still up at 1 a.m. struggling to keep my eyes open, but only half way through my 6 page paper I remember how excited I am to work with my own students one day.

To me, being a teacher is so much more than the typical response most people have towards education majors. “Oh, you’re going to be a teacher. You know how much you will make?” Yes, I’m aware that I will be making an average of $50,000 a year in Indiana.

To me being a teacher means that I get the opportunity to not only teach my students math, English, and science but to teach life lessons that will stick with them as well. It means walking into school every day being the reason my students look forward to coming to school. It means being surrounded by crafts, books, and music and not being stuck in an office. It means educating our future generation. And if somebody has to do it, it should be somebody who is passionate about it.

So what motivates me to study? It is so simple, it is the kids.

by Savannah Stamates

I lay awake at night and practice my first morning message to my first round of students whom I will not meet for more than a year.

I wonder if I will have hungry children, happy children, or broken children. I wonder if I will be good enough or strong enough to reach those most in need. I wonder if my students will trust me enough to tell me that they are hungry, happy, or scared.

I worry that I will not be strong enough to share their burden or provide a place for peace and learning. I worry that I will misread their actions or their words or miss them reaching out.

So I study, even when I am tired from working two jobs or sick of not being where I want to be. When my time comes to walk into that classroom, my worries and doubts will be silenced by the knowledge I have mastered and the dream I have finally achieved.

by Charity Latchman

Dreams for the future are subjective. They can be based on what we desire. But visionary dreams are not only for us. Imagine asking some of the greatest revolutionaries and pioneers about their dreams. They generally had others in mind. In the famous “I have a Dream” speech, Civil Rights leader Martin Luther King Jr said “we” more than thirty times. Dreams are not for our benefit alone, but to encourage, inspire and benefit others.

Recently I graduated from California Baptist University with a degree in English literature. During my studies, I was cared for my disabled mother. She was a religious studies professor who inculcated me with a diligent and steadfast approach to schoolwork. Managing the role of caregiver with university studies was challenging. But the goal to become a teacher kept me going. Approaching graduation, my mother was diagnosed with throat cancer. She didn’t worry about herself as much as you might expect but kept pushing me to finish the final paper in the program.

With her encouragement, my faith, and a burning desire to teach English literature, I graduated. My motivation comes from wanting to help, to encourage, and to inspire others. Teaching is an act of giving that has its own rewards. Life’s trials bring ups and downs. But we must always strive to attain our dreams, especially when others are central to them.

by Katheryn England

As a high school senior, many people assume I’m prepared for college and know what I want to study after graduation. These assumptions cause me to experience moments of self-doubt. Then I re-evaluate what I want for myself, and what it is that keeps me working towards my dreams. Through the goals I’ve set for myself, I can maintain focus, move past my self-doubt and succeed. By focusing on my goals, I can make a difference in the world directly around me.

A goal I have in my life is to be an elementary teacher, also known as an early childhood teacher. As a teacher, I can share the knowledge I’ve gained to leave behind a better future for our world .

Last year, I had the opportunity to work alongside a previous elementary teacher and mentor of mine. I’d visit her classroom daily, and taught lessons alongside her or independently. Uniquely, they were the opening act in my high school’s original winter play. They read first-hand from our scripts and learned what happens behind the scenes. Showing a new part of the world to the youth of my community has motivated me to pursue my dreams.

Remembering this experience and the positive influence I had on those students helps me overcome self-doubt and stay focused on my goals. Thanks to the goals I’ve set for my life, I not only can find purpose for my efforts, but find the will to be confident in whatever choices I make.

by Emma Lillard-Geiser

I have always known that I would become two things: a mother and a teacher. What I didn’t know is that I would become the mother before the teacher. Having a child that depends on me is what fuels my desire to succeed in life. When I get frustrated with my studies I take a deep breath, look at my daughter, and know that I have reason to persevere. I know that one hour of studying will give me hours with my daughter as soon as I am done.

