essay on teaching experience

Essay on Teaching Experience

Students are often asked to write an essay on Teaching Experience in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Teaching Experience

Introduction.

Teaching is a noble profession that shapes the character and future of individuals. It is a rewarding experience that involves imparting knowledge and values to learners.

The Role of a Teacher

Challenges in teaching.

Teaching is not without challenges. It requires patience, understanding, and the ability to adapt to different learning styles. A good teacher turns these challenges into opportunities for growth.

In conclusion, teaching is a fulfilling profession. It allows one to make a significant impact on the lives of students.

250 Words Essay on Teaching Experience

The essence of teaching experience, impacting lives.

Teachers have the potential to shape the minds of their students, influencing their thoughts, actions, and futures. This responsibility, while immense, also makes teaching an incredibly rewarding experience. Teachers can witness the fruits of their labor as students grasp new concepts, overcome challenges, and grow as individuals.

The Learning Curve

Teaching is an iterative process. With each class, teachers refine their methods, adapting to the unique needs and capabilities of their students. This constant evolution is a significant part of the teaching experience. It fosters a growth mindset, encouraging teachers to continually learn and adapt.

Building Relationships

The relationships formed in the classroom are another crucial aspect of the teaching experience. Teachers often become mentors, guiding students not just acadically, but emotionally and socially as well. These relationships can have a profound impact on both the teacher and the student, often lasting well beyond the confines of the classroom.

In conclusion, the teaching experience is multifaceted, encompassing the transmission of knowledge, personal growth, and relationship building. It is an enriching journey that leaves an indelible mark on both the teacher and the student. As educators, we should strive to make the most of this experience, using it to shape future generations in the best way possible.

500 Words Essay on Teaching Experience

The significance of teaching experience.

Teaching is a profession that incorporates a multitude of roles. A teacher is not only an instructor, but also a mentor, a guide, a motivator, and a role model. Teaching experience, therefore, is not just about the number of years spent in a classroom, but rather, the depth of understanding and skills a teacher has developed through these years.

Enhancing Pedagogical Skills

Understanding student psychology.

Teaching experience also provides insight into student psychology. Experienced teachers are more adept at identifying students’ strengths and weaknesses, and can tailor their teaching methods to cater to individual needs. They understand the importance of emotional intelligence in teaching, recognizing that a student’s emotional state can significantly impact their learning ability. Hence, experienced teachers are often better at fostering a positive, supportive classroom environment.

Curriculum Development and Adaptation

A teacher’s experience significantly contributes to curriculum development and adaptation. Experienced teachers have a broad understanding of the curriculum and are better equipped to design lessons that align with the curriculum’s objectives. They can also adapt the curriculum to the local context, ensuring that the lessons are relevant and meaningful to the students.

Professional Development

Teaching experience plays a crucial role in a teacher’s professional development. Through years of practice, teachers refine their skills, gain confidence, and develop a deeper understanding of their profession. They learn to navigate the challenges of the teaching profession, such as dealing with difficult parents or handling administrative duties. This experience also opens opportunities for career advancement, such as moving into leadership roles or specializing in certain areas of education.

That’s it! I hope the essay helped you.

Happy studying!

My Teaching Experience Essay

When I first come to Saint Cloud High School, I was uncertain of how I would fit into the world of education as a teacher, in fact, this was my first teaching practice. After completing a few observations, I changed my view and recognized my teaching abilities. I was able to learn many different things that will be helpful to me when I become a certified teacher someday. Although I could face many possible challenges in the classroom, I have many of the strengths it takes to be a good teacher. There were many times during this field training that gave me a broad idea of how the ordinary life of a teacher would go. Similarly, I got a profound sense of how the classroom environment is for most instructors. In general, I believe this was a pleasant experience for me, and I learned a lot in such a brief period. The educational unit I executed has an element of my instruction beliefs that students should connect and relate theme content to real life situations inside and outside the teaching space. Therefore, during my teaching experience, I feel compromise and responsible for meeting my students’ needs and that is why I included many visuals aids and plenty of flexible activities. Hence, this unit involved a mixture of student and teacher-centered strategies such as direct instruction, drill and practice of the unit vocabulary, lectures, dialogues, question and answer sessions, discussions with exchanges of opinions and perspectives, discovery learning events and presentations

Teacher Tenure Essay

Today, there seems to be a push to change the policy of teacher tenure. “Roughly 2.3 million public school teachers in the United States have tenure—a perk reserved for the noblest of professions (professors and judges also enjoy such rights).” (Stephey) Tenure refers to a policy which gives teachers a permanent contract that effectively ensuring them a guarantee of employment for life. Stephey continues to state, “Though tenure doesn’t guarantee lifetime employment, it does make firing teachers a difficult and costly process, one that involves the union, the school board, the principal, the judicial system and thousands of dollars in legal fees.”

Psy/101 Week 4 Assignment

This semester, I was a teacher assistant for Dr. Finley’s psychology 101 course. The experience to TA has been a really valuable, and rewarding experience. I’ve definitely gotten the chance to develop skills in the professional context. The variety of tasks and the workload pace was very enjoyable for me. The opportunity of being a TA at times proved to be challenging but I find ways to successfully manage some of these adversities. Overall, there’s a plethora of things that I can take away, and I plan to utilize some of these tactics into my future goals and career aspirations.

Reflective Essay on Teaching

This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity. Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness

Essay on Teaching Assistant

* Encourage participation and independent working to all pupils according to their age and abilities.

Personal Statement On Teaching Career

My decision to be a teacher did not come easily to me. This choice was dependent on a reflection about what I was passionate about and how I could make a difference. I have chosen to become a teacher, as I believe teachers have the ability to provide future generations the stimulation for one of the most significant roles in life; to become a lifelong learner. Many teachers that I have had during my education have had a positive impact on my decision to grow and develop the skills that are fundamental to pursue a successful teaching career. My aim is to be a part of an honorable profession with the optimism that one day I will become an efficacious teacher who can provide future teachers with inspiration, as my teachers have provided for me. Through personal educational experiences and peer-reviewed academic literature, I am able to shape my approach to my pre-service teaching, as it will influence my future practice. As a teacher, there is not just one singular approach to educating students; there is a need for flexibility, diversity, adaptation and reflection.

My Professional Growth as an Education Major Essays

My first observation experience was eye-opening. Upon my arrival to Providence Catholic High School, I only had basic knowledge about what it took to be an effective teacher. After working with many different teachers at this high school, it became evident that every teacher adopted their own style of teaching. I also began to understand that in order to be a wonderful

Essay on My Teaching Philosophy

I believe that teaching is one of the most important professions in the world today. From the very beginning, until present time, teaching has been around. The book of Genesis speaks of God walking and talking with Adam in The Garden of Eden, God was teaching Adam. I will be proud to, one day, be a part of this great calling.

Teacher Interview Essay

The teacher I interviewed has taught for more than ten years at the same school. She started as a fourth grade teacher but she now works as an interventionist.

My Reflection On My Educational Experience Essay

Throughout my educational experience, I have endured countless hardships that made progress difficult at times. Although it was a struggle through my strong dedication to education, I have also earned a list of achievements for my hard work. These experiences from, failing two of my English classes, to excelling tremendously in mathematics, have molded me into the type of student I am today. I am a student with a growth mindset and, an optimistic outlook on education and, the bright future ahead. I now understand the impact that a positive mindset can have on your future. I am definitely proud of the student I have become. I feel like my journey is unique, but is also very relatable.

Essay On Effective Teacher

This past semesters has been an eye opening experience that has changed my views on teacher. Ever since I was little, I have always wanted to be a fourth grade teacher. However after being placed in a second grade classroom my views have changed. I liked the idea of teaching fourth grade because my fourth grade teacher was my inspiration in life. When I was in Ms. Petro’s class I enjoyed being able to watch the students progress over time. Being able to see the drastic improvements in little children is very rewarding and that is why I want to continue to teach lower grades. I have learned that being a teacher requires a special someone, a person who knows that sometimes you will have to deal with tough situations leaving you exhausted and feeling like you are not able to help more. But at the same time, being a teacher allows one to be a visionary for the world and those who surround you.

My Role As A Teacher Essay

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.

Reflection Of My Teaching Experience

Teaching is not just a job that I perform because I expect a reward at the end of each month; it is my passion and I feel extremely satisfied with every successful lesson. I like to help the society, and teaching gives me a great opportunity to do so. I am passionate about educating my students, so I work with them and motivate them to lead them to find inspiration in learning. I use different strategies to engage them and share with them the knowledge.

My family, culture, educational, professional experiences have all been positive. The different teachers that I have had; guided me into considering the teaching career for many reasons. First, my family has guided me, my mom and dad have always found the right schools for me. They have pushed me to do hard things that make me scared. They have had faith in the school’s that I chose were the right choices, and they will grow on me. My cultural experience is also a factor of why I want to be a teacher. My schools have been centered on helping students who have learning differences, so I have always been open about having a learning difference to other people. My educational experience has been amazing. It has been positive for me because the schools I have gone to were safe places that I could be myself. The teachers at my schools made a significant impact on me starting at a young age. The professional experience has been limited but beneficial. I worked at Stratford Friends School; I learned it is so much fun to work with children who were just like me. I love the children and school. I get excited about going back to school shopping. I love to dance in the isles, and I love to look at all the beautiful school supplies.

Effective Teachers Essay

15 Works Cited

Teaching is a profession that is considered to be a rewarding challenging and complex role. An effective teacher does not simply teach knowledge their students and instead aims to arm students with the knowledge, skills, understanding and attitudes that will prepare students for life-long learning. The constructivist theories developed by Piaget and Vygotsky have impacted on the way that teachers teach and this has changed the approach of teaching to place a greater importance on the teacher instead to act as a facilitator of learning in an open, constructivist environment and providing students with the tools to challenge themselves to develop both academically and personally. The education of students within classrooms of today is

I Am A Teacher? Essay

Why am I a teacher? When I was a child I always had to pretend play school with my friends and I always had to be the teacher. My mom was a preschool teacher at the local day care center and I grew up seeing her cut bulletin boards and plan lessons. My best friend in middle school 's mom was also a teacher. I never wanted to be anything else and didn 't really have a back up plan if this teaching thing didn 't work out. In this paper I will take you on a journey through my educational years in elementary school and middle school, my time high school, delve into my time in college and then into my career as a teacher.

My Best Teaching Experience

Turning Classroom Misbehavior Into Triumph

Tips & Strategies
An Introduction to Teaching
Policies & Discipline
Community Involvement
School Administration
Technology in the Classroom
Teaching Adult Learners
Issues In Education
Teaching Resources
Becoming A Teacher
Assessments & Tests
Elementary Education
Secondary Education
Special Education
Homeschooling
M.Ed., Curriculum and Instruction, University of Florida
B.A., History, University of Florida

Teaching can be a demanding profession. There are times when students can seem uninterested in learning and disruptive to the classroom environment. There are plenty of studies and educational strategies for improving student behavior . But personal experience may be the best way to show how to turn a difficult student into a dedicated pupil. I had such an experience: one where I was able to help change a student with major behavioral issues into a learning success story.

Troubled Student

Tyler was enrolled in my senior American government class for a semester, followed by a semester of economics. He had impulse-control and anger-management issues. He had been suspended many times in previous years. When he entered my class in his senior year, I assumed the worst.

Tyler sat in the back row. I never used a seating chart with students on the first day; this was always my opportunity to get to know my pupils before assigning them to specific seats after a few weeks. Every time I talked at the front of the class, I would ask questions of students, calling them by name. Doing this—sans seating chart—helped me to get to know them and learn their names. Unfortunately, every time I called on Tyler, he would respond with a glib answer. If he got an answer wrong, he would become angry.

About a month into the year, I was still trying to connect with Tyler. I can usually get students involved in class discussions or at least motivate them to sit quietly and attentively. By contrast, Tyler was just loud and obnoxious.

Battle of Wills

Tyler had been in so much trouble through the years that being a problem student had become his modus operandi. He expected his teachers to know about his referrals , where he was sent to the office, and suspensions, where he was given mandatory days to stay out of school. He would push every teacher to see what it would take to get a referral. I tried to outlast him. I had rarely found referrals to be effective because students would return from the office behaving worse than before.

One day, Tyler was talking while I was teaching. In the middle of the lesson, I said in the same tone of voice, "Tyler why don't you join our discussion instead of having one of your own." With that, he got up from his chair, pushed it over and yelled something. I can't remember what he said other than that it included several profanity words. I sent Tyler to the office with a discipline referral, and he received a week-long out-of-school suspension.

To this point, this was one of my worst teaching experiences. I dreaded that class every day. Tyler's anger was almost too much for me. The week Tyler was out of school was a wonderful hiatus, and we got a lot accomplished as a class. However, the suspension week would soon come to an end, and I dreaded his return.

On the day of Tyler's return, I stood at the door awaiting him. As soon as I saw him, I asked Tyler to talk to me for a moment. He seemed unhappy to do it but agreed. I told him that I wanted to start over with him. I also told him that if he felt like he was going to lose control in class, he had my permission to step outside the door for a moment to collect himself.

From that point on, Tyler was a changed student. He listened and he participated in class. He was a smart student, something I could finally witness in him. He even stopped a fight between two of his classmates one day. He never abused his break time privilege. Giving Tyler the power to leave the classroom showed him that he had the ability to choose how he would behave.

At the end of the year, Tyler wrote me a thank you note about how well the year had gone for him. I still have that note today and find it touching to reread when I become stressed about teaching.

