A Reflection Of A Interview With A New Teacher

I have taught students ranging from five years old to nineteen years of age. Hence, being an educator, I have learned that learning is always shifting, therefore I must keep improving with the incessant changes. As a little girl, I have always dreamt of being a teacher and I have carried out that dream. My career journey started as a substitute teacher, a floater between classrooms, an assistant teacher, a teacher, a center supervisor, and an educational supervisor. I presently work as an Educational consultant for Danya International LLC. As an Educational Consultant, I able to review and aid with the learning environment of teachers and educational management in a school

Those teachers, who demonstrate respect towards their students, automatically win favor by having active learners in their classroom. The arrogant or offensive teacher will lack these positive qualities due to his or her lack of control over the children. Teachers should assert that they should also be treated with respect .Teachers can blend their warmth and firmness towards the students in their classroom, but with realistic limits.

While attending South Elementary School in Marshall, Illinois, I have learned a lot about the daily life of working within a school from interviewing two different teachers. I have never realized how much work goes into being a teacher no matter the grade being taught. I am so glad that I got the opportunity to participate within this program and getting to talk to these teachers. It has made me realize even more that I have chosen the right career path for myself.

“A teacher affects eternity; he can never tell where his influence stops.” – Henry B. Adams. For as long as I can remember, I have always wanted to play a big part in children’s education, which is why I have decided to enroll for an education course. I believe that educators have a lifelong impact on their students and on the development of resilience. Thus, I aspire to inculcate my love for learning into the next generation, by influencing and inspiring children all through their formal education.

Today, teachers strive for the creation of positive and influential learning environments for all students. Moreover, they aim at increasing children’s chances of succeeding. They constantly re-evaluate their teaching strategies for educational improvement of students. Teachers create supportive and respectful school environment that makes students strive for more prosperous and eventually rewarding lives. According to Deborah Tannen, the teacher’s encouraging and

Teaching is one of the most underrated professions in the workforce, without the guidance of a teacher writing this paper would have been impossible. I believe the Teacher Cadet program is a truly significant program that not only teaches but gives first-hand experience in the importance of being a teacher, As well as show the set of challenges that many academic professionals face in the classroom environment. I believe taking part in such an outstanding program will help me gain many attributes, learn a certain level of professionalism, as well as develop social skills that will help me understand how to deal with different kinds of people that hold different types of perspectives. Taking part in this will, in turn, make my goals more obtainable in the future.

“To hell with your career, what is your calling?” It was this quote that led me to the classroom just five years ago. I was convinced that teaching was indeed my calling. I was compelled to make a difference in the world, and felt that there was no better way to do it than by educating young children, that in many ways, whether through life experiences or appearance, resembled me. I knew that this was no easy feat. In fact, it’s no secret that teachers do not make significant amounts of money, and the profession of teaching does not always receive the respect and dignity it is due. But it was that day, in the spring of 2009, after hearing Dr. Joseph E Lowery speak these words, I promised myself to never chase a career, but instead, to always

My decision to be a teacher did not come easily to me. This choice was dependent on a reflection about what I was passionate about and how I could make a difference. I have chosen to become a teacher, as I believe teachers have the ability to provide future generations the stimulation for one of the most significant roles in life; to become a lifelong learner. Many teachers that I have had during my education have had a positive impact on my decision to grow and develop the skills that are fundamental to pursue a successful teaching career. My aim is to be a part of an honorable profession with the optimism that one day I will become an efficacious teacher who can provide future teachers with inspiration, as my teachers have provided for me. Through personal educational experiences and peer-reviewed academic literature, I am able to shape my approach to my pre-service teaching, as it will influence my future practice. As a teacher, there is not just one singular approach to educating students; there is a need for flexibility, diversity, adaptation and reflection.

Each and every student plays a vital part of the classroom as a whole. The classroom acts as a community of learners who respect and care for one another. We are all different, but yet all alike, and that is what makes us very special. As a future teacher I strive to foster a class that will become a family whom trusts and maintains relationships with each and every other person. All will feel acknowledged and heard. This leads to a safe and warm environment that will develop into a fun learning experience. When I think about teaching in grades preschool to third, I greatly look forward to making a significant impact early on in every student’s lives. I hope to instill interest and motivation in the students and have them appreciate the joy of learning. I believe Montclair University’s P-3 MAR program will further enlighten and assist me to better understand all the standards within the portrait of a teacher.

More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.

As a student in the Education Department at Saint Mary’s College, I have been assigned a set of eight standards to fulfill before graduation. Having these standards guides all students in becoming the necessary well-rounded teacher candidates needed to go into the field of education and ultimately becoming a successful teacher in the future. Each standard relates to a different area, including having a broad and comprehensive understanding of learning processes, the professional environment, and content. Throughout the last two years, I have had a number of opportunities, both in the field and in my classes at Saint Mary’s, to meet these eight standards.

A teacher needs to be aware of their role as an example in children’s lives. Language and attitude set a first impression for almost any situation. A teacher can show students how to use language that is free of racist and sexist labels. Also, a teacher can approach a situation by recognizing the problem at hand and help the students develop a (healthy) solution.. Students develop their own expectations for themselves, while at the same time, teachers are creating their own expectations for those students. Teacher might be portraying those expectations onto the students without realizing the impact that they are having on the

Therefore, by being admitted into this program, I feel I will be in the right path into becoming a trained teacher with some exposure on how to manage a classroom, work with diverse learnings, learn some pedagogical skills, present and develop lesson plans, and observe teachers. As a future educator, I firmly believe that all children are capable of learning and achieving success through the guidance, dedication, and support from a teacher. My philosophy and teaching styles may change throughout my teaching career, and I want to remain receptive to suggestions and open for improvement. Teaching young minds is a task that cannot be taken lightly. It is full of challenges, frustrations, and responsibilities. However, it is a task that is also full of excitement, wonder, and

I used to say a teacher that students remember positively and fondly. “Yeah, remember Ms. Mohamed, she was so nice.” But it always ended at that. All the classes before CI 4121 talked about classroom management and surface level the danger of colorblindness. And I took at that. But this class made me question, how and why would students like me? Would they like me because I gave them treats and parties? Would they think I was nice because I was sympathetic? I know for sure that I don’t want to be like Mustaf’s teacher, the culturally insensitive one. I want to be a teacher, whose students can learn from, and I can learn from them. Teaching has turned into a two-way street. In my culture, teachers are thought of as a second parent, but I’ve seen some teachers call their students friends. But I think there is a balance between formal and informal. I want my students to be able to come to me if they have a problem, a solution, something interesting or devastating to share. I want them to know I have their best interest at

Research conducted among secondary or high school levels were geared more toward the teacher’s perception of their own relationship with students instead of viewing from the student point of view. Four aspects were identified by teachers to be the most beneficial characteristics of good student teacher relationships: humor, respect, effort, and ease of communication with teacher (Wilkins, 2014). Past studies have identified that teachers like to maintain a strictly professional relationship with students in order to maintain discipline, to help students become responsible, and help build their maturity. Teachers refused to invest effort into helping students that did not actively participate in the classroom. Ironically, the research also revealed that teachers express a strong need to feel cared for by their students. Inversely, teachers found it difficult to show positive emotions toward students that exhibit negative behaviors toward the