My mother is a teacher and growing up I cherished learning from her. She had knowledge that I admired and I quickly realized that I had to spend my whole life learning. I love to learn, to have that light go off in my head when it all just clicks.

I cannot wait to see that light in the eyes of my daughter and my future students. For every thing that I learn, is another thing I can teach someone else. It isn’t easy to study when you have a small child to take care of but I know that my education will provide me with the ability to take care of her for the rest of our lives.

2. Help Disadvantaged Students

Students are disadvantaged for many reasons, whether it’s because of a handicap, where they live, economic disadvantage or a language barrier.

Future educators may want to become teachers so they can make a difference in the lives of students who face extra learning challenges. This special interest often comes from the future teacher’s own experience, either personally or involving people they’ve known.

by Ian T Thomason

While attending the University of Minnesota-Mankato, I have aspirations of becoming a Special Education Teacher. Becoming a Special Education Teacher and helping students who have a need for extra help and students who are having troubles with everyday life are things that I dream of doing. I was in their shoes once and know how difficult it is to deal with everyday life and how nice it was have a teacher to talk to.

Becoming a Special Education Teacher is my ultimate goal and, when difficult times arise, I have to remind myself of the children out there who have it potentially worse than I. When I remember this, I also think back to all of the support that I had from my parents, family members, and teachers. I also know that there are lots of children who don’t have this type of support and, if I can be there for them, that would make my career choice all the more worth it.

My Special Education degree is something more than just a degree for me. It is a degree that allows me to help children improve their education. I realize that children are our future and that their minds are terrible things to waste. So, instead of wasting their minds, why not put our best foot forward to educate them? My dream is to help kids realize their full potential, promote education and a brighter future for every child.

by Katherine

Motivation allows you to persist through difficult circumstances. Mine comes from a desire to grow into an instructor who is able to make a difference to many children’s lives.

In elementary school, I actually was a special education student. I’ve had to work hard most days of my life to achieve anything. I could not have succeeded without the support of some absolutely amazing teachers. Now I desire to take on that supporting role for as many students as I can reach.

When a class or an assignment I don’t want to do come up, I think of what motivates me. And the motivation is children. Many students feel powerless about their education, just like I did. I could be a teacher who turns their education around, providing vital support and motivation to succeed at their studies. Ultimately, everyone motivates themselves by one way or another. My motivation comes from the pure desire to help future students.

by Robbie Watson

My road to graduate school has been a long one. I studied religion and culture in undergrad, interested in the material, yet not sure how I would apply it later. Yet I found places, got involved in community and international development, engaged with different cultures, and now feel I use my degree every day.

For over two years I worked alongside Congolese refugees in Rwanda, developing educational opportunities for youths who could not finish secondary school in the underfunded camps. It is these refugees, young and old, the students, the teachers, their passion and vision for a better future that has driven me to seek out more education for myself. I remember how they would pay from their families’ meager funds to attend classes led by volunteer teachers. When finances were against them, or time, or family obligations, or the dire depression of the camp life itself, or even government officials were against them, still those students attended, still those teachers taught.

It is their example of perseverance towards a goal against all odds that inspires me now. I think of them often, think of the friends they were, are still. And I think of how that passion is in me now, to better understand education so that I might better educate, and thus equip such downtrodden communities to work for transformation themselves. I work not only for myself, and am motivated by the potential in those students and educators, which is also in me, and in others like them.

by Natalie Pelayo

I’m a young Latino woman working towards the goal of earning a bachelor degree in bilingual education. On occasions, I feel a slowing in my motivation. But, every time it happens, I think about the goal and that pushes me to move forward.

Looking back to a middle school class I attended, there was a boy who never really participated. He sat in his hoodie, looking down to his desk. Only after trying to talk with him, I discovered he spoke with broken English and a thick Spanish accent. It seemed as if no-one in our class actually knew that he struggled to understand what was being taught because it was presented in English.

By his manner, it was apparent that he had already accepted a dismal fate. Past teachers may have been unable to communicate with him. Eventually, he’d become demoralized. Thinking about the disadvantages he had to endure provides ongoing motivation to study hard.