Avoid Prejudgment

This experience changed me as a teacher. I came to understand that students are people who have feelings and who don't want to feel cornered. They want to learn, but they also want to feel as if they have some control over themselves. I never made assumptions again about students before they came into my class. Every student is different; no two students react in the same way.

It is our task as teachers to find not only what motivates each student to learn but also what causes them to misbehave. If we can meet them at that point and take away their reason to misbehave, we can go a long way toward achieving more effective classroom management and a better learning environment.

Sample College Admissions Essay - Student Teacher
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John Tyler, First Vice President to Suddenly Replace a President
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The Ultimate Teacher's Guide to Discipline Referrals
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A Bad Academic Dismissal Appeal Letter
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My Student Teaching Experience

A publish.illinois.edu site.

Goodbye Student Teaching

When reflecting on this semester of student teaching, there have been so many challenges, so many celebrations, and so much that I have learned. I have been pushed beyond my comfort zone, and I have grown as a teacher immensely. It is hard for me to only talk about a few of the takeaways that I have gained from this semester!

First, I have learned the importance of messing up. I know, this sounds crazy, but I have found myself so nervous about screwing something up. I expected to always plan the perfect lesson, explain everything perfectly, and have everything go smoothly and as planned. And let me be the first to say, this is rarely the case. I have learned how important it is to accept that we are not perfect teachers, and neither are our cooperating teachers! We all have things to learn, and my student teaching experience has taught me how to learn from my mistakes rather than letting them eat away at me. I learned something from my cooperating teacher and from the students almost every day, and being open to this and vulnerable allowed me to grow, adapt, and think on my feet! Having these experiences is the true life of a teacher.

With being honest about my mistakes and imperfections, I was able to also form stronger connections with the students. This is another takeaway from the semester. I have always valued forming strong relationships with my students in order to create the best learning environment for them, but I was able to truly see the value of this throughout the semester. Being the first placement where I was able to be with the students every day of the week, I was able to see the growth of my relationships with them from day to day over the course of the semester. I was honestly intimidated working with older, gifted students coming in, but I worked hard to break down their walls and get to know them as individuals. I have loved getting to know each of my students likes, dislike, strengths, and weaknesses. I believe that this has helped me better teach them and has made my classroom a happier place to learn!

Finally, I have learned the importance of having an open mind. You can walk into any classroom and see completely different environments, teaching styles, student personalities, curriculum, resources, etc. It is so easy to have your own ways and your own approaches to teaching, disregarding anything else that you encounter. I have learned that opening up to approaches and styles that I am not particularly used to is beneficial to help me learn more ways that I can help my students and to also learn more about what I like and dislike as a teacher. Rarely does anyone have a perfect student teaching placement. I am fortunate to have enjoyed mine, but I have also learned that there is value in learning about what you do not want to do as a teacher just as much as learn what you do want to do. It is so important to continue being open minded so that you can leave room to grow into a more effective teacher!

I have really enjoyed my student teaching experience despite all of its hardships and challenges. I found myself in very low points but also in very high points throughout the semester, but I can clearly see how it has all grown me as a teacher, and I feel as though I can confidently walk into whatever classroom I will be teaching in next year. I cannot believe that the time has come for my own classroom; I can hardly wait!

Nearing the End

As the semester is winding down, I have been truly experiencing one of the best parts of teaching, the relationships that are formed. I am becoming so sad to be leaving these kids soon, and I am reminded of why I love this job so much. As teachers we spend the majority of the day with our students. While they may drive us crazy many days, it is inevitable that there will be relationships formed and connections made that leave lasting impressions. I will miss these kids and the adventures that they bring to me each day.

I have learned the value of making these connections from day one. My relationships with these kids have been building each day, and it is amazing to see how far they’ve come. I have learned how intentionally forming these relationships plays such an important role in the environment and community of the classroom. Because I was able to form these connections, getting to know my students on an individual level, I was able to see more success, more engagement, and more collaboration in my classroom. I have built mutual respect and rapport within my classroom, and I have seen the benefit of these relationships in several ways. First, I had a student simply tell me how great of a teacher I was and how they want me to stay. This was so incredible to hear, and I was so touched by this comment. Also, I have seen students opening up to me and instinctively coming to me with their comments and questions. I have loved watching this grow with my relationships formed. They truly consider me their teacher and trust me and my abilities enough to come to me rather than my cooperating teacher. I know that this is developed from my relationships with them and the openness that I have tried to instill from the very beginning. For example, we were working on vocabulary words, and each student would come to me with their questions. Whether that be, “Does this definition work?” or “What do you think of my stick figure drawings?” I have loved getting to experience the benefits of forming strong relationships with my students.

As a future teacher, I cannot wait to build these relationships with my own students. I realize the importance of forming this open and loving community, and I intend to begin intentionally forming these relationships and building respect and rapport in my classroom from day one. Although the end of the semester is sad and sentimental, I am happy to see how far I’ve come as a teacher and the development of my relationships with the students.

Sticking to Expectations

Something that I have realized is really difficult is having to stay 100% true to your expectations, especially when you are not a part of establishing the expectations from the beginning of the year. I was able to establish my own behavior procedures and expectations since I have been in the classroom, but I also struggle with breaking the students of old habits in order to follow these expectations. Part of this is a result of my cooperating teacher having different expectations than myself, but I have been working hard to earn my students’ respect throughout this semester, and nothing beats seeing breakthroughs!

One behavior issue that I have noticed from the very beginning is the talking and how they walk in the hallways. I have noticed that when the students are asked to be quiet, they usually take this as instruction to just be “quieter” rather than completely silent. I struggled with this because my cooperating teaching allowed this habit to continue on often, and I knew that this was something that I needed to break coming into full takeover. When I established my points system (where the students or myself gain a point based on their responsiveness to instruction), the students began holding one another accountable because they cared if they didn’t earn a point. I loved seeing the students take ownership of their responsibility, urging others to do the same. While this is still hard to manage at times, I have learned the value of simply waiting. This was hard to do at first knowing the many things we had to get through in a day, but when I stay patient and refuse to start the lesson without them being completely silent, they notice and remind one another to stay quiet. When they see me waiting or walking towards the point chart, the students say to one another, “Shhh. You have to be quiet” or “She’s waiting on us guys!” I have loved seeing this habit of theirs change!

I have also noticed that the students struggle to walk in the hallway in a line and quietly. This began to drive me crazy, so I started using the same approach as I did with their talking. I made sure that they knew the expectation, and then I would just wait. Some students caught on and said, “Get in line!” and “Guys be quiet or we aren’t going!” I once was waiting in the classroom to let them in, and a student noticed that they were not being let in when they normally would be. This student then reminded the others to get in a line and maybe they would be let in. When they did this, I let them in, and they have done a much better line doing this without multiple reminders! I have learned the value of patience and staying true to your expectations. This has helped strengthen the respect between the students and myself!

A Role of Influence

I have always valued the role I play as a teacher in the growth of my students. While the importance of academic growth in students is obvious, I also recognize the importance of each student’s social and emotional growth as well. As a teacher, I have a powerful influence on my students’ growth in each of these areas of their lives, and I was able to see the importance of this influential role during this past week.

There was a case of bullying involving several of my students this week. Apparently, there was an escalation of name calling in the lunchroom involving several of our students and several students from a different classroom. The students in my class refrained from sharing what happened for some time, but they eventually pulled my cooperating teacher aside and let her know. They were obviously upset because of it. When my cooperating teacher filled me in on this situation, she explained that she was going to hold a class meeting at the end of the day. I was curious as to how my cooperating teacher was going to address this situation and how the class/students involved were going to react.

When it came time for my cooperating teacher to begin the meeting, she started by sharing a personal story that occurred earlier that day. She had shared an article on Facebook in appreciation of a multicultural event at a local high school. She explained to the class, in tears, the harsh response that one of her family members left on this post. This interaction was shared with the intention of teaching the kids how to handle a situation where someone is bullying or disrespecting you. She was only able to share this emotional story before the bell rang, but we continued this discussion the following morning. Walking out of class, one of the students was in tears. I was happy to be able to show her that I am there for her and care for her. It was very interesting to both observe and contribute to a conversation with the class the next morning where students shared personal feelings and perspectives involving bullying. When discussing how to handle a situation where someone is being mean to them, one student shared, “You should ignore the person and just walk away.” Another student said, “You should be sarcastic back.” Finally, another student said, “You should be nice to them.” It was very eye-opening to see the various responses and experiences that these students had. This opened an important conversation on how to be an upstander, show kindness to others regardless of your feelings, and how to encourage one another to do this.

I had a mindset lesson planned immediately following this discussion, and I was able to alter the context so that it could relate to this important lesson on bullying that we were learning. I had the students each come up to the board and share a word or phrase of encouragement. They silently watched what each student was writing, and then we reflected on the different types of ways that people are encouraged. By the end of the lesson, I had the students write encouraging letters to “a discouraged person” in general, making sure to include that this person can be themselves. I agreed not to read the letters unless invited to, and I plan to return the letter to the student if they are discouraged throughout the remainder of the year. I was able to see the influence that this discussion and activity had on these students, realizing the important influence that we as teachers have on students’ social and emotional growth. I am thankful to hold this important role.

Managing A Full Plate

This week was anything but calm, and I definitely got to experience what a hectic week looks like as a teacher. This week, I had to balance edTPA, full takeover, and interviews. It was hard and exhausting, but I was able to accomplish a lot. With that being said, I averaged about 2 hours of sleep a night and was definitely thankful for the weekend to come.

I finally turned my edTPA in this week, and I have been working day and night to get everything done just the way I wanted it. It was a good experience going through it, but it took a lot of time and hard work. I learned the value of reflecting on your teaching and purposes for your lessons, and this experience definitely allowed me to think about my teaching in a way that I never had before. I was able to connect my choices and practices as a teacher to my knowledge of the students and to ongoing assessment of their success. Although the edTPA drove me insane at times, I do see the benefit of intentionally planning lessons, reflecting on your teaching, and using assessments to guide further instruction. I was able to learn more about my students through this experience as well. With all that being said, I am very happy that I am done with it!

This past week was my first week of official full takeover. I was very nervous going into this week, but I quickly realized that full takeover is not as intimidating as I thought! It’s crazy how prepared you actually are for it, even more so than you’d expect. I basically was already in full takeover, so it was a smooth transition, and I am thankful for that. I really enjoyed having the class all to myself. Honestly, it is hard sharing responsibilities with my cooperating teacher because its easy be on different pages about some things and to plan days differently. We needed to be in constant communication, which is fine, but it is nice being able to plan my days exactly how I want them to look. I realized though, full takeover means dealing with the hard and not-so-great aspects as well. I have been dealing with behavior management and parents leading up to this week, but it was tough fully taking over those responsibilities. I learned about how to manage poor behavior while still keeping the rest of the class on track. It is definitely hard to handle certain situations while still keeping the rest of the class focused, but having full takeover has been a good way to experience the big picture of what everyday teaching looks like.

Also thrown into this week were two interviews. I had one interview at a local elementary school with a interview team of 8 teachers and a principal. This was intimidating, but it was definitely a good experience. I also had an observation interview for a position at a local school, and I liked this better, but I was also a nervous wreck leading up to it. For the interview with the interview team, I was very nervous about the questions they were going to ask and how I would respond. I prepared as much as I could with practice interview questions and research on the school, but I learned that just relaxing and being yourself is what goes the furthest. To my surprise, I found myself laughing and joking with the interviewers and walked away a lot more comfortable than I started. With the observation interview, I was really nervous planning the lesson. I was overthinking it and trying to make it very elaborate. My cooperating teacher advised me to just do what I normally do. This seems simple, but she was right. My normal teaching is what the principal wanted to see, and he ended up loving it! After the fact, I learned the value of just being myself despite the pressure of an interviewing setting.

The “Not-So-Shiny” Part of Teaching

This past week I was able to experience the challenge of dealing with difficult behavior and difficult parents. This is the not so joyful part of teaching, but it has definitely been teaching me a lot. After having helped complete this trimester’s report cards, I knew that some students were going to be upset and some parents were going to reach out with their concerns. Sure enough, I was faced with some e-mail that I needed to respond to, and I feel as though I had a positive experience learning how to interact with parents in this way. I also had to write up several students for the first time as they were misbehaving during one of my lessons. While this was hard to do, it was a good lesson for both my students and myself on expectations and establishing the respect and rapport in the classroom that is so important.

After sending home the report card grades, there were a few that I knew the parents were not going to be so excited about. These students hold themselves to high expectations, as do their parents. I had a few parents reach out with questions regarding their child’s grade, and my teacher allowed me to send the e-mails in response. I learned how I was able to address the parents’ concerns in a way that was respectful and backed up by data. It was challenging to determine the best possible wording and points to include, but with my cooperating teacher’s help, I was able to successfully send out e-mails that satisfied the parents’ concerns and continued building respect between them and myself. It was very encouraging to see such positive responses from them, and I have learned a lot about how to approach difficult conversations with parents.

Another difficult situation that I was faced with was dealing with misbehavior in the classroom. I had a group of four girls at a table in my classroom who were clearly not focused on the lesson and were writing notes to one another. I noticed this, and gave them a verbal warning to stay on task. Later on in the lesson, I saw them continuing to write notes to one another. So, I collected the sheet of paper they were writing on, and read through it. It was not about the lesson whatsoever, and it even had a part where one of the girls told the others to flip the paper over if I walk by so that they do not get written up. I knew that I had to get them minor slips for this, especially since I had warned them. They know the expectations. At the end of the lesson, I gave them their slips and explained to them why they were receiving them. They argued and were upset, but I stood my ground and respectfully reminded them that they knew the expectations and were warned already. This was a very difficult situation for me because, of course, no one likes disciplining their students. I want to have positive relationships with them. I know that although they were not happy with me at the time, that this will strengthen our classroom environment moving forward and will help with my development of behavior management skills.

