Why I Am A Teacher

You might ask, “Why would you even want to be a teacher?” Well, I surveyed a current teacher and was genuinely pleased with the responses that I received. I asked her what the main reason was on why she chose to pursue teaching, and she responded that she likes being a role

When asked why I want to be a graduate school teacher’s assistant (TA), my honest answer is the financial benefits. Being an out of state applicant, the financial responsibility is significantly higher. The University of Wisconsin, Milwaukee is my dream graduate school. The clinical opportunities, unique elective offerings, and welcoming staff are only a few reasons why I am so drawn to this program. Throughout my undergraduate career, I have worked tirelessly to get to where I am today with selecting a graduate school. After working so faithfully for the past 4 years, I do not want to let financial liability stand in my way of committing to my desired school. Being a TA will provide me with the financial backing needed to make my aspirations a reality.

25). The most critical attribute of a teacher’s character can be debated, but I believe that it is vital for educators to be honest. In his book, The Passionate Teacher, Robert Fried (2001) supports this idea, as he utters “kids respond to the kind of honesty that shows [teachers are] not afraid of them” (p. 143), “but they have to be convinced that [the teachers] are sincerely interested in them” (p. 146). Obviously, the quality of honesty is crucial in education. Despite the importance of honesty, it is imperative for educators to possess an assortment of positive characteristics that form their character. Furthermore, along with endless conscious and subconscious reflection, teachers with a positive character can have a favorable impact on their students, schools and communities. As Campbell (2003) explains, “the ethical teacher is, by necessity, and ethical person” (p. 23) and, regardless of the moral dilemmas they might face, ethical teachers constantly cultivate ethical knowledge through their awareness, understanding and acceptance of the demands of moral agency.

After reading the Arkansas Code of Ethics, I will now have an idea of how to model my teaching career in positive way. Because of my Christian raising, I have a sense of strong morals and values. Throughout my life, I have tried to set high standards of morals for myself. Wanting to be a teacher is just one way that I can become a better person; I want to help raise the next generation of people to be good, productive members of society. Being entrusted with the welfare of children is a great responsibility, which should not be taken for granted. The Standards from the Arkansas Code of Ethics which I chose to write about are Standards One, Two, Four, and Eight.

The beliefs that I hold dear to my heart are that I should be kind, honest and respectful to others. My parents, family, friends, priests, teachers and neighbors have instilled these beliefs in my heart as I grew up with their influences. These beliefs will influence the way that I treat and interact with each of my students and teachers and other professionals. Everyday I will make a point to be kind, honest and respectful to everyone that I come into contact with. I view children, their families, and the people that I will be working with in my future career as people who will shape me into being a better educator. Each encounter and experience will help me to learn and grow. I see my future curriculum as guidelines and rules in my teaching and lesson plans. I will use the curriculum I am given and work closely with my fellow professionals to make sure that I deliver it to my students in the best possible way. I see the best practices in education are those who teach to the whole student. Lately,

Teachers are very visible members of society and often find themselves under scrutiny. (Neumark, 2014). An individual entering the teaching profession should do so with a degree of professionalism and respect in which to regulate their own behaviour. However, there will always be times when circumstance tests teachers’ professionalism. This is when the code of ethics should be regarded.

Although we cannot be a student forever, we can be in school all the time. Working in school I can get in touch kids, and innocence everywhere. Maybe I can keep a lily-white heart. Of course teaching is a wonderful job in China, and its benefits are better than most of jobs. I major in English in my college so it can be meaningful if I become a English teacher. When I speak English, I enjoy its accent. And I love kids, especially girls, they always have dreams even they won’t be achieve. What’s more, the pressure stay with kids may be much less than in a company, just teach students and I still have summer vacation and winter vacation. That’s why I want to be a

My motivation for teaching is drawn from the rewarding feeling of being able to pass on knowledge to people who are genuinely interested in learning from me. I spent just under a year volunteering at Gylemuir Primary School working alongside a teacher who also ran a drama club and who was responsible for the school play, meaning I got to experience the joy of extra-curricular activities and working with children outside of the classroom. As a sports enthusiast who has taken part in extra-curricular activities throughout my entire education, the opportunity to encourage children to take up new hobbies or pursue their passions is something that I eagerly anticipate.