I aim to become a bilingual elementary school teacher to support young Spanish-speaking children. As a teacher, I’ll be able to show them that they can succeed. Children need not grow up thinking they’re incapable of learning due to a language barrier. I’ll keep working towards my goal to help ensure teaching is inclusive of all children, no matter their first language.

by Abigail Young

I am an American citizen, but my whole life I have lived in Cameroon, Africa. I have been blessed with an enormous amount of opportunities and a great education at a private international school.

Every day I have seen children and teenagers around me who do not get the same education or have the same possibilities of a “bright” future. I see schools that are forced to have three children share a small table, paper, and pens. I have seen a badly lit room with poor roofs and walls made from bricks. Even in my school there are numerous Cameroonians, my friends, and classmates that do not have the same chances at a higher level education, although they work just as hard.

When I study, I study hard because I do not want to let this chance and opportunity go to waste. I study because I have been undeservedly blessed to be able to go the United States for a high education with better chances at getting scholarship money. I study my hardest because it is my dream that I may come back and make a difference in countries like Africa with poor education systems . It should be a right for children to be able to learn like I have. Therefore, because of this mindset, I am driven to study not just out of thankfulness for my circumstances, but also in hope that I may be able to give other children a better chance, and a greater reason to study.

3. Helping Many People Is Achievable in Teaching

A powerful source of motivation for some education students is the potential to touch and positively impact the lives of many people. Education is a field of consequence and that’s a good reason for wanting to join the teaching profession.

Over the course of a long career, a classroom teacher may help shape the learning experience of hundreds or even thousands of students. In policy roles, educators can affect millions of people.

by Rachel Bayly

Through high school I worked as a teacher at a daycare. When I left for college I said goodbye to a lot of people, including my students. All summer I had woken up at five in the morning to go to work and wait for them to arrive and put a smile on my face. Those kids motivated me to keep waking up and working hard, and leaving them was not easy.

The thing that made that goodbye worth it, the reason that I keep pushing through this tying chapter of my life is that I am determined to improve early childhood education in the United States .

I want to be a positive force in the lives of as many children as I possibly can, and I plan on doing that by improving standards and policies for early childhood education and making it more affordable.

Every week I write in my planner, “I will make a difference” and one way that I will change the lives of children and families. On days that I find myself asking, “why am I here?” “why am I going into debt, paying to be stressed out all the time?” I think of my students. I read my “I will make a difference” statements.

I remember that some children out there are stuck in low quality child care centers, they will never reach their full potential, and they need help. I keep working hard everyday so that I can help those children.

by Megan Burns

My ultimate goal is to change the lives of people. Studying to be a teacher is hard. All of the classes that are required, all of the practicums, and all of the time spent just to become a teacher is stressful, but the thought of being able to help just one person changes everything.

It takes one person to be a light in someone’s life. It take one person to be a helping hand. It takes one person to change an unmotivated, broken life, and make it brand new. Qualified teachers are those people. We motivate students to do their best, we guide students to success when no one else will, and we are always available to listen. One teacher can change the lives of thousands of students. That is my motivation.

I know that after college, I will be a teacher, a guider, a counselor, and a friend to so many students. No matter how many bad days I have or how many times I want to quit, I just think of what is to come in the future. I can be that change this world needs, even if its in a small high school classroom. It just takes one person.

by Victoria Shoemkaer

My dream is to make a difference in the life of children.

Most importantly, my dream is to make children feel like their voice is important and valued and that they are loved more than they know.

4. Lives Can Be Improved by Dedicated Instructors

Teaching a subject such as Math or English is the everyday task of a teacher. But our prospective teachers see a greater purpose in their training and career path.

The daily motivation to teach doesn’t come from the superficial advantages of a teaching career, such as great job security or extra vacation time. Here are stories by future educators who want to go beyond the curriculum and improve people’s lives all round.

by Savannah Luree Weverka

Teachers are the ones who ignited my love for learning and there is not a day that goes by when I do not challenge myself to a personal goal of lifelong learning.