Conquering the Interview

As I mentioned in my last entry, I had my first official job interview, aside from the job fair, this past Friday. I was a nervous wreck going into this interview for several reasons. First, I didn’t know what to expect. Second, I was afraid of not knowing how to answer a questions or answering it incorrectly. Third, I was nervous that I was going to show how nervous I was. I just wanted to go in having the confidence and knowledge that I needed to win over the interviewer’s heart, but I realized after the fact that it’s definitely possible to overthink how to approach an interview.

I prepared myself very well for this interview. I met with two principals and a vice principal to seek advice about interviewing, I researched all of the common questions asked and ways to best answer them, I researched information about the district, I went through a mock interview with my principal, I practiced at the job fair and reviewed my conversations there, I made a long list of buzzwords, I practiced my responses, I carefully thought of several lessons that I could specifically bring up, I wrote down tips to keep in mind, and I picked out the perfect interviewing outfit. It was exhausting! While I know that preparing is a good thing to do when you have an upcoming interview, it didn’t take long for me to realize that it’s all about knowing yourself and trusting your experience thus far.

My principal gave me good advice that calmed me down. He said, “just going in, be personable and make small talk. Connect with the interviewer and just be yourself. You know what you know, so don’t pretend like you know something you don’t.” I loved this advice because it is true and realistic. So often, people try to pretend like they’ve have experiences or know information that they don’t. Do your research, of course, but I realized that the key to having a good interview is to reflect. Realizing this made me wonder why I didn’t realize this earlier since being an Elementary Education major means constantly reflecting, but it’s true! After simply reflecting on my experiences, what lessons went well, what did not, relationships I have had with my kids, with staff, with parents, how I have experienced behavior management, etc., I was able to not only more quickly and effectively share personal examples of why I believe the things I believe, but how my perspectives and passions as a teacher have played out. I realized that talking about these experiences naturally brought out my excitement and passion for teaching rather than just speaking hypothetically about how I will run my classroom.

It was such a wonderful experience to realize that I am prepared and I am a teacher. It is easy to slip into the mindset that all we can talk about is what we will do when we are teachers, but we have been trained well and have had so many rich learning experiences, and nothing beats being able to reflect on those and how I’ve grown as a teacher and allowing my potential future employer to see this shine through me as well! Overall, the interview was a success in my eyes!

The Job Hunt

It has been crazy but also exciting beginning the job search process. I have been learning about the characteristics of good resumes and cover letters, how to interview well, and how to fill out the insanely detailed job applications. I will also be attending my first ever job fair tomorrow, so I have been learning about how to prepare for it and what to expect.

I never thought that I would be editing my resume for as long as I have been. I have been changing minor details here and there, but I was shocked to see how many different opinions on resumes there are. I took it to my principal, vice-principal, and then to the principal of another school in my district that I know well. All three of these administrators have very different opinions of what changes to make to my resume, and I found myself in a stressful situation where I didn’t know whose advice to take. I have learned that all administrators will have different opinions and perspectives on what a high quality resume looks like, and that it takes my own judgment to decide which pieces of advice to take and which to leave. I also have been learning a lot about writing cover letters. Writing these have been very time consuming because I am trying to personalize each cover letter to the district that I am applying to. This has been tedious, but I think that it will be beneficial to not only be educated on each district, but to paint a picture of why I am a good candidate for them. It has been difficult keeping both my resume and cover letters brief, but I have been able to reflect on all of my experiences and which points take priority over the others.

I have been so lucky to have administrators at my student teaching placement that want to help me succeed so much. They have been so helpful, and I have already been observed by my principal and we have a mock interview set up. They have given me helpful interview advice, and I feel more prepared entering the process of searching for a job, especially since I will be having my first official interview in less than a week!

Prepping for the job fair has been interesting because I do not really know what to expect. I am kind of imagining it like speed dating for the education world. I know this sounds crazy, but we will get just a few minutes at each district’s booth to impress them and hopefully make a connection with the representatives. I have been preparing by finalizing my resume and cover letters for each district I am interested, packing them nicely in a padfolio, picking out a professional outfit, and determining what I am going to say when I go to each booth. I am excited and nervous all at the same time, but getting my feet wet in this process has taught me a lot about my strengths and weaknesses and the importance of reflecting on my teaching experiences so that I can eloquently share them with potential employers!

The Balance of Friend & Teacher

Something that I’ve been learning throughout student teaching is the importance of connections, and by connections I mean with the kids. While it is important to establish and maintain the role as a teacher in their eyes, it is also so important to connect with them and be their friend to some extent. I have had teachers throughout my life who do a great job at this, and I have also had teachers who have not. The school years that have left the greatest impression on me have been with those teachers who really took the time to get to know me and showed me that they cared. To be honest, I normally feel like I do this well with my students throughout all of the placements I have had thus far. I felt like I had a slightly more difficult time doing this as much as I’d like to this semester. I feel like I came in kind of intimidated by the fact that they were gifted students and were older than any other grade I’ve worked with before, so I think that I subconsciously had this expectation that they were going to be unwilling to connect with me and were going to care more about what I teach them as opposed to our relationship. With tht being said, I am happy to say that I was wrong and that these kids are longing for connections that I’ve been so grateful to give to them.

I have learned that although these students have the label of “gifted” on them, they still need a teacher who will love them and not just worry all of the time about pushing them further academically. Yes, this is important, but I have made it my personal goal this semester to break these kids and relate to them personally. Doing this and reaching out to them individually has been such a wonderful experience. I have learned about the students’ likes and dislikes, what they are nervous about, how they work and what issues they are dealing with. I have loved being able to make them smile by asking about an event they mentioned they have over the weekend or by simply greeting them in the morning and asking how they are doing. As I mentioned earlier on, I started a behavior management system called “Mystery Student” where I can award a mystery student a prize at the end of each day if I believe he or she followed expectations. I have had so much fun with this, but I realized how this has also given me the opportunity to show them that I know them and care for them personally. I have been able to pick out interests of individual students and give them a prize that I know they would love. For instance, I just gave a kid a spatula as a prize yesterday! I know, it sounds crazy, but this kid was ecstatic. He has some obsession with spatulas, so recognizing this and giving him this spatula as his reward was so fun to witness. I have also been able to notice the mutual respect that the students and I share based on our conversations. The students will ask me about my likes, will joke with me, and will even encourage me! I was observed yesterday, and as a student was leaving the classroom to go to him math class he said, “Good luck Miss Salerno. You can do it!” It is moments like these that make me so happy.

In summary, I have loved getting to know these students. I was discouraged at first because I felt like it was taking longer than normal to connect with them, but I feel like we have gotten to a really good place where we have mutual respect and care for each other. Forming these connections is not only personally valuable, but it creates such a positive environment for the entire class. Creating friendly community within the classroom plays such a role in the class’s success, and I have loved learning this throughout my placements.

Teacher Tips

As were quickly approaching the half way point of student teaching, I have learned a lot about planning and organization. I have not always been the most organized person prior to college, but as I prepare to be a teacher, I have learned the importance that planning ahead and being organized holds. I have had my fair share of experiences with teachers who are not organized, and this not only is overwhelming for the teacher, but for the students as well. On the other hand, I have also encountered many teachers who were more organized that I knew was possible. There are so many lessons, data, files, etc. that teachers need to keep track of over time, so being organized is a must. Along with organization comes preparation. Planning is also something that I have had a lot of practice with so far during student teacher, and nothing feels better than feeling like you are in control of your teaching life.

Am I perfect at this? No. I find myself scrambling at the last second to find something I need or will wait a little too long to plan a lesson, but planning and being organized is often an overlooked skill that teachers must practice and get ahold of. I chose to write about this because we are in a time of extreme busyness with lesson planning, edTPA, and classes. I constantly feel overwhelmed with everything that is on our plates and will often let that stress get the best of me, but I have also found ways to tackle this workload head on.

As for organization, I created a binder with tabs for all things that I had to keep track of at the beginning of the semester. This has helped me both physically and mentally separate all of the tasks and assignments that I need to keep track of. Also, I wouldn’t survive without my planner. Having a place where you can write daily notes and reminders as well as keeping a constant to do list from week to week has been very helpful for me and my sanity. These two things, along with also having a place both at school and at home to organize your teacher supplies are ways that I have learned to be organized.

As for planning, I have found it very beneficial to keep a schedule and do my best to stick to it. It is so important to keep constant communication with my cooperating teacher and to make good use out of any plan time that I get. One reason that I wanted to talk about planning is because we had a teacher planning day this past week. As a soon-to-be teacher, I now realize the greatness of extra time to plan. We had a full school day without kids dedicated to planning. It was amazing! I have learned the importance of staying on track and being mindful of how I spend my time. It isn’t easy, but it is worth it.

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Teaching Experience Essays

Teaching Experience Essays (Examples)

1000+ documents containing “teaching experience” .

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My teaching experience in a clinical environment.

Peer Observation of Teaching in Clinical Settings In the teaching approach analysis, I captured the happenings of the teaching session by taking many notes relating to the teaching methods, learning environment, engagement, and management for the session. I brought in peer observations like the teaching set-up in class while seeking to address the difficulties of a clinical setting and a classroom simultaneously. I was keen on the formulating and guiding the observation without rating or assessing the teaching performance. I invited a colleague to conduct a peer observation of my teaching where he would later provide feedback on my practice as a clinical teacher. The best forms of review are based on the time scope while taking notes on the backside. Later, the faculty members look into the expected notes and paying attention towards areas that the peer evaluator asks to focus attention. In a note taking exercise, it is critical….

Bradshaw, M., & Lowenstein, A., 2010. Innovative Teaching Strategies in Nursing and Related Health Professions. New York: Jones & Bartlett Publishers.

Cannon, S., & Boswell, C., 2012. Evidence-Based Teaching in Nursing. New York: Jones & Bartlett Publishers.

Delany, C., & Molloy, E., 2009. Clinical Education in the Health Professions. Australia: Elsevier.

Griffin, M.T.Q., & Novotny, J., 2012. A Nuts and Bolts Approach to Teaching Nursing. New York: Springer Publishing Company.

Teaching Experience

Data Analysis, Reflection and Action Plan Data Analysis The majority of the students met the standards. Of the 12 students, only 2 showed signs of needing more support. The impact of my instruction was that most students succeeded in acquiring the knowledge expected of them. Personalizing learning improved outcomes by making the learning process more accessible. There were no components of each assessment that students frequently missed or scored low on. Most students did well on all the assessments, and when low scores occurred, there was no indication that low scores were occurring in any one specific area. Thus, it was unclear whether there was a problem with any one structure of the component of an assignment. As far as scores showed, all aspects of learning were properly supported. Eight of the students are excelling. Two are at average levels and two are falling behind. In English, the biggest problems were noticed, as it….

Teacher Interview Synopsis This Project

She says that even "ordinary" situations, as soon as mandatory state testing is emphasized, that testing process becomes less valuable because it often ends up measuring results that are more representative of test-taking preparation rather than they are representative of genuine learning and academic proficiency. Tenure The interview subject expressed intense frustration at the way that the tenure system in modern education undermines the system. She has encountered several different fellow teachers who were tenured but clearly no longer motivated or particularly interested in teaching except as a regular paycheck. Some of them simply do the minimum and never challenge their students. Other teachers have even been disciplined for serious conduct issues. However, those teachers are almost always retained and even when they are suspended or placed on modified administrative duty, they still receive their full salaries. According to the interview subject, the tenure system is much too protective of tenured….

Teaching That Play a Role

Multicultural education researchers and educators agree that preservice teachers' attitudes, beliefs, and understandings are important: foci in multicultural education coursework (Cochran-Smith, 1995; Grant & Secada, 1990; McDiarmid & Price, 1993; Pohan, 1996). Teacher attitudes and beliefs influence teaching behaviors, which affect student learning and behavior (Wiest, 1998)." 1996 study used 492 pre-service teachers to try and gauge the attitudes and beliefs among the group when it came to understanding diversity and cultural differences in students (Wiest, 1998). A decade earlier leading education experts Hollingsworth was able to identify a method for helping students of teaching to challenge their convictions and apply them to their careers. Many advocates of multicultural education suggest that field experiences be included in preparing teachers to work with diverse student populations (Pohan, 1996; Sleeter, 1995; Tellez, Hlebowitsh, Cohen, & Norwood, 1995). Sleeter (1995) describes some investigations, such as miniethnographies, that her students conduct: I regard extended contact with another….

ZEICHNER, K.M., & GRANT, C.A. (1981) Biography an social structure in the socialization of student teachers, Journal of Education for Teaching, 7, pp. 298-314.

Assessing the consistency between teachers' philosophies and educational goals.

Education; 9/22/1995; DeSpain, B.C.

Experienced Inexperienced Teachers Differences Between Experienced and

experienced inexperienced teachers. Differences between Experienced and Inexperienced Teachers One of the most obvious differences that may be mentioned between the inexperienced and the experienced teacher is the very issue of experience itself. Experience in the teaching profession implies a depth of knowledge and insight, as well as the development of intuitive methods of teaching that often cannot be obtained in any other way other than through the teaching process. However there are many other differences that can be noted between the experienced and the inexperienced teacher. The following discussion will include findings from research studies on this topic. One of the differences mentioned in the literature between these two categories of teacher is that very often the experienced teacher develops a sense of potential and possible problems and contingencies that might occur in the teaching situation and process. This is evident from a study by Griffey and Housner ( 1991), which….

