The first of the five is aptitude. Being a post secondary history teacher means you need to have good aptitude. According to the bureau of labor statics“Aptitude means the ability to do something or the natural ability to do something.” You need to be able to do basic skills but also be able to learn new skills. The bureau also states“A postsecondary teacher needs to have good critical thinking skills to conduct research experiments.” As a teacher you would need to go out into the field and learn/ study about you topic. A third thing the bureau says is “These teachers need good Interpersonal skills to work well with other and have good communication skills” When you are teaching you will be in front of students teaching or talking about the subject and without communication skills you would not be able to teach. According to the college board“A good post secondary teacher needs to be resourcefulness they need to be able to adapt their teaching style to the student's learning style.” You need to be prepared for any type of student who walks into your classroom. Also according to the college board“The teacher needs to have good writing skills in order to publish their findings and research” As i said before you will be publishing work you find. Without good writing skills you will not be able to do this task. The second of the five is employment facts. Being a postsecondary teacher you need to know about what college you are working for, the requirements for the job and what
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OSAP is a great resource for students. There are many benefits that come with having
Often people forget that teachers have their own personal lives. Students and parents are somehow always surprised if they find teachers outside of school. Unfortunately, they also expect you to be dressed professionally at all times. I was fortunate not to live in the school district I worked although I did have a few encounters with students and their parent’s at the most unfortunate times. For example after working a good five hours in the yard and I needed to buy some more mulch, peat moss or something else. Obviously, I was a mess and dirty as can be. Although I would try to explain to the parent and student why I was a mess I could see in their eyes the disbelief that it really was their teacher.
Ms. CW has been an educator for over eight years and has taught PK-5th grade music, 3rd grade Writing and Science, 4th grade Writing, Social Studies, and Math, 5th grade math, and is now a Principal in Garland ISD. She has earned numerous degrees and certificates like a Bachelors in Music, Master’s in Educational Administration and certificates in Music EC-12, Generalist EC-6, and Principal EC-12. Ms. CW’s main focus in the classroom was improving students writing and grammar skills to help them be better prepared in the future. At the school where she currently Principal the current approximate size is 1,047 students, it is a suburban setting located in Garland, Texas. There are 30% African American, 30%
Throughout this course I have learned so much more about teaching and education than I knew was possible. The portfolio essays have made me realize everything that goes into teaching, I never really thought about different things that go into teaching; for example what my teaching style will be, how I grade and do tests, and the fact that I will probably have special needs students in my class.
proficiency issue because these communities vary and each discipline has its own standards and traditions (Angelova & Riazansteva, 1998). As NNES students come from all over the world, their relationship with texts, data, and information sources vary due to each individual student’s influence circle, type of media they have (or have not) been exposed to, and the culture and history of their country (Fox, 1994). Typical solutions to this issue, according to Badenhorst, Moloney, Rosales, Dyer, and Ru (2015), have been to require students to enroll in add-on classes in academic writing or speaking, or to direct them to workshops to help improve their linguistic proficiency. Avery and Bryan (2001) suggested that the add-on instruction for
When I finished my undergraduate studies, I remember thinking how important it was to find a job that I enjoyed. After moving back in with my parents, we sat down and had a long discussion about my goals and passions in life. Since I was old enough to work, I babysat my siblings and neighborhood children and had always enjoyed working with them. It fascinated my how children were explorers and natural learners from a very young age. With this said, my belief is that a teacher should first and foremost possess the passion to teach. Now the hard part of this is how do know you possess this passion. For myself this realization came after I applied
Our life is determined since childhood by the people we meet along our way. Parents are those who gave birth to us and who educate us daily. But a big part of our lives, we spend in school with people who become our second parents and who help us find our powerful skills and achieve great habits of mind. These people are our teachers! They are our mentors who help us learn not only reading and writing, but also discover ourselves and the art of living, consequently the art of living WELL.