My mother is a teacher, so I was a student educated in an institution filled with support and a home that also supported education. I recall many teacher “get-togethers” and Husker parties where an informal invitation led to my presence.

Due to all of this support and interaction received throughout my elementary and high school career, Elementary Education continues to be at the top of my career choices. And now, as a senior looking forward to graduating from high school, teachers remain my role models .

In considering a focus in Elementary Education, I now realize that many teachers not only teach children eight hours of the day, but become doctors for scraped knees, dictionaries for challenging words, mediators between students, and parents away from home.

Now, as I am taking the steps to make my dream come true I hope to make school an escape to free their minds and expand their knowledge. I want to share my love of learning with my students.

by Aaron Banta

Since I was younger, I have had the dream of becoming a history teacher at the high school level. The reason I am striving for this career is thanks to a teacher I had. They held such a passion for history and taught it so well that it made me want to keep learning everything I could about it.

In college, I have had to work multiple jobs and attend school full-time. I would wake up early in the morning and not get home until late at night. The one thing that kept me on top of my studying and work was the dream I have; to be able to teach history and express my love for it by teaching the next generation. I strive to impact their lives for the better just like mine was.

Being able to pass my courses and get a degree and teaching credentials is the first main goal I am striving for. But being able to have a positive impact on students I have will be an even greater goal that I want to accomplish. I am hoping to guide them through their study of my favorite subject so I can teach them about the world and help them just like my teacher had helped me.

by Chelsea Rogers

At USC Upstate, I am studying to be a Secondary Education Mathematics teacher. The math courses are not easy and the education courses pushes you to challenge yourself. The thought of being a future teacher is what motivates me to keep pushing.

Although I do not know any of my students, they are precious to me and I believe it is my job to change their lives for the better. Teaching math is my job, but looking beyond my content and into the wellbeing of my students is my passion.

The question I always ask myself is how can I teach students who may not trust me? I have to establish a connection with each student so that they will see I care about them academically, physically, and emotionally. Once students see that you care about them in these areas, it becomes easier to teach them and they are willing to perform to the best of their ability because they know their teacher supports them 100 percent. Being a great teacher is what motivates me to continue striving for my degree.

by Micayla Watroba

One plus one is two. Phone is pronounced with an F sound. 60 divided by 15 is 4. An essay typically has five paragraphs. I know all these things because I went to school. I also had teachers that helped me understand it even when I didn’t get the same opportunities as everyone else.

See, when I was in first grade I was diagnosed with ALL Leukemia. This made school very hard. I was either out of school so often that I missed entire chapters or I was bullied so badly that I couldn’t focus because I was so scared. Having cancer also made it hard for my mom and dad to pay for food and rent much less after school activities and tutoring. I grew up knowing that there were some things that were just not in reach for us.

For as bad as I had it, I can’t imagine having to live on the streets, going hungry, or even being taught in a language I don’t know.

My dream is to be the teacher that makes sure that every student gets an education that helps them succeed. I want to make sure that my students not only enjoy being at school but feel safe while there. My students will know that it doesn’t matter where they came from or what background they came from. I am going to be there and I will not leave them behind. This is my dream.

5. Promote Lifelong Learning in Young People

What inspires some people to become teachers is the power to set young people on the right education path. Helping children to have good early experiences and embrace the learning process can profoundly enhance someone’s life. The potential for transformative early development applies to handicapped and disadvantaged kids as much as anyone.

by Lesley Martinez-Silva

I aspire to make a difference in others’ lives through education. I’m studying to be an elementary school teacher because I believe that children can achieve so much more if they learn early of their potential.

Education has always been my priority. My parents always stressed the importance of obtaining an education, having missed that opportunity themselves. My parents taught me as a child that schooling was vital to success in life. Truly, that lesson has been the most important in my path to college. I don’t think I would’ve made it this far had I not taken my education seriously.