Bibliography

Griffey DC, Housner LD 1991, "Differences between experienced and inexperienced teachers' planning decisions, interactions, student engagement, and instructional climate," Research Quarterly for Exercise and Sport, vol. 62, no.2, pp. 196-204.

Housner LD and Griffey DC, 1985, "Teacher cognition: differences in planning and interactive decision making between experienced and inexperienced teachers," Research Quarterly for Exercise and Sport (RQES), volume 56, no1, pp. 45-53.

Rice J. The Impact of Teacher Experience Examining the Evidence and Policy

Implications,2010, viewed 8 December 2010,

Teacher Assessment

Maranzo Domain First Year Teaching Performance Current Teaching Performance Selection of Content Selection of Instructional Strategies Use of Assessment for Learning Classroom Management Student Motivation Haberman Dimension First Year Teaching Performance Current Teaching Performance Persistence Protecting Learners and Learning Application of Generalizations Approach to At isk Students Professional vs. Personal Orientation to Students eaction to Burnout Fallibility My first year teaching experience was one that can be described as an adjustment period. No amount of education or student teaching could have prepared me for the challenges that I faced as a first year teacher. I felt very much like a student myself, during that first year as I attempted to absorb all the information that was presented to me by my peers, students and principal. While I failed quite often in this first year, I believe I also learned much as to how to adapt to new situations and build upon my successes. The professional growth that I experiences during my second year of teaching demonstrated to me that….

Marazano, R. (2012). Marzano School Leadership Evaluation Model. Marzano Research Lab, Feb 2012.

Teacher it Is a Basic

That incidence shocked my family and especially my father lost his emotional control. During those tumultuous times, my parents decided to part away and got divorced. It was double loss for me and suffering from depression, I decided to drop out of the college but my mother stood like a wall to support me and not to abort my studies. She encouraged me to continue my education with proper determination. I completed my graduation in 1992. I was the first one in my family to graduate from a college. Yet, with all my hardship, the influence of the accidental death of my brother and subsequent divorce of my parents was deep, my GP was low and I had to overcome and improve. During all those times, my mother continually supported me as a great mentor in learning how to deal with difficult situations in one's life. I realize how important….

Along with my educational background, my personal situations have taught me a lot. Twenty years ago, while I was attending UC Berkeley, during my sophomore year, my youngest brother became a victim of gang-related crime and was murdered brutally. That incidence shocked my family and especially my father lost his emotional control. During those tumultuous times, my parents decided to part away and got divorced. It was double loss for me and suffering from depression, I decided to drop out of the college but my mother stood like a wall to support me and not to abort my studies. She encouraged me to continue my education with proper determination.

I completed my graduation in 1992. I was the first one in my family to graduate from a college. Yet, with all my hardship, the influence of the accidental death of my brother and subsequent divorce of my parents was deep, my GPA was low and I had to overcome and improve. During all those times, my mother continually supported me as a great mentor in learning how to deal with difficult situations in one's life. I realize how important it is for one to obtain a good guide and a mentor who will help him to learn how to make proper decisions. Without my mother's guidance, I might have wasted my educational career long ago. I noticed that her skills to handle the situation and encourage me towards pursuing my education was largely influenced and improved by her teaching experience and since then, I decided to be an educator myself too. She also had a desire for me to be a high school teacher and continue her legacy as a teacher. She herself was a vocational teacher's aide and taught ESL. She inspired me to continue my education and do my best to succeed in what I was doing. By observing the way my mother tried to keep my life on the right path, I realize that I also have some practical knowledge about how to manage students and to encourage them to pursue their career in progressive ways.

I lost my mother one year ago. After recuperating from the loss, I applied for Masters Degree in Education but I was not admitted. Perhaps I was not ready till then. I lost my sister during the Christmas of 2009 and I think even if I had been admitted for the Masters program in Education, I might not have been able to continue the program. Now when I have bounced back and recuperated from all losses I suffered in the recent past, I am willing to pursue this Masters program with utmost interest and dedication. I want to become a teacher which is my aim and this Masters program would be a great step to fulfilling my goal.

Teacher Attitudes and Perceptions About Curriculum Innovation in Learning and Technology

Self-Efficacy: A Definition Social Cognitive Theory Triangulation Data analysis Teacher Self-Efficacy Problems for the researcher Data Analysis and Related Literature review. aseline Group Gender Deviation Age Deviation Comparison of data with other literature in the field. Everyday Integration Efficacy, Self-esteem, Confidence and Experience arriers to use Integration paradigm. Co-oping and Project design. Organizational Climate Teacher Integration Education. Meta-evaluation of data and related literature. Data Analysis and Comparison Recommendation for Further Research Data Review Report Teacher efficacy in the classroom is facilitated by a number of different factors for different professions. However, in the case of the teaching classroom, and adapting to new technology, andura's belief that the environment and the person's attitude toward / interactions with the environment are reciprocally affective. andura (1993) identified 4 specific ways that self-efficacy is formed: Through cognitive experiences Through motivational experiences Their affective interactions with environment Through selectional experiences and choices. Cognitive Experiences andura believed that the effects of self-efficacy beliefs on cognitive processes take many directed by individually selected, and personal goal setting is influenced by self-appraisal of capabilities. The stronger….

Bibliography of the literature dealing with teacher training in the uses of the computer in education. (ERIC No. ED 260-696)

Bushman, B. And Baumeister, R. (1998, July) Threatened Egotism, Narcissism, Self-Esteem, and Direct and Misplaced Aggression: Does Self-Love or Self-Hate Lead to Violence? Journal of Personality and Social Psychology.

Campus Computing Project. (1999). The continuing challenge of instructional integration and user support. Encino, CA: Retrieved November 21, 2003 from the World Wide Web: http://www.campuscomputing.net/

Christensen, R. (2002, 22 June) Effects of technology integration education on the attitudes of teachers and students.Journal of Research on Technology in Education.

Clifford, M., Kim, A. McDonald, B. (1988 Fall) "Responses to Failure as Influenced by Task Attribution, Outcome Attribution, and Failure Tolerance." The Journal of Experimental Education. Volume 57, Number 1. Pages 19-35.

Teaching in the Diverse Classroom

California teachers meet the challenges of a classroom that is becoming increasingly culturally and linguistically diverse. The research will be based upon several proven strategies, including reflective practice, and incorporating the knowledge gained into practice. Action research is described as "as a tool of curriculum development consisting of continuous feedback that targets specific problems in a particular school setting" (Ferraro). Mettetal adds that action research is undertaken in order to answer a specific practical problem, resulting in action. It is relevant to the specific site where it occurs, and results are shared with individuals who are directly affected by the research. The action research program proposed here will follow the model set forth by Ferraro. A senior teacher will take the role of the researcher and role model. As such, the senior teacher will hold monthly meetings with all student teachers. At these meetings the student teachers will report their field….

Ferraro, Joan M. Reflective Practice and Professional Development. ERIC Clearinghouse on Teaching and Teacher Education Washington DC. ERIC Digest.

Mettetal, Gwynn. Comparison of Formal and Action Research Methods. Resources for Teacher-researchers, Information on local teacher-researcher initiatives. Research about Teaching and Learning. Division of Education, Indiana University South Bend. 19 October 2002. http://www.iusb.edu/~gmetteta/Research_about_Teaching_and.htm

Multicultural Pavillion Teacher's Corner. Teacher Action Research. Created and maintained by Dr. Paul Gorski. 19 October 2002. http://curry.edschool.virginia.edu/centers/multicultural/tar.html

Parsons, Sharon. Teacher Research. Access Excellence @ the National Health Museum, Classrooms of the 21st Century. 19 October 2002. http://www.accessexcellence.org/21st/TL/AR

Teaching Recreational Staff About the Dangers of Heat Waves

Teaching Plan: eflection and Evaluation Summary of teaching plan The topic of the presentation and instruction is heatstroke and other heat related causes of death. The teaching presentation was provided to staff at a Parks and ecreation department in the community, and plans are being made to conduct the teaching presentation at church communities in preparation for their vacation Bible school activities, at adult / child care centers that often plan outings for their program participants, and at health centers at Universities who are in a position to encounter university students who are suffering from a heat-related threats to their health. The heat wave that occurred in western Europe in the summer of 2003 is a case study in the relation of social structure and cultural practices and the impact of a natural disaster on public health (Kopp, et al., 2015). Heat waves are more lethal to the poor who do not….

Atherton, J.S. (2013). Learning and Teaching; Constructivism in learning. Retrieved from http://www.learningandteaching.info/learning/constructivism.htm

Kopp, R., Buzan, J., and Huber, M. (2015, June 6). The deadly combination of heat and humidity. Sunday Review: Opinion. The New York Times.

Teaching as a Profession How

"Many of our current challenges are unprecedented," the president explained. "There are no standard remedies, or go-to fixes this time around. That is why we are going to need your help. e'll need young people like you to step up. e need your daring and your enthusiasm and your energy." I will continue to offer my enthusiasm and my energy -- and hopefully I will be daring enough to learn new skills and strategies for the betterment of my students and my community. Critical Incidents in Education Introduction: Before I share specific school experiences I have had, I want to express my own perspective on teaching and education. I have always been very impressed by the thinking of John Dewey, who is considered the "Father of Public Education" in America, and also I've been influenced by the more contemporary strategies put forward by Albert Bandera, who is well-known for his theory on….

Works Cited

Bandura, Albert. (1994). Self-efficacy. In V.S. Ramachaudran (Ed.), Encyclopedia of Human

Behavior, 4. New York: Academic Press, pp. 71-81

Dewey, John (2002). Waste in Education. In The School and Society (pp. 77-110).

Bristol, UK: Thoemmes Press.

Teaching as a Profession the

As I began to realize that I was expecting less than they were capable of I realized that some of my preconceived notions about the teaching profession were coloring my viewpoint. One example was the day a preschool student from the regular education class came to me and handed me a book that she wanted to read to me. I was surprised but let her open the book and begin reading. It reminded me not to assume the level of ability of any student as each student is an individual and develops at individual rates. In observing the classrooms I found that problems can be dealt with by remaining flexible and keeping an open mind (Safer, 2003). An example of this philosophy occurred when an autistic preschool student was included in the inclusion setting. "Tommy" did not respond to verbal cues nor was he a verbal child. The teacher made up several index….

GRIESHABAER, SUSAN and CANNELLA, GAILE S. (EDS.) (2001). EMBRACING IDENTITIES in EARLY CHILDHOOD EDUCATION: DIVERSITY and POSSIBILITIES. MIDWOOD; LB1139.23.E58.

SAFER, STEFFEN (2003). PRACTICAL SOLUTIONS to PRACTICALLY EVERY PROBLEM: THE EARLY CHILDHOOD TEACHER'S MANUAL. REDLEAF PRESS.

WOMG, HARRY K., WONGN, ROSEMARY T. (2004). FIRST DAYS of SCHOOL: HOW to BE an EFFECTIVE TEACHER. HARRY K. WONG PUBLICATIONS.

PELLETIER, CAROL MARRA (2003). STRATEGIES for SUCCESSFUL STUDENT TEACHING. REDLEAF PRESS.

Teaching Disadvantaged Adults There Are

As a result they are often excluded from the mainstream and from being productive members of society. I feel that it is not only ethically and morally important to help these individuals but that it also makes economic and social sense to assist those who are disadvantaged to receive a better education and advance their potential in life. I also believe that we should be careful to consider the fact that adult education is an area that requires a very different approach and involves different modes of understanding, as well as the use of appropriate techniques, when dealing with the various categories of disadvantaged adult. For example, in terms of those adults who are disadvantaged with regard to education backlogs, one has to realize that they often face a number of unique and specific problems; such as the fact that many will have families, children and work commitments, which make focusing….

Moore, M.G., & Kearsley, G. (1996). Distance Education: A System's View.

Belmont, CA: Wadsworth.

Motivating Disadvantaged Adult Learners. Retrieved July 5, 2009 from http://ujop.cuni.cz/page/en/dalsi/presentations/MoDAL-basic%20idea.ppt.

Incidental teaching. Retrieved July 5, 2009 from Incidental Teaching.

Teaching Adults Using Technology How

While commenting on the works of Baldwin & Ford, Detterman (Detterman & Sternberg, 1993) observed that the American enterprises were more likely to lose in case of teaching employers as they diverted lump sum of $100 billion annually to tutor employees. The loss is experienced because whatever is learned in an adult learning session is not practiced at the workplaces. This problem is indicative of the dire need for combining knowledge with current practical work. The internships of doctors and people doing Ph. D serve as examples to show the link between learning and practical work (Lave & Wenger, 1991). The variations in practical applications and formal learning make it necessary that lifetime learners find out fresh strategies to tackle these variations. These variations comprise of the high work requirements that make the job training mandatory, unavoidable variation in an occupation, tech-literacy and the disparity created between the skilled and….

Detterman, D.K., & Sternberg, R.J. (1993). Transfer on trial: Intelligence, cognition, and instruction. Norwood, NJ: Ablex Publishing,.

Fischer, G. (1991). Supporting learning on demand with design environments. International Conference on the Learning Sciences, pp. 165-172.

Fischer, G. (1998c). Making learning a part of life-beyond the 'gift-wrapping' approach of technology. In P. Alheit & E. Kammler (Eds.), Lifelong learning and its impact on social and regional development. Donat Verlag, Bremen, pp. 435-462.

Gardner, H. (1991). The unschooled mind, New York: Basic Books.