I believe that as a future teacher I should be aware of signs that my students exhibit. For example, in the reading it mentioned how a child who has experienced trauma may try to avoid situations. If they have an assignment, they may get up and sharpen their pencils or go look around the classroom. Knowing that children who experience trauma may exhibit these behaviors, I will not be so quick to get on to the student. It is easy to say that a child is not following directions and call their attention. However, some kids are experiencing difficult situations at home that they are not even sure how to process. Instead of telling them what they should not be doing, I would remind them of what they should be doing and encourage them to complete their task. Using kind words and gestures are necessary in the classroom and especially with the children who do not seem as self-confident. It is upsetting to know that with child trauma their perspective of themselves changes. They are not confident, which enables them to take risk and do challenging tasks. If I see one of my students having difficulty in trying to accomplish a task or try new things I will not automatically think he/she have had a traumatic experience. However, it will be something that I would make sure to do more close observation to verify my point. My biggest desire is for my students to feel like they belong and that I care for them, which is why I will always praise them for a job well done. I still like hearing
Similarly, I asked my former english teacher the same question and he responded with qualities of patience, having a sense of humor, and a strong work ethic. He began to explain why he believed each of these qualities were important to making a teacher thrive. He spoke about how it is inevitable to have students who will complain, and underestimate their teachers qualifications. Throughout a teacher's career, there will mostly likely be students who tend to argue, with their teachers, students who feel as if they are always right, this is when patience plays a huge role. In order for teacher to connect with their students it
The difficulties of stepping into the adult world are now having to decide what you are going to do with the rest of your life. The first hurdle to step over is what career interests you most. But not only that, what will you enjoy doing every day for the rest of your life. Furthermore, you need to decide where you think you might enjoy studying. Where your grades will be accepted, where you will feel accepted and whether or not they offer your degree. The second biggest hurdle to jump over is deciding whether or not to have a major, minor or neither. This is just the beginning of all the decisions. After you think you have decided the right choice, you are soon to figure out if you are able to work hard enough, have enough determination and passion to invoke in this career. For many people, this isn’t something they ever think of when someone says the word “teacher.” Working hard, being stressed and working on your weekends is something the rest of the world forgets to remind themselves teacher do. There truly is a lot more to teaching then the world sees. Let’s look at the career of a teacher; most people think that the biggest part of the teacher’s job is to be a “glorified babysitter” with weekends, holidays and summers off. They assume teaching as a career is just as easy as one, two, three however, those of us in the education field know that is far from the truth. Teachers are so lucky to have the privilege to be allowed the ability to instill in young kid’s minds
When thinking of teaching I feel excited realizing that God has given me the opportunity to teach and the gift to do it. When I was 22, I was working as a nurse and enjoyed it immensely, but then got married to a teacher. After that, I found myself in educational institutions. I then decided to take up teaching and enrolled myself in a teacher-training program. This was without any passion or thought merely out of convenience. When I completed it I was asked to teach teacher training students. I enjoyed teaching at this level. My next position in teaching kindergarten kids impacted me for life. I was assigned to a small Seventh-day Adventist school. The enrollment was very low and they thought that they would have to close the school in a few years. I began the school year with only six students, however in a few months word got out about the way I was teaching and enrollment increased to 44 students. The school gave me two TA’s who assisted me all day. I enjoyed teaching these little ones. Watching them grow and develop made me happy and fulfilled. This has been 26 years ago and I am happy that I am still in touch with for students from that class.
It was not until my last year of high school when I finally decided on becoming a elementary school teacher. I had taken one of those “What should you choose as your career?” tests going into junior year and number one on the list was Teacher. Although it was a more professional than something like a personality quiz on Buzzfeed, I still treated it like one. The thought of becoming a teacher was vile to me based on all my knowledge of stereotypes that I had heard growing up, such as bad pay and hating their job. My mom and everyone around me wanted me to be a doctor or lawyer. They wanted a well-respected job for me and not a “glorified babysitter”. Then one day I was taking a college tour of Dixie State University and they had a school with a playground on campus. It was part of the school they had on campus that children would come to so that the future teachers can get on-campus experience. In that moment I thought back to elementary school to my favorite teacher from kindergarten, Ms. Lee, and remembered how much I loved elementary school. How everything amazed me because I was just an empty head (well, not entirely) waiting to be filled with the knowledge of the world.
There are basic skills that students learn in high school such as reading and writing. However, there are many skills courses that are unavailable for academic students to learn like home economics, teamwork skills, and financial literacy because it may not fit into their schedule, or there are no courses focusing on those skills. Thus, many students feel unprepared to face the real world and post-secondary education. Many students with a low socioeconomic status graduate without basic skills because they are behind even before starting school as a child and then not getting encouragement from parents and other factors. The two major reasons that have an impact on students not achieving basic skills are socioeconomic background and the limited skills that are taught in courses offered to students.
The scope of teacher education is potentially wide-ranging. One helpful way to view teacher education is to viewed the field as a continuum from pre-service teacher education in formal settings to continuing teacher education in professional settings (Beck & Kosnik, 2017; Clandinin & Husu, 2017a). Within this paper I use a conception of teacher education that focuses on the pre-service setting, yet personally, the learning that I am involved in would be located on the opposite end of the continuum, in the professional development, or in-service side.
“One of the most damaging myths prevailing in American education is the notion that good teachers are born and not made” (Darling-Hammond, 2012, p. ix). This seems to imply that teaching teachers is simply an identification process. Unfortunately, the identification of what makes an effective teacher is challenging (Cantrell & Kane, 2013), the process of becoming a teacher is consistently reported as a difficult and strenuous process (Akkerman & Meijer, 2011; Beijaard, Meijer, & Verloop, 2004), and identification of how best to train new teachers is unclear (Shuls & Ritter, 2013). These qualities of teacher education are unsettling in light of the international call to deliver relevant and high-quality teacher education