Why I Be A Teacher

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.

School principals go through the school and supervise the students and teachers to make sure everyone is doing what they are supposed to and following guidelines. School principals assign teachers to certain things based on their education and hire teachers and other employee's as needed. They sit in class rooms and evaluate their teaching skills to be sure they are using approved teaching methods. They deal with conflicts that students may face with teachers or even other students. They make the teachers schedules and their duty schedules. They have to attend sporting events or any school extra circular activities (School). I will have to go to college to get my master's degree or bachelor's degree if I were to work at a private school, I will be working in an office and around the school, and jobs for being a school principal are expected to open up about 6% or as fast as average.

Nevertheless, it is critically important to thoroughly train the next generation of chemistry teachers and researchers. As addressed in the Graduate Education Commission Report published by the ACS, integrating career development skills into graduate education is critical to producing exceptional and employable PhD scientists (1). Proper training and guidance at an early stage in their graduate career provides effective tools with which to advance their career in teaching and research. Creating a healthy level of enthusiasm for teaching is also essential from the beginning of graduate school. These, coupled with high expectations and the tools to succeed, are the best way to train effective teachers and

As a chemistry teacher, I consider myself a successful teacher when I have prepared my students for college level science courses and I have prepared my students for a lifetime of learning and making informed decisions.

I want to personally Thank you again for the ride along this past Friday night. It was an awesome educational experience that inspired me, as well as, confirmed my decision and direction in pursuing a career in law enforcement! I was very impressed with department and found everyone whom I encountered to be extremely friendly and welcoming

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.

I decided to become a teacher for many reasons, some cliché and some very realistic. Everyone has a story that we know nothing about. That’s what I think about when I think about why I wanted to become a teacher in the first place. The cliché reasons, such as: wanting to make a difference, wanting to inspire others, wanting to help all of them grow and develop. The thing is, not everyone wants it, but everyone does need it, especially the age that I want to work with. Kindergarten.

The people in my life I have always looked up to the most have been my teachers. When I was a child, they seemed all-powerful, the givers of the knowledge I didn’t even know I sought. Now, as a teenager, I still hold the opinion that educating the next generation is one of the noblest tasks a person can devote themselves to. Like many children, I went through many “dream career” phases: astronaut first, inspired by the “Magic School Bus” books, then veterinarian, a seemingly natural fit with my love of animals. (That dream ended quickly when I discovered I fainted when my own blood was taken and couldn’t bear to see animals in pain.) However, at a relatively young age, I abandoned those lofty goals for one that genuinely seemed to fit me. I wanted to pursue teaching, specifically English. These days when my relatives ask me about college, I’m ready with an answer and many reasons to back me up. I want to be a teacher because of the influences of those in my own life, a desire to be a leader of others, and my passion for language arts.

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.

We are first taught to speak, because we need words to acquire the skill of writing, and then we are taught to write, because we need a way to express ourselves. There has to be a beginning, each and every distinct story has a beginning, but how can we find the beginning when we were incoherent of who we were? In the society that we grew up in writing is a must, in fact the better writers we are the further we will go in life, or that’s what everyone says right? So at a young age I remember that being drilled into my brain, if you don’t learn to write you won’t go into the next grade, if your handwriting is too bad you won’t get into the next grade, I remember those words being shoved down my throat every single solitary year of school. When I was starting kindergarten I could already write the basics because my parents thought this was a very important skill and made sure both my brother and I could both read and write well enough. I remember the nights where I would lay in my bed and my mom or dad would sit on the side of the bed and read me stories. I can still visualize myself looking over at the book shelf and just loving every single book on the shelf, the lights were just dim and they would read, I can still hear their voices and remember how their words would affect me. I can truly thank my parents for first developing me into both a reader and a writer at such a young age.

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.

I clearly remember the day my mother brought home a small wooden desk for me. I cherish that desk so much because not only did I use it to do my homework, but I also used to play "school". Even though I was very young, I knew I wanted to be a teacher. So the years went by and I was now a senior in high school and so close to achieving my goal of being a teacher. I knew attending college would be difficult, my parents, older sister, and I had no clue where to begin, or if it was even possible for me to attend.

As a teacher, my objectives are: (a) to act as a bridge between the chemistry field and the students; (b) to engage students in the learning process of the core principles of chemistry, so that they can acquire critical thinking, problem solving, and innovation skills, as well as the unique skills of accurate scientific prediction, experimentation/observation, and analysis. In order to achieve these goals I will use several strategies and I will employ various evaluation methods to find out if these goals are being achieved.

Science is the exploration of discovering life and the impact it has on people and the atmosphere. All around us is the opportunity to learn daily about something related to the field of science and how it impacts us and our surroundings. In my autobiography I will share with you my journey in learning and experiencing science in my personal life. I hope that my experiences and perspective on teaching sciences and discovering it will guide me and help me as I become a teacher myself. I believe a good foundation in education is one of the most important things in a child’s success and approaches to learning in their future. My foundation helped me in my education journey and I desire to give young students the same.

This paper gives a background on how I developed as a professional and who was a primary mentor in my life. It delves briefly into my past and explains how I came to be in the military, while also explaining how a certain person was able to contribute to my professional growth. This paper examines my life as I progress from high school student to a NCO (Non-Commissioned Officer) and a few of the challenges I had to endure.