Teaching Disaster and Emergency Management

Teaching Disaster and Emergency Management The whole world has turned into a place where people encounter experiences with diverse forms of disaster. Most of the disasters are usually extremely complicated and strike unexpectedly in any region causing massive damages and loss of lives. The complexities accompanying the catastrophes require the existence of well-trained personnel oftentimes ready to deal with disasters as they occur before causing irreparable harm to people and property. In some regions, many people have lost lives and properties destroyed because of the slow response by the people dependable for handling the emergencies. This calls for the training of new and many people who provide quick and efficient response to the disasters whilst saving lives. Various regions and countries have taken up the initiative of training people expected to play a critical role in the management of disasters. There has been an argument whether teachers handling disaster management programs….

Alexander, D. (2000) "Scenario Methodology for Teaching Principles of Emergency

Management," Disaster Prevention and Management, vol. 9(2): 89 -- 97

Neal, D.M. (2000). Developing Degree Programs in Disaster Management: Some Reflections

and Observations. International Journal of Mass Emergencies and Disasters 18(3): 417-

I\'m up for a challenge! Do you have any complex or thought-provoking essay topics on how do you plan teacher interview?

How to Plan a Comprehensive and Thought-provoking Teacher Interview Introduction Conducting effective teacher interviews is crucial for schools seeking exceptional candidates who can inspire and nurture students' growth. A well-planned interview process ensures that the school identifies the most qualified and promising educators. This essay explores the essential steps involved in planning a comprehensive and thought-provoking teacher interview. 1. Define the Selection Criteria Before initiating the interview process, it is imperative to establish clear selection criteria. These criteria should align with the school's values, mission, and specific subject area requirements. Consider factors such as: - Education and Certification - Relevant Teaching Experience - Content Knowledge and Pedagogical....

Data Analysis, Reflection and Action Plan Data Analysis The majority of the students met the standards. Of the 12 students, only 2 showed signs of needing more support. The impact of…

She says that even "ordinary" situations, as soon as mandatory state testing is emphasized, that testing process becomes less valuable because it often ends up measuring results that…

Admission Essay

That incidence shocked my family and especially my father lost his emotional control. During those tumultuous times, my parents decided to part away and got divorced. It was…

"Many of our current challenges are unprecedented," the president explained. "There are no standard remedies, or go-to fixes this time around. That is why we are going to…

As I began to realize that I was expecting less than they were capable of I realized that some of my preconceived notions about the teaching profession were coloring…

As a result they are often excluded from the mainstream and from being productive members of society. I feel that it is not only ethically and morally important to…

While commenting on the works of Baldwin & Ford, Detterman (Detterman & Sternberg, 1993) observed that the American enterprises were more likely to lose in case of teaching…

Research Paper

Essay On Teaching Experience

The job of a teacher is extremely rewarding since it gives the opportunity of becoming part of a person’s life and imprint in his mind the knowledge that will allow him achieve greater goals. It is a two-way process in which both, teacher and students, have the opportunity to learn from each other. During my teaching practice, my students taught me that each one learns differently and has a different capacity to process and apply information. Therefore, different activities and methods should be used during class time. Their commitment to learn a second language coming so early every day, with a positive attitude, also taught me that there is no obstacle when you have a genuine desire to achieve something. Not only my students were able to …show more content…

During the Fluent Use Stage, they went back to their papers and were asked to engage in a conversation where they were expected to share what they wrote, now expressed as a present tense sentence followed by the corresponding “I wish” sentence. At first, students seem hesitant, but after the first group of sentences, they seemed more comfortable when formulating new ones. All three students had an active participation, sharing their concerns and wishes, using the appropriate grammatical structure. When students feel respected and supported by the teacher , they gain confidence and strive when applying new concepts. This is something that I have seen during my teaching experience with kids, and proven to be the same with adults. It is also true that if students can relate the learning to their daily lives, it will be more meaningful and long lasting. Next time, I will have my students practicing more a new concept before going to the Fluent Use Stage; this, in order to allow them to begin the activity more confident about their capabilities. I will definitely will continue using the activity, which is highly adaptable to other topics, and gives the opportunity to begin and end the lesson using the same material (closing a

Bibliotherapy Lesson: 'A Bad Case Of Stripes'

Mary Schleifer MEE7636 Bibliotherapy Lesson Book Title: A Bad Case of Stripes Copyright Date: 1998

Ptlls Assignment 1

In order to make connections to the previous lesson, students will recall information that was previously learned, such as the definition of main idea and detail, explain the ways to identify the main idea, and describe details in a story. Making connections to skills they have previously learned adds value to the content the students are learning. I will model examples, guide instruction, and allow students to collaborate with peers in order to support student learning until they are able to identify the main idea and describe supporting details on their own. There will be differentiated instruction and assessments for students on different learning levels. It is important to teach to the students’ learning needs in order to see progress in all students.

Analysis Of Savage Inequalities By Jonathan Kozol

What kind of imagery comes to mind when the word savage its said aloud? What kind of connotation does you think drives this word? Primitive, barbarian, negligent? Because if so, it’s a perfect word that depicts what author Jonathan Kozol, in his book Savage Inequalities: Children in America’s School, is trying to portray about the United States School System. His book opens the eyes of the reader to the worse and best of what schooling in the U.S is.

Reflective Account On Supporting Teaching And Learning

Through implement activities in this classroom, I observed that children have capacity to use materials in variety of ways to learn and explore base on their experiences and interests. Even though I have planned my activity and image how children might approach to the materials, I restrain instructions and let children express how they play and learn. I stay beside to observe and assist when children needed. It is treasure to see how children excited to learn and be creative. In the classroom, I’m sensitive to individual differences and abilities.

Alabama Code Of Ethics And The Dispositions

Another technique I learned is to create good classroom procedures and rules. Having good procedures and rules will allow the students to know what I expect in the classroom and the class will run fluently. I also learned about motivation in students. We discussed certain strategies that we can use as an educator to increase motivation in the classroom. Some strategies that I will use in my classroom are; to use rewards sparingly, make my students feel welcomed, be positive, use praise orally, promote mastery learning, and use clear and constructive

Unit 210 Support Learning Activities

It is a good idea to discuss with the teacher about the learning outcomes, and the ways to carry out an activity beforehand. The support practitioners can make notes and observations during the activity and then provide feedback

Dci/556 Week 1 Business Plan

If the teacher speaks every time, students won’t learn anything because we are telling them how to solve and work on the word problem. If the students work and we assist them through question, they will understand how to solve the problem. In my first year of teaching, I was talking and giving students everything they needed to know. In this new school year, I will take my students and use the real world activities. For example: Let the students walk around and use the materials to measure the things they see in their campus.

Does Texting Affect Writing? By Michaela Cullington

In her essay “Does Texting Affect Writing?” Michaela Cullington addresses the issue of text messaging possibly causing poor communication skills and the use of textspeak, abbreviations used during text messaging such as “LOL” and “g2g,” in students’ formal writing. Cullington argues that “texting actually has a minimal effect on student writing” (pg. 367). She addresses the opposition directly, even citing credible sources. However, she also cites credible sources with better information to support her point, and even conducts an experiment of her own.

Example Of A Personal Statement For Early Childhood Education

Reflecting on my educational and practical experiences, I appreciate the infinite influence that teachers have on children. I realise that children will take the skills and knowledge learnt in the classroom and use it throughout their lives. I know a teacher has to deal with many daily pressures and challenges, in the classroom. However, I feel I require the skills needed to deal with these challenges. As a teacher I hope not only to be an educator but a positive role model, whom the children can look up to and trust.

Qualities Of An Outstanding Teacher Essay

1. Describe the skills or attributes you believe are necessary to be an outstanding teacher. Being an outstanding teacher goes beyond acquiring the competence and knowledge to deliver rigorous academic instruction to a diverse group of students. Outstanding teachers possess a multitude of qualities making them unique and unforgettable to the children they serve. I believe that outstanding teachers are passionate, inspired, creative, compassionate, patient and understanding.

Reflection On Teaching Practicum

The paper reflects on my experience during the teaching practicum. Initially, it analyses the strategies my Mentor Teacher (MT) adopted in her teaching and interaction with the students. Additionally, it analyses the techniques I employed to motivate, monitor, and manage students during my teaching practice. Finally, it discusses how I will improve my teaching in terms of instructional strategies, classroom interaction, objectives-activities-assessments alignment, and classroom management.

Essay About Children Learning A Second Language

The children learning a second language for develop skills that will help create opportunities in the future and ability to communicate with others in different situations. It will most certainly In addition to the language skills of children with learning a second language, and learning the cultural differences helps. Includes a variety of educational and career opportunities as well. However, children learning a second language in the early teens It can learn faster and learn the lesson faster also. But it does not mean if passed, then a teenager.

Essay On Teacher Professional Identity

This essay will explained the kind of teacher professional identity promoted by SACE and COTEP under the pillars of curriculum 2005 and NQF forming part of the white paper 1995 in redefining identity and difference in the education system after 1994 and it will also discuss how this identity did not and could not match the realities on the ground. Professionalism is the personal effort to act in a job that reveals fitting attitudes, behaviors and practices of the job. In teaching these attitudes may be: “having specialized knowledge which is the content knowledge and the ability to teach were teachers gain this on a lengthy period of higher education which is a four years to obtain the B ed degree were in the lengthy period teachers in the making learn to focus client interest maintaining a high level of responsibility learning and obtaining the ethical code of conduct” (SAIDE, 2010). By producing good quality results a teacher will be showing professional skills. Professionals require considerable freedom or autonomy to make judgments because they have to draw on knowledge based skills It is also showing that you believe in being professionally autonomous while accountable to the standards of you practice by having professional control over the credentials and the entry to teaching” ( SAIDE, 2010).

Reflective Essay: My Journey As A Teacher

Being a teacher is a journey that has much to do with learning about yourself and being aware that what happens in your classroom reflects only on how are you with yourself. Teachers are not conscious that they project into students, and that affects how things go in the classroom. I believe the first characteristic of a good teacher is that he/ she is always willing to analyze his/her teaching performance. Second the teacher is humble enough to receive input about the development and application of techniques, learning from it and improving.

My Teaching Philosophy Essay

Teaching philosophy is described by Sadker and Sadker as, “Behind every school and every teacher is a set of related beliefs - a philosophy of education – that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher’s role and what should be taught and by what methods.” (Teacher, Schools and Society. 2005). With this definition in consideration, my teaching philosophy is “I believe that children learn best when they are given the chance to choose, discuss and explore what they want to learn, when they want to learn and how they want to learn.

More about Essay On Teaching Experience

My Teaching Philosophy: Beliefs and Personal Experience

Categories: Personal Philosophy Philosophy of Education Teaching Philosophy

About this sample

Words: 547 |

Updated: 6 December, 2023

Words: 547 | Page: 1 | 3 min read

The essay explores the author's teaching philosophy and their beliefs about education. The author highlights the significance of teachers in shaping the future generations and emphasizes the importance of effective teaching.

They discuss their alignment with Romanticism philosophies, which prioritize focusing on students and creating a positive learning environment. The author believes that students should develop a love for learning and good morals to achieve success. Additionally, they express agreement with Essentialism philosophies, emphasizing the importance of teaching essential content knowledge and using proven teaching strategies. Progressivism and Constructivism philosophies also resonate with the author, promoting experiential learning and encouraging students to build their knowledge.

The author's teaching philosophy is influenced by personal experiences, including positive interactions with teachers and an internship with an efficient kindergarten teacher. They intend to put their beliefs into action by fostering positive relationships with students, maintaining a positive learning environment, teaching good morals, and using effective teaching strategies. Group work and experiential learning will be incorporated to help students understand the value of collaboration and independent discovery.

Works Cited

Dewey, J. (2014). Democracy and Education: An Introduction to the Philosophy of Education. The Floating Press.
Freire, P. (2018). Pedagogy of the Oppressed. Bloomsbury Publishing.
Bruner, J. S. (1966). Toward a Theory of Instruction. Harvard University Press.
Nel Noddings. (2012). Philosophy of Education. Stanford Encyclopedia of Philosophy. Retrieved from [URL]
Palmer, P. J. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. John Wiley & Sons.
Kumashiro, K. (2009). Against Common Sense: Teaching and Learning toward Social Justice. Routledge.
Apple, M. W. (2000). Official Knowledge: Democratic Education in a Conservative Age. Routledge.
Eisner, E. W. (2002). The Educational Imagination: On the Design and Evaluation of School Programs. Merrill/Prentice Hall.
Shor, I. (1996). When Students Have Power: Negotiating Authority in a Critical Pedagogy. University of Chicago Press.
Freire, P., & Macedo, D. (2018). Literacy: Reading the Word and the World. Routledge.

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A Teacher’s Experience: What I Learned Working in Online Schools

With increasing participation of both teachers and students in digital learning, opportunities to better educate our youth are at an all-time high.

Technological advancements have transformed the school house into a limitless portal of accessible knowledge. Today more than 1.5 million K-12 students are engaged in some kind of online learning, according to The International Association for K-12 Online Learning (iNACOL). Further, in a 2013 report titled “ Keeping Pace With K-12 Online Learning ,” the Evergreen Education Group identified 30 states that offer full-time, multi-district online-school options in their education systems. Such schools accounted for an estimated 310,000 enrolled students receiving a full education regardless of their geographic location—an option that would not have been possible without online-learning technology.

Editors’ note: Earlier this month, Education Week Teacher blogger Anthony Cody published a guest post in which a teacher chronicled the difficulties and frustrations she experienced in working for an online charter school. This article was submitted to us by another former online-teacher, now a university professor, in relation to that piece.