School is a major part of our young lives. It is where we spend the majority of our time as youngsters. Children begin to develop relationships with people who have not been apart of their infancy. For someone who does not enjoy school, this could put a damper on their relationships with others as well as their learning achievements in life. This is why I want to become a teacher. I want to develop a learning atmosphere where children feel joy and security.

It has been the unexpected, unpredictable, and sometimes unsuccessful episodes in my academic career that have inspired my current pursuit of research and my goal to become a professor. As the daughter of two professors, I have always had an appreciation for critical thinking and the scientific method. One of my earliest experiences in scientific research was inspired by a television documentary on ants. Learning that ants communicate through chemical scents emitted onto the ground, I immediately ran outside with a handful of sugar. After luring ants away from their hill with the sugar placed a small distance away, I dropped to my hands and knees to sniff the ground for the mysterious scent they had left behind. Of course, I failed to detect any scent, but this incident prompted a valuable lecture from my father on the importance of using the correct methods to study scientific phenomena. Undaunted by the failure of this experiment, I spent my childhood as a pupil of my parents, examining my father’s latest bipedal robot or transcribing interviews for my mother. Growing up in this culture of academia, I could not be better prepared for a career in scientific research.

I believe the future of an individual depends on the quality of their education. To obtain an exceptional education, one should be in school where the environment, the educators, and the peers partake a positive impact on the student’s success. Above all else, teachers play a vital role in a child’s endeavors, and thus should create classrooms where all the students will feel safe, visible, valued, and celebrated (Kohli, & Solórzano, 2012). Though these statements are ideal and are very much associated with the innovation of the children’s bright future, are these the types of assertions that youths have encountered in school? I beg to differ, at least not in my high school.

In every elementary school classroom I found myself in, the room would be surrounded by quotes similar to the following: “‘Tis a lesson you should heed, try, try again. If at first you don’t succeed, try, try again.’ — William Edward Hickson”. Due to this, from a young age I was under the impression that you should always try your hardest and if you do, you’ll be successful at whatever you put your mind to. I later came to the conclusion that in order to do so you must push yourself as much as you can mentally and physically. However, I didn’t realize how naive this thought process was. Will you always succeed when you push yourself that hard? When I was ten, I learned for the first time that that’s not always the case.

My greatest contribution as an instructor has been the time I have spent off the podium. There are several subjects that I may not be familiar with or maybe seen as the tougher subjects or perhaps even boring. The time that is spent preparing outside of the classroom is extremely important. As an instructor first and foremost you have to spend countless hours researching a subject, analyze it, and anticipate questions. It is not a comfortable to be in front of students and not fully knowing the subject. Not only does the material have to make sense to you, you then have to take that material and think about how to explain it so that every different Soldier from every different background can make sense of it. Practicing teaching methods using different comparisons, developing training aids all takes a lot of time outside of the duty hours to deliver the best level of instruction possible. Then there is the time spent improving on the lesson plan. The lesson plans we receive are often times missing information, they order they are in doesn’t make sense and sometimes they are completely blank a give use nothing to go off of. That means dedicating the hours outside of the class room to improve or even completely build that lesson plan. Time must be spent to ensure that every piece of information the students need is included. This is not always possible we could easily spend an entire week breaking down the components of an automatic transmission and go into

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.

Age: 13 years of age almost 14, however I am extremely mature and have worked with older peers, I do not think my age is relevant as I can still do my job as well as the older staff and I know I am mature and capable of doing so. I have been in many communities that do not tolerate toxicity or immaturity at all, however I am genuinely a chill person and confident at talking. I won 't let you down because of my age and still am a great staff member.