Why I Should Be A Teacher

I have recently seen an advert on the website for the position of teaching assistant and I would like to apply with interest

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.

Systematic racism within education Institutions, such as the lack of adequate funding as well as subtle discrimination, continues to be the root of the problem that plagues this nation. Even though segregation was abolished in 1964, the lingering effects that remain are significant and cannot be passively mended. Although it is tempting to think that this prejudice is caused by a select few and not the many, it is clear that this problem holds more depth. Recent studies conducted by the National Education Studies (NEA) have proven that even in school’s African American students are often times targeted and punished at a significantly higher rate when compared to their white peers. The study states “Black students make up almost 40 percent of all school expulsions [in the] nation, and more than two thirds of students referred to police from schools are either black or Hispanic” (Blacks: Education Issues). This study conducted by the Department of Education, cabinet-level department of the United States

I have conducted interviews with mentors and counselor, as well as two Oregon State University professors, one with a focus on education and one with a focus on education administration, to discuss the process I needed to go to become an educator in Oregon. In order to reach my goal of becoming an educator it requires nothing more than an undergraduate degree and a teacher licensure in the state. To make sure that I was on the right track, I enlisted the help of Troops to Teachers, a U.S. Department of Defense program that helps eligible military personnel begin a new career as teachers in public schools where their skills, knowledge and experience are most needed. The troops to teachers programs assist veterans in using their skills such as adaptability, leadership, behavioral management, communication, and a global perspective enabling them to make a difference in young people’s lives. All those skills, coupled with their initiative, discipline and integrity, they are able to bring subjects to life, helping students realize their potential and ultimately positively affecting the local community. In their report, school administrators have found that veterans interact effectively with parents, community members and other teachers and staff. Additionally, there

Despite the 1954 Brown v. Board of Education Supreme Court decision, that outlawed segregation in public schools, African American children have remained in segregated and unequal educational environments (Blanchett, Mumford & Beachum, 2005). A significant tactic in maintaining school segregation has been the disproportionate assignment of African-American children to special education classrooms (Blanchett, 2009).

The U.S. Department of Education Office for Civil Rights (U.S. Dept. of Ed-OCR) (2014) has reported disproportionately high suspension and expulsion rates for students of color. Literature in the field has verified Black students are recipients of inordinate amounts of discipline, which excludes them from learning opportunities in the classroom (George, 2015; Hilberth & Slate, 2012; Hoffman, 2012; Kinsler, 2011; McElderry & Cheng, 2014; Skiba & Peterson, 2000). The disproportion of Black students includes; males, females, poor students, and wealthy middle-class students, each punished more frequently and harshly than non-Black peers. (Adams, 2008; George, 2015, Hilberth & Slate, 2014, Kinsler, 2011).

In today's society, people of color have been conditioned to suppress and deny any form of racism. This sort of silence perpetuates oppression and racism by letting it happen over and over again. From the moment they are born, people of color are both advertently and inadvertently told to ignore and deny any forms of racist acts they or people like them may endure. Then when these inhumane acts occur and no one acknowledges them the society believes everything is alright. Men and women are being taught to be silent and disregard these actions in many institutions, including schools. The educational system plays a critical role in both shaping and challenging this silence, as schools have the power to influence and manipulate what tomorrow’s

Board of education, which deemed racial segregation in the American school system unconstitutional and overturned the “separate but equal” of Plessy v. Ferguson, our society has shifted for the better. The civil rights movement’s accomplishments have granted African Americans and other minorities the ability to participate in our democratic elections, the federal government initiated a War on Poverty and we elected our first black president. What hasn’t changed however is the racial injustice that exists in the education system. Racial discrimination often begins as early as pre-school and students who are only 4-year-old are facing unequal treatment from teachers and administrators. African American students only account for 18 percent of the countries pre-K enrollment however they make up 48 percent of the preschoolers in the country with multiple out of school suspensions. By this age, many black students have already been conditioned to believe that they are lesser than white students. This treatment isn’t limited to one or two schools throughout the county, but is a common occurrence in every school across

As a young black girl in a predominantly white neighborhood and elementary school, I was content. When I entered middle school I was not accepted. The other black students didn’t understand why I had white friends. I became extremely depressed and anxious, thinking there was something wrong with me. In my core classes, I was not harassed, however, in my elective classes and lunch that was not the case. PE, band, and lunch were always a struggle for me. I could not get away from their constant and consistent taunting.