I have over 16 years of experience teaching mathematics in traditional public schools, universities, and online schools. Following several years at traditional schools, I began teaching online through K12 Inc. , a national operator of online and blended schools. I spent eight wonderful years working as an online teacher, primarily through one of K12’s partner schools, California Virtual Academy, working closely with teams of dedicated teachers, educators, and school leaders who shared a passion for meeting the education needs of every child. I held many roles at K12, including high school mathematics teacher, Title I teacher, and a lead teacher. Through my experiences, I came to realize much about the dynamic nature of online education and the potential it has to accelerate individualized learning.

First, it must be said that online schooling is not for everyone. It is not for every student, nor is it for every teacher. Some individuals are not well-suited for online schools, just as others are not well-suited for traditional schools. Both education models have unique characteristics that, depending on the person, can be seen as an advantage or disadvantage.

A Different Mindset

That does not mean, however, that one model is inherently better than the other. Unfortunately, a false narrative exists that traditional and online education models are in conflict with one another. From that narrative springs a number of myths and misconceptions. For example, one of the more common myths about online learning is that teaching online is easier than teaching face-to-face. I disagree. Teaching at an online school does not require any less professionalism, training, or education than are required at a traditional school. In fact, I would argue there is an increased level of diligence, compassion, and understanding required when teaching online. At the end of the day, no matter what your teaching platform, you are still a teacher, responsible for encompassing all that this prestigious title represents. Online teaching isn’t “easier” or “harder"; it is simply different, requiring a different mindset for both teachers and students alike.

On my first day as a teacher at a traditional public high school, I was eager to teach a new and impressionable group of learners. I came prepared with my syllabus and the lesson for the day, and I was able to immediately interact and connect with my students. My first day of online teaching varied little in terms of my excitement and enthusiasm. I prepared my syllabus and the lesson for the day and looked forward to meeting my students. However, I found myself waiting for my students to interact with me.

At first, I was bothered by the silence. Why weren’t they coming to me to seek all of the knowledge I wanted to impart to them? In the past, it required little more than walking into the classroom. The learning environment we shared was tangible; it was set in a single place and time. However, I soon realized my mindset was part of the problem. I couldn’t just expect students to reach out to me. In the online environment, I had to do more than just deliver content and wait for engagement. It was about building the teacher-student relationship in a different and dynamic way.

My interactions with students in online schools took place whenever and wherever the need arose. I met “virtually” with students where they were. This often occurred with the use of newer communication technologies like web-conferencing, email, text and instant messaging, as well as with traditional methods such as phone calls and letters home. I had countless “virtual” interactions with my students, all of which, in many respects, mirrored the interactions I had with students in traditional schools. My students embraced it and took full advantage of such opportunities. More importantly, their increased engagement led to significant improvements in their academic performance.

In the report “ Learning in the 21st Century: 2010 Trends Update ,” Project Tomorrow found that students reported they received more attention from their teachers and were more comfortable asking questions online than in the traditional setting. Why is that? I believe it is because online learning environments provide a rare opportunity for students to learn with constructive anonymity; they are free to journey through their learning experience without the pressures and judgments engendered by differences in academic need, socioeconomic status, or other circumstances. For many students this freedom is exactly what they need to thrive.

And yet it is important to clarify the difference between constructive anonymity and isolation, because they are not the same. While teaching at K12, I would hold live daily sessions open to both students and their parents. My goal was to provide an atmosphere where students would feel comfortable learning mathematics both as individuals and as part of a larger group. This keeps students present and engaged in the learning process. It is no secret that mathematics can be intimidating, and if students isolate themselves from their teachers, they will isolate themselves from the content.

Flexibility and Freedom

Though online students may work independently, they are not isolated learners separated from their peers. Online schools often have lively and robust communities, with clubs, school activities, field trips, service projects, and even proms and graduations. At K12, I was a part of graduation ceremonies honoring hundreds of students each year. I watched kids recount their experiences with each other and rejoice in their collective success, not at all concerned that their educational journey was traveled on a less conventional road.

The appreciation these students had for their teachers made a huge impact on me. I saw graduates honor teachers for the difference they made in their lives, even though they had never met face to face.

When I was with K12, I was given the opportunity to be a part of their National Mathematics Lab, a nationwide initiative designed to assist at-risk students in 5th through 11th grades. These at-risk students came to K12 schools sometimes three or more grade levels below in math after falling behind or dropping out of traditional schools. K12 teachers provided students in this program daily supplemental mathematics instruction both with the peer group at their school and on a national level with a mathematics content expert. This intervention helped many at-risk students achieve better academic gains and improved the chances that they would continue in their education.

It takes a high level of engagement and commitment for students to succeed in online schools, whether the student is at a remedial or advanced level. That is why, as I said earlier, online schooling is not for all children. The same holds true for teachers—online schools are not the right fit for all of them.

I can understand how some teachers, especially those new to online schools, may feel isolated from their students and their colleagues or experience early frustrations. Interactions between colleagues and students in online schools must be purposeful, active, and ongoing. I’ve had the privilege of working with amazing teachers over the years, both in online schools and face-to-face in traditional schools. I am blessed to have benefited from both relationships.

I started teaching online with K12 when my son was three months old and my daughter was two years old. I have continued to teach online ever since. Teaching online gave me flexibility and freedom to be a teacher and a mother and earn my Ph.D. without sacrificing the quality of any endeavor. A healthy work-life balance is important to teachers, and advancements in education technology—including online schools—have enabled many educators to achieve greater career satisfaction.

I’m an advocate for online learning. I’ve seen its successes, believe in its potential, and understand its challenges. I am not alone. Thousands of other teachers and professional educators across the U.S. have similar positive experiences. Having witnessed first-hand how online schools have successfully impacted young lives, I believe it is not a matter of if, but when, online education becomes the new benchmark for normative learning.

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Teaching English as a Foreign Language: Experiences Essay

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Teachers hold a critical but significantly undervalued purpose in modern society. With the wider availability of information and developing communication technology, the perception and role of teachers are rapidly changing. There are various challenges as well as rewards that are inherent to the job. In order to grow and improve as a teacher and a person, it is essential to reflect on my personal feelings and education practices that define them as a unique instructor.

Being a teacher is a lot of responsibility and accountability. Those with any experience of education realize that the job requires not only the mastery of the subject being taught but also an understanding of human psychology, necessity to maintain self-control, and upkeeping utmost organization. To be honest, it is overwhelming and exhausting at times. However, the job brings incredible satisfaction and tremendous pride in the profession. There is the excitement of planning and executing projects with your class or taking advantage of a new teaching method that a more experienced educator has shared. The most rewarding moment is seeing a student’s eyes light up after comprehending a complicated topic that they have struggled with and finally understanding how a concept works.

I have had a variety of teaching experiences, ranging from working as a tutor to coaching tennis. In each position, there were nuances and learning curves in the teaching process and approach to students. However, once I became accustomed to the job, it became a passion. The famous maxim attributed to Confucius, “choose a job you love, and you will never have to work a day in your life” applies to my experience with teaching. The profession fits with my identity of helping people and giving back to the community. Good teaching is more than a simple transfer of information and skill. It is based on empowerment and support for students, as a teacher can provide the opportunity and confidence to apply their knowledge. I believe that teaching fits perfectly with my caring and supportive character that seeks to empower others to achieve their objectives.

Through this course, I have been able to learn about a wide variety of practices for teaching English as a foreign language. Linguistics can be quite difficult, and it requires an approach that would maintain student interest and encourage participation. Some of the sessions in the course that focused on needs analysis and exploiting dialogue are techniques that can be tactically applied in a learning environment. They increase participation and student awareness of the practicality for their knowledge of English. The use of “do-it-yourself” grammar lessons that encourage independent thinking and utilization of learned knowledge is an effective method to support the difficult acquisition of English grammar. Furthermore, I would like to practice certain techniques such as gamification or the “teach-back” approach that would provide some diversification to traditional instruction methods and would be used to reinforce specific concepts.

I believe that there are no wrong teaching methods. In a real-life classroom situation, one can never know what particular approach can be helpful for individual students to understand a concept. However, there are some aspects that I believe would be inappropriate in teaching English as a foreign language. For example, relying on self-learning as the foundation for language learning (as it is commonly done in many college courses) is ineffective since it would discourage the systematic approach necessary in linguistics. Furthermore, I believe that placing students in situations where they would feel forced or uncomfortable to perform dialogues should be done with caution to prevent discouragement. Language acquisition is a long-term process which should occur naturally and supported by the classroom teaching methodology.

Overall, teaching is my passion, and I look forward to being able to practice it on a daily basis. Participation in the Peace Corps teaching program will also provide me with an opportunity to make a difference in the world and empower individuals with knowledge of critical language skills. Despite the possible challenges that come with the position, I remain optimistic as it will help to contribute to my personal growth as well.

Linguistics: Grammar and Language Teaching
Teaching Grammar in Writing Context
Creative Ways of Teaching the Grammar
Curriculum and Instruction Appraisal Model: Integrative Supervision
Self-Confidence Survey and Formative & Summative Assessment
Attitudes and Behaviors in Change Process
Teacher Evaluation System
Teaching Practices Observation and Evaluation
Chicago (A-D)
Chicago (N-B)

IvyPanda. (2021, June 26). Teaching English as a Foreign Language: Experiences. https://ivypanda.com/essays/teaching-english-as-a-foreign-language-experiences/

"Teaching English as a Foreign Language: Experiences." IvyPanda , 26 June 2021, ivypanda.com/essays/teaching-english-as-a-foreign-language-experiences/.

IvyPanda . (2021) 'Teaching English as a Foreign Language: Experiences'. 26 June.

IvyPanda . 2021. "Teaching English as a Foreign Language: Experiences." June 26, 2021. https://ivypanda.com/essays/teaching-english-as-a-foreign-language-experiences/.

1. IvyPanda . "Teaching English as a Foreign Language: Experiences." June 26, 2021. https://ivypanda.com/essays/teaching-english-as-a-foreign-language-experiences/.

Bibliography

IvyPanda . "Teaching English as a Foreign Language: Experiences." June 26, 2021. https://ivypanda.com/essays/teaching-english-as-a-foreign-language-experiences/.

Teaching Experience and Teacher Effectiveness

Do teachers continue to improve in their effectiveness as they gain experience in the teaching profession? Our report Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research aims to answer that question by critically reviewing recent literature that analyzes the effect of teaching experience on student outcomes in K–12 public schools.

A renewed look at this research is warranted due to advances in research methods and data systems that have allowed researchers to more accurately answer this question. Specifically, by including teacher-fixed effects in their analyses, researchers have been able to compare a teacher with multiple years of experience with that same teacher when he or she had fewer years of experience. In contrast, older studies often used less precise methods, such as comparing distinct cohorts of teachers with different experience levels during a single school year.

Based on our review of 30 studies published within the last 15 years that analyze the effect of teaching experience on student outcomes in the United States, we find that:

Teaching experience is positively associated with student achievement gains throughout a teacher’s career. Gains in teacher effectiveness associated with experience are steepest in teachers’ initial years, but continue to be significant as teachers reach the second, and often third, decades of their careers.
As teachers gain experience, their students not only learn more, as measured by standardized tests, they are also more likely to do better on other measures of success, such as school attendance.
Teachers’ effectiveness increases at a greater rate when they teach in a supportive and collegial working environment, and when they accumulate experience in the same grade level, subject, or district.
More-experienced teachers support greater student learning for their colleagues and their school, as well as for their own students.

Of course, there is variation in teacher effectiveness at every stage of the teaching career, so not every inexperienced teacher is less effective, and not every experienced teacher is more effective.

Nonetheless, policymakers generally craft policy for the norm, and therefore, it is important to recognize that, on average, the most effective 20-year teachers are significantly more effective than the most effective first-year teachers—and these positive effects reach beyond the experienced teacher’s individual classroom to benefit the school as a whole.

Our research does not indicate that the passage of time will make all teachers better or make all less competent teachers effective. However, it does indicate that, for most teachers, experience increases effectiveness. The benefits of teaching experience will be best realized when teachers are carefully selected and well prepared at the point of entry into the teaching workforce, as well as intensively mentored and rigorously evaluated prior to receiving tenure.

Policymakers’ first task is to develop policies to attract high-quality individuals into the teaching profession. From there, given what the research says about the benefits of teaching experience, policies aimed at reducing teacher turnover and accelerating teachers’ professional learning should be pursued.

This research suggests that administrators and policymakers might seek to:

Increase stability in teacher job assignments so that teachers can refine their instruction at a given grade level and subject, as research shows that teachers who have repeated experience teaching the same grade level or subject area improve more rapidly than those whose experience is in multiple grade levels or subject areas.
Create conditions for strong collegial relationships among school staff and a positive and professional working environment, as these contexts are associated with the greatest gains in teacher effectiveness.
Strengthen policies to promote the equitable distribution of more-experienced teachers and to discourage the concentration of novice teachers in high-need schools, so that students are not subjected to a revolving door of novice teachers, who are on average less effective than their more-experienced peers.

Other strategies for developing the teaching workforce and reducing turnover have been well documented elsewhere, such as providing clinically based preparation and high-quality mentoring for beginners as well as career advancement opportunities for expert, experienced teachers.

Tara Kini is a senior policy advisor and Anne Podolsky is a researcher and policy analyst at the Learning Policy Institute. This article is excerpted from the Learning Policy Institute’s report Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research .

