My Contribution As A Teacher

When I think about the reasons why I want to teach one reason always comes to mind. That look on the child’s face when they first see you each day. They are so happy to be there. They know that I will always be there for them. I offer them a sincere greeting and a caring environment. We joke, play, and learn together, all while making a unique connection. I love that the students teach me just as much as I will be teaching them. They teach me to live simple and stop worrying so much.

As a future teacher I was very intrigued that I was able to go into the classroom and do hands on activities with the students. I was able to do my field placement hours at an elementary school that provided numerous opportunities for me to work with kids and gave me a chance to broaden my horizon with some new ideas for teaching. Overall I was able to focus on motivational skills, diversity, testing, I got the chance to work with children with learning disabilities, I was able to see the way the teacher interacted with her students, and much more. Although it seemed like 20 hours was a lot, I enjoyed being able to be in a classroom and prepare myself as a future teacher.

Being a teacher is always my dream and since I only partially fulfilled it, now it’s time to resume my ideal after a twenty year break.

Like many others from my graduating class, I left college and headed for the fast track world of law and finance. After two years crunching numbers, juggling real estate projects and emerging from Black Monday in October 1987 relatively unscathed, I realized I hated my job. Landing a teaching position at Fessenden School became a watershed event in my life. Looking back over the past years, I fully realize that teaching is an essential part of me. Michael Thompson, once said, "There are some teachers who are effective and know why, others who aren 't effective and don 't know why, and a third are effective, but aren 't quite sure why." After five years at Fessenden, I felt like the latter. Therefore, I decided to attend graduate school in order to become a more effective educator. Theory, practicum, and research aside, graduate school was an epiphany for me. It confirmed in me that leading a school was more than a choice; it was a calling.

when i was growing up i never thought i would want to become a teacher. I always thought i would be something more exciting like a storm chaser, or a astronaut. a teacher back then to me was nothing special, it was just a boring job dealing with ungrateful children. Then when i entered high school I realized teaching students wasn’t as bad as i thought. I started tutoring kids in both math and history. i loved it when they would begin to understand a problem they were stuck on or they remembered that one date in history so they can pass a test. It was amazing.

and I am going to be a junior this school year. I have three siblings and a pet turtle. My favorite color is blue and my favorite person is Beyoncé. My last science teacher was Mrs. Conyers and I took Chemistry. I have taken Life Science, Physical Science, Earth Science, and Biology (all honors). I'm not sure what science class I will be taking next year maybe Physics. I love listening to music, baking/cooking, spending time with familty and friends, volunteering, making arts & crafts, trying new foods, and shopping! I do not currently hold a job position but I want to get one soon. My weaknesess include not being able to learn a new topic through labs, group work, and I have no strengths.My most effiective way to prepare for a test is to not study the day before, but to take the time to study, looking through notes, watching lectures, playing kahoot & quizzez, and quizlet.

4.a. Initially this question was challenging to create a response, because I have had so many wonderful educators that have influenced my identity beginning in the first grade. After examining my high school experience, I decided that I model my teaching style similar to “Mama Trauffer,” my high school English teacher. When I was in high school, we had a variety of courses instructed at different levels. Mrs. Trauffer taught me Historical Fiction and Shakespeare in 10th grade. Indifferent to her course requirements, she selected different reading assignments. In Historical Fiction, our class read classics like Charles Dickens’ Great Expectations, and James A. Michener’s The Bastard and in Shakespeare, we read Othello, King Lear and a variety of sonnets. Mrs. Trauffer’s teaching empowered by developing a love for reading and a connection between historical times and fantasy writing. Her initial assignment was to inquire about our families’ history and create a timeline of our family’s history and she used this throughout the course as a reference for her students to understand what their ancestors went through at a particular time. Although she had course expectations to follow, she inspired her students to explore their personal thoughts and debate with others on topics related to the readings. Debating our personally beliefs of Shakespeare’s sonnets and she never judged us as long as we could support what we believed showed that in reality there are often more than one way to view things, thus

Most of my direct experience working with curriculum is as an public elementary school teacher. I prided myself for many years in aligning the state curriculum frameworks and objectives with the instruction going on in my classroom, and received praise from administrators for sticking to the “playbook”. As time went on, though, I realized that my mixed ability classes were simply not performing up to my personal expectations. I began to create flexible groups for math and language arts, and differentiate instruction based on group needs and student interests. I saw significant improvements in student engagement, behavior and overall achievement.

Submit a current résumé to provide the district committee complete information about your experience and education.

Throughout this term, we have learned various models of teaching such as: Reggio Emilia, Montessori, Waldorf, Forest, HighScope and Head Start. My role as an educator is to implement a variety of learning strategies taught to me. As I learned about each models of teaching, I still hold my bias towards the Reggio Emilia Approach, but I also like some aspect of the HighScope curriculum. In my personal philosophy, I will talk about what I believe to be an “image of a child” and role of an educator.

As long as I can remember, I always wanted to be a performer. During my freshman year of high school, I knew that I needed to major in music in college. At first I thought that I would major in vocal performance, then it changed to musical theatre. It stayed as musical theatre for a while, then I became a teacher’s aide for my old high school choir director. I was able to help out more with the Varsity Choir and the 8th grade choir as well. My choir director gave me the opportunity to work with a few of the 8th graders on their competition music. This started my love of education and is what influenced me to make my major music education. Unfortunately, during my last semester of high school, my choir director

I firmly believe that teaching is a noble and very fulfilling profession. We cannot deny the importance of education in our everyday life - I want a career in teaching and impart knowledge, and thus contribute to the society. I had my first teaching experience a few years back when I became part of the Student Associates Scheme (SAS); a program created by the British Government for University students in the UK. I was trained and assigned to work at Longhill Secondary School, where I taught Mathematics under the guidance of a certified teacher. By the end of this project, I had a more detailed understanding of the diverse roles and responsibilities of a teacher - I became greatly interested and wanted to learn more about teaching so I independently started applying for internships in schools. I interned at Unity College as an English teacher, and I gained invaluable insight into the rewards and challenges that teaching offers. I was also a Student Ambassador while I was in University hence I am confident about my communication skills; I believe a simple way of building a healthy and friendly relationship with students (and colleagues) is by being respectful and likeable. From experience, I have

What does it mean when someone tell you they want to be a future teacher? Some may think you’re making a mistake; saying teachers don’t make a lot of money or have terrible benefits. Being a future teacher to me isn 't about the money or the benefits, it’s about the satisfaction of seeing a child learn something because of you. When someone tells you they want to be a future doctor it 's because they want to help people, that’s exactly what a teacher does---helps people. Teachers are the stepping stones to any career you want to do, without teachers who would you look towards for guidance on how to do anything in life. Being a teacher is my goal in life and I intend on being the best that I can.

I believe education is one of the most important tools a person can have in life. Every child deserves to receive the best education possible.  It has always been my passion to help each child discover their individual God given gifts and talents and to reach their full potential.

From the time I was a seven years old till the current day, as a Sophomore at Benedictine University, I have wanted to become a teacher. The four years of high school, Oswego High School, I truly become passionate to become a teacher. I took the necessary general education classes, and my elective classes learning about child development and early childhood education. Once I graduated high school, I felt confident to become a teacher, but I discovered that special education was what I truly wanted to do. From the first day or first grade up to now, I have become a success student, which I can’t wait to become teacher I want to be an aspirational teacher one day to my future students.