The systemic racism ingrained in society and ideas of “the other” have followed humanity since its beginning, making it alive and well in society today. During the Jim Crow era, from the late 1800’s to mid-1960’s, schools were segregated between whites and colored folks, making it clear to the world that whites had all the power. However, in May of 1954, the U.S Supreme Court ruled that segregated public schools were “inherently unequal”, therefore overruling the “separate but equal” (“On This Day”) notion that existed during this time period. Although the ruling advanced civil rights movements, the fight for equality was not over, especially in the classroom. Millions of students of color across the United States are faced with immense discrimination in the classroom and are being stripped of their fundamental rights. Students are being punished severely for punitive actions that in turn, affect their lives. These punished students are our future leaders, and their education and position in society is greate affected. Americans and school boards must recognize the issue at hand and advocate for a change to the extremely high suspension rates and policies that do not tolerate any form of disruptive behavior. Establishing resources and alternative curves in all schools could ensure the end of punitive behavioral punishment against students of color and in turn will give them a newfound hope.

Who I want to be as a teacher??? That is a question I always have in mind and I keep coming back to it. I had a year to oberve and walk trought the steps of my mentor teacher. But, do I want to be a mirror image of her? This year I had the opportunity to try new things and see what works and what does not. When looking back at the things I have done this year I have come to the realization that when it comes to using technolgy I can figure things out and make my lessons interactive and engaging for my students. This is a pro if the school where I will be working on will be technology equipt but as of right now I do not know that. Also, another thing I have seen is that being able to speak another language is really helpful if you are in a hispanic diverse school, but it is also hindering if you are one of the few staff members in the building that speak spanish because a lot of people will ask you for help and you want to be helpful and will not want to say no. As I keep thinking on the things I have done and that other people have noticed, one is making lesson connect across subject areas in that way studnets will have twice as much exposure to what I am teaching and they will be more likely to learn the concept.

Why so you want to be a teacher? Unless ones develops a sound philosophical answer to this proverbial question, an educator will be “like a wave of the sea driven with the wind and tossed” (James 1:6, KJV). By establishing ones core beliefs on the purpose of education, the role of an educator, the nature of the student, and the importance of teaching chemistry one will have the foundation to build a teaching career upon. This philosophy of education will be particularly important to me to encourage, focus and sustain me in my teaching career.

Being a teacher for a career involves a lot of time and commitment, whether it is at school or your house. A regular day for any teacher includes waking up early to be able to arrive at school before the kids come. Each and every day involves preparing, planning, teaching, and grading. At the beginning of every week, teachers will spend several hours planning lessons for their class. Then, either the day before or early that morning, they will spend the time gathering and preparing materials for that day. Throughout the day, there might be multiple assignments given out and turned in by students to be graded. While the kids are at lunch or even recess, you have the opportunity to grade papers or prepare last minute materials. There are several opportunities teachers could use throughout the day to get work done. Sometimes, teachers bring ungraded papers home, because they were unable to at school.

The opportunities that my education has provided me are invaluable and I have made it a personal goal to pursue a career that will give me the resources necessary to mentor and guide students who, like me, have the potential, but are just weighed down by circumstances out of their control. What sets me apart is not simply what is on my transcripts or resume, but rather the life experiences that have shaped me into the person that I am today. The hardships I have faced humbled me in ways that I did not appreciate until now. Through the troubles I faced, school was the only thing that kept me motivated and teachers were the ones who provided the emotional and practical support that I needed to get to where I am today. I believe that I have grown into

With fifteen years of experience teaching in a self contained classroom, I have learned that a teacher’s role is to foster a child’s discovery of ones self, by igniting internal motivation and providing students with the tools necessary for taking responsibility of their own learning. I began my career as a teacher at Aptos Academy, a private K-8 school in Aptos, California, where I taught fourth and second grade. While working at the Aptos Academy, I attended California State University Monterey Bay, where I received my Bachelor of Arts degree in Liberal Studies and completed a Multiple Subject Preparation Program. Following this, I received my Masters of Arts degree in Curriculum and Instruction through the University of Saint Mary in Leavensworth, Kansas. After twelve years of teaching at the Aptos Academy, I moved to Maui, Hawaii where I taught sixth grade for two years at Kihei Charter, STEM Middle School. The following year, I acquired a new teaching position at Lokelani Intermediate, a Title I school where I taught sixth grade English Language Arts and Study Skills.