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Teacher Interview: Tell me more about your teaching experience – Sample answers & More

Experience. Everybody needs to get it somewhere, in a teaching job. Yet in almost every interview in education, they will ask you about your experience in the field. As if you were born with ten years of teaching experience already , or perhaps worked as a teacher in one of your past lives (should you believe in reincarnation). Regardless of whether this question makes sense or not (and in many cases it does not make sense), you will have to deal with it in your interview. So, what does the school principal, or whoever leads the interview with you want to hear from you?

First of all, that you have some experience. Perhaps you taught as a part of your college studies . Or you gave private classes to younger students , in your favorite subject, a subject you excel in. What I try to convey here is that you do not have to work as a teacher to gain teaching experience. In a true sense of a word, we are all teachers . Thinking about raising children for example. No doubt you try to teach them how to behave, how to act towards the others, how to be happy in life, and many other things (such as how to go the toilet, eat food on their own, etc). Do not hesitate to mention such teaching experience should you miss any other…

And secondly, they want to hear enthusiasm in your voice , feel your love for teaching. No doubt teaching isn’t an easy profession , especially nowadays. And no doubt you had your share of problems, challenges you faced with your students. Nevertheless, the positives outweigh the negatives , and you see a meaningful purpose in your teaching role. Let’s have a look at 7 sample answers to this interesting question.

7 sample answers to “Tell me more about your teaching experience” interview question

I’ve been teaching for seven years . Four years at elementary school, and three years at secondary school. Learned a lot along the way, especially what teaching methods work best with various classes and subjects , but also how to deal with problems with discipline , something every teacher faces in this district. I will be honest with you–it wasn’t always an easy ride, and I experienced a few really bad days, days when I considered quitting teaching . But luckily I’ve never done that, because when I look at the bigger picture, and all the good things that happened with the students, I still see teaching as my mission , and as a dream job to have.
I’ve worked as a Montessori teacher for a year . It was a great experience, and allowed me to experiment with unorthodox teaching methods, something I’d love to apply also in mainstream education–at least to some extent. Teaching by playing , putting emphasis on communication and creativity, I really feel it is the best we can do for the children , to help them develop their full potential. It is the only experience I have so far, but at the same time I believe my education, and all the courses I went to, prepared me for the role of a teacher at an elementary school.

Special Tip: This is just one question you may face while trying to get a job of a teacher, and to be honest, it isn’t the most difficult one . If you want to learn how to answer the really tricky questions , and actually practice your answers and get immediate feedback from a life-like AI interview coach , check out this practice page on our partner website, Real Mock Interviews . Just enter your email, pick one of the interview questions for teachers, and start practicing FOR FREE . It’s fun and you’ll thank me later :).

This is my first job application , but it doesn’t mean I have no experience with teaching. Since I have always excelled in Math–something many people struggle with, I was earning some extra cash giving private lessons to my classmates at the college. The most important thing I learned during this teaching experience is that individual approach is the key . And I’d love to benefit from this in my first real teaching job, ideally with your school. I cannot wait to get to know the students, and try to help them reach their full potential, and also to enjoy their time at school!
It may look like I worked only in retail for the past 12 years, but I want to ensure you that as a mother of three, I have had my share of teaching experience . You love your children, but you also want them to become good citizens, and also to teach them many skills so they can do activities without you. And now I do not talk only about bathroom duties. It is also about preparing basic meals, learning to ride a bicycle, taking care of a dog, and other things. I taught my children all these skills and believe I did a good job as their “teacher”. Now, when I feel I am too old to work in sales, I’d like to finally benefit from my French skills, and become a French teacher . And while I never taught anyone French language before, I had great teachers myself, and can benefit from everything I learned from them , from our lessons.
My teaching experience is mostly from the corporate sphere . Working as a training specialist, I helped new hires learn how to work with the information system we used in the company , and also to ease into their new role. Over the years I worked with all kinds of personalities , and believe to know how to work with adults, how to teach them, which is one of the main reasons why I apply for this job with you. If I should characterize my teaching experience in three words only, I’d call it extensive and eye-opening .
The only experience I have comes from the obligatory 180 hours we had to teach in the last year at the University. I was assisting teachers in different classes, mostly in History and Geography. And I learned a few important things during this experience. First of all, that we should not idealize our job . Regardless of how hard we try, some students won’t pay attention, and some students will fail to pass the exams. It is how it is, and we have to focus on effort, instead of on results we achieve with the students. Secondly, that I really love this job , and want to teach for years on end, ideally at a high school level. And last but not least, that students have higher expectations nowadays , and unless we want to face problems with attention and discipline, we have to mix it up with innovative teaching methods, and cannot rely on lecturing only.
I’ve never taught anywhere , but I’ve studied at so many schools and language institutes, and had so many different teachers in life…. And since I am a great observer, I believe I learned how to teach effectively from a position of a student. I saw what worked, and what didn’t in the classes. How the student reacted, including me, when we learned the most, and when we didn’t learn anything. I know it is a bit unorthodox preparation for the role of a teacher. At the same time though, I am ready to prove my words in the job , and I am sure neither you nor the students will be disappointed with me as a teacher…

Ready to answer this one? I hope so! Do not forget to check also 7 sample answers to other tricky questions you may face in your teaching interview :

Tell me about yourself – teacher interview.
What are your strengths and weaknesses as a teacher?
Teacher interview – Where do you see yourself in 5 years from now?
Why do you want to be a teacher?
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Becoming a Teacher: What I Learned about Myself During the Pandemic

Now, more than ever, we need to hear the voices of preservice teachers as well as in-service teachers during this pandemic. How has the pandemic affected them? In what ways has the pandemic enabled them to think about the need to really focus on what matters, what’s important? What were the gains and losses? These are very important questions for our time. In this essay, Alyssa Smith, a senior studying early childhood education, attempts to address the lessons learned from her junior year, focusing on the positive aspects of her coursework and demonstrating an imaginative, growth mindset. This essay highlights the power of students’ reflection on their own learning. But I think it does so much more meaningful contemplation than we might expect of our students in “normal” times. Alyssa gains a new appreciation for this kind of active reflection—the opportunity to think more critically; to be more thoughtful; to stop, step back, catch her breath, and rethink things. As a teacher educator and her mentor, I believe this essay represents how the gift of time to stop and reflect can open space to digest what has been experienced, and how the gift of reflective writing can create a deeper level of thinking about how experiences integrate with one’s larger narrative as a person.

About the Author

Andrew Stremmel, PhD, is professor in early childhood education at South Dakota State University. His research is in teacher action research and Reggio Emilia-inspired, inquiry-based approaches to early childhood teacher education. He is an executive editor of Voices of Practitioners .

I’ve always known I was meant to be a teacher. I could feel my passion guide my work and lead my heart through my classes. So why did I still feel as if something was missing? During the fall of my junior year, the semester right before student teaching, I began to doubt my ability to be a great teacher, as I did not feel completely satisfied in my work. What I did not expect was a global pandemic that would shut down school and move all coursework online. I broke down. I wanted to do more than simply be a good student. I wanted to learn to be a great teacher. How was I supposed to discover my purpose and find what I was missing when I couldn’t even attend my classes? I began to fret that I would never become the capable and inspirational educator that I strived to be, when I was missing the firsthand experience of being in classrooms, interacting with children, and collaborating with peers.

It wasn’t until my first full semester being an online student that I realized the pandemic wasn’t entirely detrimental to my learning. Two of my early childhood education courses, Play and Inquiry and Pedagogy and Curriculum, allowed limited yet meaningful participation in a university lab school as well as engagement with problems of substance that require more intense thinking, discussion, analysis, and thoughtful action. These problems, which I briefly discuss below, presented challenges, provocations, possibilities, and dilemmas to be pondered, and not necessarily resolved. Specifically, they pushed me to realize that the educational question for our time is not, “What do I need to know about how to teach?” Rather, it is, “What do I need to know about myself in the context of this current pandemic?” I was therefore challenged to think more deeply about who I wanted to be as a teacher and who I was becoming, what I care about and value, and how I will conduct myself in the classroom with my students.

These three foundations of teaching practice (who I want to be, what I value, and how I will conduct myself) were illuminated by a question that was presented to us students in one of the very first classes of the fall 2020 semester: “What’s happening right now in your experience that will help you to learn more about yourself and who you are becoming?” This provocation led me to discover that, while the COVID-19 pandemic brought to light (and at times magnified) many fears and insecurities I had as a prospective teacher, it also provided me with unique opportunities, time to reflect, and surprising courage that I feel would not otherwise have been afforded and appreciated.

Although I knew I wanted to be a teacher, I had never deliberately pondered the idea of what kind of teacher I wanted to be. I held the core values of being an advocate for children and helping them grow as confident individuals, but I still had no idea what teaching style I was to present. Fortunately, the pandemic enabled me to view my courses on play and curriculum as a big “look into the mirror” to discern what matters and what was important about becoming a teacher.

As I worked through the rest of the course, I realized that this project pushed me to think about my identity as an educator in relation to my students rather than simply helping me understand my students, as I initially thought. Instead, a teacher’s identity is formed in relation to or in relationship with our students: We take what we know about our students and use it to shape ourselves and how we teach. I found that I had to take a step back and evaluate my own perceptions and beliefs about children and who I am in relation to them. Consequently, this motivated me to think about myself as a classroom teacher during the COVID-19 pandemic. What did I know about children that would influence the way I would teach them?

I thought about how children were resilient, strong, and adaptable, possessing an innate ability to learn in nearly any setting. While there were so many uncertainties and fear surrounding them, they adapted to mask-wearing, limited children in the classroom, and differentiated tasks to limit cross-contamination. Throughout, the children embodied being an engaged learner. They did not seem to focus on what they were missing; their limitless curiosity could not keep them from learning. Yet, because young children learn primarily through relationships, they need some place of learning that helps them to have a connection with someone who truly knows, understands, and cares about them. Thus, perhaps more than any lesson, I recognized my relationship with children as more crucial. By having more time to think about children from this critical perspective, I felt in my heart the deeper meaning children held to me.

My compassion for children grew, and a greater respect for them took shape, which overall is what pushed me to see my greater purpose for who I want to be as an educator. The pandemic provided time to develop this stronger vision of children, a clearer understanding of how they learn, and how my identity as a teacher is formed in relationship with children. I don’t think I would have been able to develop such a rich picture of how I view children without an in-depth exploration of my identity, beliefs, and values.

In my curriculum course, I was presented a different problem that helped me reflect on who I am becoming as an educator. This was presented as a case study where we as students were asked the question, “Should schools reopen amidst the COVID-19 pandemic?” This was a question that stumped school districts around the nation, making me doubt that I would be able to come up with anything that would be remotely practical. I now was experiencing another significant consequence of the pandemic: a need for new, innovative thinking on how to address state-wide academic issues. My lack of confidence, paired with the unknowns presented by the pandemic, made me feel inadequate to take on this problem of meaning.

To address this problem, I considered more intentionally and reflectively what I knew about how children learn; issues of equity and inequality that have led to a perceived achievement gap; the voices of both teachers and families; a broader notion of what school might look like in the “new normal”; and the role of the community in the education of young children. Suddenly, I was thinking in a more critical way about how to address this problem from the mindset of an actual and more experienced teacher, one who had never faced such a conundrum before. I knew that I had to design a way to allow children to come back into a classroom setting, and ultimately find inspiration for learning in this new normal. I created this graphic (above) to inform families and teachers why it is vital to have students return to school. As a result, I became an educator. I was now thinking, feeling, and acting as a teacher. This case study made me think about myself and who I am becoming as a teacher in a way that was incredibly real and relevant to what teachers were facing. I now found inspiration in the COVID-19 pandemic, as it unlocked elements of myself that I did not know existed.

John Dewey (1916) has been attributed to stating, “Education is not preparation for life; education is life itself.” Learning may begin in the classroom, but it does not end there. Likewise, teaching is not a role, but a way of being. The ability to connect with children and to engage them meaningfully depends less on the methods we use than on the degree to which we know and trust ourselves and are willing to share that knowledge with them. That comes through continually reflecting on who we are in relation to children and their families, and what we do in the classroom to create more meaningful understanding of our experiences. By embodying the role of being an educator, I grew in ways that classroom curriculum couldn't prepare me for. Had it not been for the pandemic, this might not have been possible.

Dewey, J. 1916. Democracy and Education: An Introduction to the Philosophy of Education . New York: MacMillan.

Alyssa Marie Smith is currently an early childhood education student studying at South Dakota State University. She has been a student teacher in the preschool lab on campus, and now works as a kindergarten out of school time teacher in this same lab school. In the fall, she plans to student teach in an elementary setting, and then go on to teach in her own elementary classroom.

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My Student Teaching Experience: Lessons Learned

The student teaching experience allows you to put everything that you’ve learned about education and your subject matter into action. You get to test the waters under the supervision of an experienced teacher who can guide you along and help you become the kind of teacher that you want to be. If you embrace the opportunity, you can learn a lot from the experience. In fact, here are some things that I learned during my time as a student teacher .

Prepare for the Unexpected While Student Teaching

During my student teaching experience, I spent a lot of time preparing each lesson plan . I worked hard to research different ways to present the information for each lesson. I looked for activities that my students would enjoy, and I made sure that I had all of the materials and other things that I needed before class started. Even then, there were always things that would go wrong. Technology would fail. Students would complete activities quicker than planned. Or students would require much more time and explanation than expected.

As such, I realized that I needed to be prepared as much as possible, but, more importantly, I needed to prepare to be flexible. You never know what’s going to come up or what will catch the students’ attention. When creating lessons, remember that you need to be prepared for changes. Figure out alternative activities in order to help your day go as smoothly as possible and allow your students to gain the most from the lessons.