I want to teach others about the importance of education so they too can prosper. Everything I’m learning at university is important for my future career and, if I don’t study it, I’m failing my future students. Every child deserves the best education available and I should strive to be the best educator possible to provide that for them. When balancing academics, work, and my social life, it can get challenging to keep going. But, with the future of children’s education in my hands, I always get back on track.

by Brianna Rivers

One of my goals is to become a teacher and work in an public elementary school within the greater Boston area (possibly my own elementary school). I want to be a teacher because I enjoy working with children and I know how important teachers are in children’s lives. I plan on receiving my Bachelor’s degree for Early Childhood Education and my Master’s degree in Special Education.

I want to major in Early Childhood Education because early education is significant for children and is a building block for their future in learning . I also want to major in Special Education because I believe all children should receive equal learning opportunities as well as equal treatment (meaning an inclusive environment, etc).

I think all of my experiences have a positive impact on myself because I am learning more about what it takes to be a teacher and what it takes to be a good teacher. My experiences also have a positive impact on the children and adults I work with. I offer a helping hand to the teachers and a friendly face to the children.

I plan to continue to work hard and take advantage of learning opportunities to achieve both of my goals. Being a teacher is my desire and I will stop at nothing to be a great teacher one day.

by Jennamarie Moody

When I close my eyes, I picture myself in a school located in an urban setting, teaching a classroom of diverse yet alike students. These students are in the second grade, meaning that they are impressionable yet vulnerable to their environment whether this means at home, at school, or in their greater community.

Some of these students don’t speak English as their first language, and some come from low-income households that can limit their educational experiences outside of the classroom. And yet, no matter what differences these students bring to the table, their uniqueness flows throughout the classroom in such a positive energy that embraces, respects, and promotes learning. This is the goal I am working towards; the goal to inspire our youth to become self-advocates for their learning .

Opportunities for equal educational experiences may not exist, however the beauty lies in the growth of love young students can develop as they are challenged in the classroom to question their surroundings. I plan to make a difference in the lives of the children I meet along the way, and to create a safe learning environment.

Although the tests for certification and studies can be difficult, my passion for education and dedication to shaping the lives of my students is what keeps me going. The end goal is to nurture the development of my students to become active and engaged participants in society, and that is what I intend to do completely.

by Julie Anderson

My long-time goal has been to become a teacher, and this year I’m in a class called Teachers for Tomorrow, where I get to shadow a kindergarten teacher. Working with her and the students has increased my interest in children with special needs.

From here on out, I want to support my students in academics and other parts of their lives so I can help them learn, grow, and succeed. I know that children need a strong start to their school career because the first few years of school are crucial; this is when students begin to love or hate learning itself. Whether or not children enjoy school, they deserve to appreciate learning. Students who love learning will always want to improve themselves.

I will make an effort to provide a loving environment where each child can prosper. However, for students with special needs, this task becomes even harder to accomplish because traditional classrooms are usually set up for non-disabled students. While I know I can’t “save” every student I teach, and some of them will still hate learning, at least I can start them off right.

When I’m swamped with schoolwork, I will imagine my future students and how I could influence their lives. Even though not all of my college classes will relate to my major, forming a habit of working hard in college will help me to succeed as a future teacher.

6. Teachers Are Excellent Role Models

The experience of being helped and transformed by a good teacher leaves a lasting impression. Teaching is considered a noble profession for good reasons.

Some education students are motivated to become a teacher to emulate their own role models. They want to provide the same kind of service they once received. An added reason for pursuing a teaching career is to be a role model to younger people outside the classroom, including one’s own children.

by Teresa Pillifant

My first day – well, more like first semester- of my freshman year in high school was the hardest semester of my whole school career. Usually the kind of student who loves school, I found myself getting stomach aches in the morning and dreading school with my whole being. I was new to the school, and the number of students was overwhelming.

It seemed like there was no relief, except for my first hour Spanish class. Having no friends, I would always arrive at my first hour class early. As this pattern continued, my Spanish teacher and I developed a relationship. My teacher started giving me books to read, asking my opinion on what we should do in class and just talked to me in general about life. Through my teacher’s support, I grew to find my place in the school and became more confident.

Her kind words and actions inspired me to become a teacher myself. Now, whenever school or life gets difficult, I think of my freshmen year Spanish teacher and how she inspired me. I want to do what she did for me for my future students. Whether it be a difficult test or a challenging class, my goal of making a difference in a student’s life keeps me going.

by Mo Cabiles

The world we live in is hard, unsteady and ruthless. We see this everyday in the harshness of homelessness, to social media screaming for justice. What motivates me to continue on is that I have felt the bitter cold bite of homelessness. I know what it’s like to not have enough to eat and to be scared of what will happen next.

I am fortunate to no longer be in those situations but that, by no means, is an indicator that it will all now come easy. As an adult learner and your “non-traditional” student, there are other obstacles I must overcome. From transportation to childcare or education application mastery to APA formatting, the many roadblocks I tackle both large and small are what I consider to be my victories.

I’ve seen what having a higher education can do for someone and I want that for myself and that of my daughters. I strive to be a good example for them , to show them that, regardless of social standing and unforeseeable circumstances, if they work hard and put their best effort forward, they can achieve their dreams.

My dream is to obtain my Masters in Education with an emphasis in counseling. I want to be an academic advisor or guidance counselor. I’ve seen so many youths attempt community college and fail because they fell through the cracks. These students need to realize their potential and I want to help them achieve that and to be their cheerleader.

by Gia Sophia Sarris

In every school I’ve ever attended, experienced teachers were there to support and inspire me. I have looked up to these people ever since I was in elementary school, and they have had an immense and positive impact on my life and my view of the world. My fondness for these people [educators] has led me to aspire to become a teacher.

I want to “pay it forward” and improve the lives of children and teenagers who grow up struggling as I did, or in any way for that matter. I want to make a difference in their lives and let them know that they are not alone with their problems.

This is what motivates me to study hard. Becoming a teacher, I believe, will help me fulfill my purpose in life, which I think is to create happiness and ease the burdens of others. I feel that children and teenagers need this especially, because they are struggling to understand the world and their place in it. I study hard for their sake.

by Jennifer Wolfert

From elementary school to my first year at college, I struggled to establish a dream for myself. Trying to figure out what career I wanted to pursue as successful adult always filled me with anxiety. I had spent multiple years in special education and left with a low academic self-esteem. So, after high school I attended Bucks County Community College in search for more time. Still I made no progress. Then I decided to change my outlook. I stopped asking “what do I want to do?” and started asking “who do I want to be?”. That’s when my dream took shape.

The educators that I met during my time at community college were my inspiration. They are brilliant, hardworking people with a passion for their specialty that I had never seen before. Their belief in hard work was infectious. School began to fill me with excited anticipation and my grades improved. I started to believe that if I worked hard enough then I could be like them and inspire others like they had inspired me.

At the end of my second year attending community college, I accomplished a task that had previously racked me with fear. I applied to Temple University as a Secondary English Education major. I have now completed my second semester at Temple and earned my first 4.0 GPA. In time, I am confident that I will be able to accomplish my dream. I will become the passionate and inspiring educator that my younger self never had.

by Jenyfer Pegg

My entire life has been filled with discouragement. I grew up in a household where I was constantly told “No”. I was told my ideas were stupid and would not work. In my junior year of high school, my teachers and counselors started talking about college and sending in applications to different places. At that point, I knew I was not going. I came from a poor family and I knew we could never have money for something like college.

But I went on college visits, I listened to people speak about their college, and I was set. I had a lot of things pushing me, except the one thing I really wanted, my family. No one in my family has gone to college, and when I told my mother, she was shocked. She told me she just wanted me out of the house.

When I came to school, I realized I wanted to teach high school. I want to make an actual difference in someone else’s life. My family has taken the same road for years, and I’m not going down that road. I won’t live paycheck to paycheck like my mom, I will be a person that others will look up to.

I’m going to do something worthwhile, and I will work harder than anyone else if it gets me there. I’ve seen what my life will be like without school and motivation and there is absolutely no way I’m going down that road. I’ve got bigger plans.

7. Unlock the Success Potential of Students

Educators want to help students in every way they can but, for some future teachers, the focus is on helping students soar. That child in front of you in the classroom might grow up to do great things for society, raise a strong family, or just be happy and fulfilled.

Whatever the potential of a pupil, a teacher’s job is to help unlock talents and remove any barriers to future success.

by Tamara Vega

The thing that motivates me the most is the thought of having my own classroom someday. I want to be the teacher that changes a child’s life, inspires them to set high goals for themselves and encourages them to reach it.

College can be so hard at times and I get really anxious and scared. I worry about not passing my classes and exams, I worry about not getting my degree. Despite that I do not give up because I have to do this and I want to do this.

I cannot see myself doing anything else besides teaching, I have never been this passionate about something. I want to graduate and get my degree. I’d love to look at it and say, “I worked hard for this and I earned it”.

The idea that the students in my classroom could grow up to cure cancer, or become president, pretty much anything they want, brings me so much excitement. I want to be the teacher that they remember, the one who helped them realize their dream and who gave them the knowledge needed to reach it.

Be the teacher that I needed as a child but unfortunately never had. That is what gets me through all the stress and anxiety, I know in my heart that all the studying I’m doing right now will be worth it in the end.

by Nicole Gongora

The dream of success motivates me to study – not my success, my future students’ success. I push myself through the rough spots for them.

I was a lost child in high school; I didn’t know how to apply to college, let alone afford it. No child should have to experience that. As a future educator, I am committed to helping my students succeed, achieve more, and continue onto higher education. Every child should be given the opportunity to showcase their strengths and follow their dreams.

College was never a dream for me; it was a far off, unattainable fantasy. I met some inspiring teachers in high school who encouraged me to change my life and who helped me to thrive. Without them, I wouldn’t be where I am today.

I plan to work at a low-income school similar to the one I attended. These types of schools are the ones who lack resources. I will serve as a resource to my students and I hope to be an inspiration to them. In turn, I hope they become kind, respectful adults. I want them to see the virtue in helping others and I hope they will serve others in their future careers. I want to be the teacher they remember. I want to be the teacher that helped them succeed.

I’ll feel successful as a teacher if my students are successful in attaining their goals. If one student decides to achieve more then I will have lived out my dream.

by Madison Sherrill

I’ve decided to become a teacher because I want to show the value of compassion and diversity.

As I begin college this upcoming fall, my main motivation is the students. While I haven’t even met them yet, they inspire me to persist in my classes and stay optimistic. My classroom will support innovative thinking and celebrate each student’s individuality.

As a classroom teacher, I want to encourage and positively influence the next generation. They should know that they can be successful and achieve what they aspire to become while making the world better. By teaching the value of inclusiveness and the power of kindness, my students may turn out to be visionary thinkers and leading members of society.

by Alicia Costin

I am returning to school after taking a few years off. After graduating from California Lutheran University with my BS in Mathematics, I wanted to land a job with benefits and begin my “adult life”.

While it took me a few months to find my current job, is it just that; a job. I have benefits, a full-time schedule, weekends and holidays off, but am I happy? Is this what I want to do as a career for the rest of my life? I have asked myself this question a few times and the answer is always the same; no.

My dream is to become a teacher and help motivate and encourage students to do their best in their studies and in life. It is my dream to do what I was meant to do; shape young minds and help future generations.

When things become difficult during my graduate program, I know to keep pushing, thriving, and studying hard so that, when I do become a teacher, I can use this as a positive story to shape their way of life. I landed a job outside of college, however now it is time for me to land my career.

How to become a homeschool teacher, teaching middle school english, 12 things successful teachers do, role of a special education teacher.

If I Were a Teacher

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