Make Friends

Teaching is difficult. You’re going to have rough days, and you’re going to need help sometimes. Introduce yourself to the librarian, cafeteria staff, administrators, custodians, secretaries, and other teachers. Of course, finding a teaching mentor is always a good idea. As I talked to other teachers about lessons that I was working on, they had plenty of suggestions for activities that I could use. I loved getting ideas for tried and true activities for my students, but I also enjoyed the tips and ideas that they could provide to help me grow as a teacher. They could also help you land a teaching job, too.

Not only can making friends prove to help you as a teacher, but it can also make your day more fun. Rather than eating lunch in your room every day to catch up on work, go to the lunch room and mingle with other teachers. Talk to teachers on the playground. Use the time to get to know others, and you just might end up making a friend for life.

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“dare to disturb the universe:” be fearless as a student teacher.

In high school, I had a teacher who always encouraged us to “dare to disturb the universe” as quoted from T.S. Eliot’s poem, “ The Love Song of J. Alfred Prufrock .” To me, this meant that we shouldn’t be afraid to do something different or to think outside of the box. When it came to student teaching, I found that I needed to listen to this advice again. I wanted to excel. I wanted to get great recommendations from my cooperating teacher, and I wanted my students to really learn the concepts.

What I found was that student teaching was the perfect time to think outside of the box and try different things. If they didn’t work, they didn’t work. At least, I got to try them in a safe environment. And in the process, I got to work on vital skills for teaching, such as classroom management. Luckily, I had an awesome cooperating teacher who set me free to try new things. Of course, it was always helpful to have my cooperating teacher review my lesson plans and advise me on things that I could do to improve my ideas to ensure that they were viable in the classroom.

Show Confidence

Confidence is crucial for a great student teaching experience. Students need to see that their teacher knows what he or she is talking about. They need a teacher that demands respect. When I first started as a student teacher, I was awkward and unsure of myself. I wasn’t sure what my cooperating teacher would think, and I worried about how my students would perceive this teacher who didn’t look old enough to teach in the first place.

As I fell into my groove and gained more confidence as a teacher , I found that my students not only respected me but felt more comfortable talking to me, too. Confidence meant I could be myself while still demanding respect from my students and colleagues.

Get Involved

Immersing yourself and taking advantage of every opportunity afforded to you can really enrich your student teaching experience. One of my biggest regrets as a student teacher was that I didn’t get involved more. Sure, I attended all of the meetings and met with parents. With the amount of work I put into creating lessons, I chose not to volunteer in after school activities, for example. I wish that I would have taken the opportunity to get more involved. You can gain more experience, meet more people, and find a new niche within the teaching community.

Seek Feedback on Your Student Teaching

One of the most important lessons that I learned was the importance of feedback. During your student teaching experience, you want to find ways to improve your teaching skills. Don’t be afraid to ask your cooperating teacher for advice. When observing you in action, he or she will notice things that you hadn’t noticed before. Maybe you use too many filler words, look at the floor too often, or stand in one place the entire time. Your cooperating teacher can point out these things to you, so you can make the necessary changes to improve.

More than just asking for feedback, you need to have a good attitude about the information that you receive. What will you do with this information? I found that when I was teachable and willing to hear criticism, I saw greater improvements in my teaching and increases in my confidence.

Student teaching was a great experience. It had its ups and downs, but I became a better teacher by working to make the most of my experience and looking for opportunities to learn.

Career Advice
Seeking a Faculty Job

How to Talk About Teaching

By Melissa Dennihy

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Conference presentations, oral examinations and the dissertation defense are all useful opportunities to practice talking about your research before entering the academic job market. But when job seekers apply for positions at teaching institutions, research may not be the primary topic of discussion during an interview.

How should prospective hires prepare to talk about teaching during campus interviews? What types of questions can you expect to be asked about teaching, and how might you answer? Here are a few suggestions.

Help your interviewers imagine you in action. Whether it’s an anecdote about a classroom success or failure, a retelling of a memorable or challenging experience with a student, or a description of what your classroom looks and sounds like on a typical day, it is much more valuable and substantive to enable interviewers to envision your teaching in practice than to cite pedagogical scholarship or talk in vague abstractions about your teaching philosophies.

In describing a course, whether past or prospective, give specifics. Describe texts and assignments you (would) use, learning outcomes you (would) focus on, and so forth. Be prepared to talk in some detail about what goes on (or would go on) in your classes.

In one of my interviews for a faculty position, I was thrown by the question, “It’s the eighth week of the semester. What are you doing in your freshman composition class?” I was silent for more than a few seconds as I desperately tried to visualize the week-by-week schedule on my syllabus, but my mind remained blank. In preparing for an interview, don’t underestimate the importance of doing seemingly simple things like rereading your course syllabi and materials. Refresh your memory about texts you’ve used, topics and units you’ve covered, assignments you’ve, given and the pacing of your courses.

Talk numbers as a way to give a snapshot of the depth and breadth of your teaching experience . Letting interviewers know that you taught a 4/4 load as an adjunct while completing your doctoral work indicates that you can handle the workload of a full-time position. Mentioning that you have worked with over 300 students throughout your time as a teaching assistant leaves a different impression than simply saying you’ve been a TA for a number of courses. Take the time to develop some data on your teaching experience before your interview and work those numbers in at opportune moments.

Know the department’s course offerings, curriculum and objectives. You should be able to show how and why your teaching experience makes you a good fit for the department you hope to join. You should also get a sense of what courses you will be expected to teach and come prepared to talk about all of them. You may be excited to discuss how you would teach an upper-level elective in your area of expertise, but don’t forget also to show interest in and ability to teach introductory and general education courses -- those that may require you to draw upon broader or more general knowledge, or to teach material outside of your own areas of interest.

Be careful not to step on toes as you talk about classes you’d like to teach. Try to find out which instructors regularly teach which courses. You want to avoid mistakes like mentioning that you would love to teach an “updated” version of a certain course, only to find that a search committee member has been teaching the current version of this course for 10 years and now perceives you as a threat to both the course he teaches and the way he teaches it. It might be better to say, “I would welcome the opportunity to teach X course if the need arises, but since I know Professor Y usually teaches this course, I would also look forward to designing an elective course with a specific focus on Z. That could offer something new that also furthers your department’s commitment to X curriculum.”

With each question you are asked, take a second to figuratively step back. Consider the larger pedagogical issues or concerns that may be embedded within that question and addressed within your answer. For example, a question that asks you to talk about what makes an A paper can also be an opportunity to talk more broadly about the role of assessment in your classroom and the tools you use (rubrics, portfolios, peer review) to evaluate student work. Always answer the specific question asked, of course, but also take a moment to consider whether some questions may be tackled from multiple angles or responded to in ways that present a bigger picture.

Think about how you might respond to questions about assessment -- a hot topic now in higher education. How do you evaluate student learning? What kinds of assessment tools do you use? What do you value or prioritize in assessing student work, and why? How do you use assessment of student learning to change or improve your own teaching? Consider including a rubric or a copy of a graded student assignment as part of your teaching portfolio.

If you are interviewing for a teaching position that also has research expectations, try to demonstrate how your teaching and research dovetail or inform one another. For example, you might discuss how your research interests can be transformed into material suitable for and interesting to undergraduate students. Demonstrating a sense of unity or cohesion between your roles as teacher and scholar conveys that you are professionally balanced and capable of fulfilling all of the responsibilities of the position.

Make it clear that you care about students and enjoy working with them. A candidate who speaks passionately about his or her own work but cannot generate much enthusiasm in discussing teaching or working with students is not an ideal candidate for a teaching institution. Avoid talking too much about yourself as a teacher -- your teaching philosophies, your assignments, your accomplishments -- and, instead, keep your comments about teaching student centered: What do students learn and gain from your courses? What role do students play in shaping your courses? How does working with students help you to revise and improve your pedagogy? What have your students taught you about teaching and learning? Talk about past students and prospective students, explaining how the types of students you’ve worked with before will help you work successfully with the student population at this campus.

Be prepared to answer a question about diversity. Spend some time thinking about what diversity in the classroom really means to you. In what ways are the students with whom you have worked diverse? Racially? Academically? Socioeconomically? Linguistically? In what ways are your teaching approaches and assignments suitable for diverse student populations or designed with diverse students in mind? What different types of teaching modalities do you use to help students learn in diverse ways and to accommodate different types of learners? A common interview pitfall is to give a clichéd or superficial response to a question about diversity, missing an opportunity to talk substantively about the different students you’ve taught and what you have learned from these experiences.

Consider the issues surrounding college teaching today and how you might respond to questions on controversial topics. How might you answer a question about student plagiarism and the use of detection tools like Turnitin? How would you respond to a question about dealing with the mental and emotional issues students may bring with them to college classrooms? Talking about controversial topics can be tricky, and it is always best to prepare a well-thought-out answer ahead of time.

Make mention of what you will offer students outside of the classroom. The best instructors provide one-on-one support for students, make themselves available during office hours and by email, and act as mentors who can give guidance on academic and professional matters that may fall beyond the scope of their own courses.

Bring a teaching portfolio. There is no harm in leaving supplemental materials with the committee at the end of your interview -- if they don’t want to look at them, they won’t, but the materials are there if committee members are interested. Your portfolio can and should include more than just your teaching philosophy and a list of the courses you’ve taught. You might include sample syllabi and assignments, student and colleague evaluations of your teaching, records of student accomplishments that reflect positively on your role as instructor, and samples of outstanding student work.

As a concluding point, I would like to remind readers that it is vital to understand the type of job you are applying for. During an interview at an R1 institution, the discussion will focus on your research, but candidates can make the mistake of coming to interviews at teaching institutions unprepared for a very different kind of discussion. A research-focused job and a teaching-focused job differ significantly, and not recognizing or understanding those differences can mean failing to adequately prepare for interviews that require candidates to talk substantively and thoughtfully about teaching.

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Essays That Worked

The essays are a place to show us who you are and who you’ll be in our community.

It’s a chance to add depth to something that is important to you and tell the admissions committee more about your background or goals. Below you’ll find selected examples of essays that “worked,” as nominated by our admissions committee. In each of these essays, students were able to share stories from their everyday lives to reveal something about their character, values, and life that aligned with the culture and values at Hopkins.

Read essays that worked from Transfer applicants .

Hear from the class of 2027.

These selections represent just a few examples of essays we found impressive and helpful during the past admissions cycle. We hope these essays inspire you as you prepare to compose your own personal statements. The most important thing to remember is to be original as you share your own story, thoughts, and ideas with us.

Ordering the Disorderly

Ellie’s essay skillfully uses the topic of entropy as an extended metaphor. Through it, we see reflections about who they are and who they aspire to be.

Pack Light, But Be Prepared

In Pablo’s essay, the act of packing for a pilgrimage becomes a metaphor for the way humans accumulate experiences in their life’s journey and what we can learn from them. As we join Pablo through the diverse phases of their life, we gain insights into their character and values.

Tikkun Olam

Julieta illustrates how the concept of Tikkun Olam, “a desire to help repair the world,” has shaped their passions and drives them to pursue experiences at Hopkins.

Kashvi’s essay encapsulates a heartfelt journey of self-discovery and the invaluable teachings of Rock, their 10-year-old dog. Through the lens of their companionship, Kashvi walked us through valuable lessons on responsibility, friendship, patience, and unconditional love.

Classical Reflections in Herstory

Maddie’s essay details their intellectual journey using their love of Greek classics. They incorporate details that reveal the roots of their academic interests: storytelling, literary devices, and translation. As their essay progresses, so do Maddie’s intellectual curiosities.

My Spotify Playlist

Alyssa’s essay reflects on special memories through the creative lens of Spotify playlists. They use three examples to highlight their experiences with their tennis team, finding a virtual community during the pandemic, and co-founding a nonprofit to help younger students learn about STEM.

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How to Meet MBA Admission Requirements: A Step-By-Step Guide

Getting a master's degree in business administration can open the door to an exciting career, new skills, and a better annual salary. But, are questions about MBA requirements holding you back? Discover the steps needed to apply to your top MBA programs.

[Featured Image] A woman is studiously working on her tablet and laptop with a notebook and pens on her desk.

Earning a Master of Business Administration (MBA) degree can open the door to an array of exciting career opportunities and new skills in a wide range of industries. If you're interested in pursuing this educational path, but aren't sure where to start, learning about MBA admission requirements can help you get a better idea of what you'll need to do to make this exciting career move.

The precise requirements you'll have to fulfill when applying to an MBA vary from one program to another. But, there are some common overlap requirements that you should know about. Below, we outline the most common steps you need to take to be considered for an MBA program.

1. Earn a bachelor's degree.

You will need to have earned a bachelor's degree prior to applying for an MBA program. While some candidates major in business-related fields like marketing , management , or finance , don't let a degree in engineering, music, or liberal arts stop you from applying to an MBA program. Business schools consider candidates from all fields as long as your undergraduate degree is from an accredited college or university.

2. Get relevant work experience.

Most MBA candidates begin their program after acquiring several years of work experience – even though many schools don't usually require applicants to have any specific work experience. If you've supervised employees or volunteers, or have any kind of leadership experience, that's even better. When considering prospective MBA students, admissions officers look for qualities like personal growth, self-discipline, and leadership skills .

To get work experience in advance of getting an MBA, try starting with an entry-level job in a business-related field. As you build up your career over the next few years, look for opportunities to develop your skills and advance your responsibilities.

A few examples of entry-level positions you might consider pursuing include:

Sales representative

Administrative assistant

Marketing assistant

Market research analyst

Human resources specialist

Read more: 10 In-Demand Jobs You Can Get with a Business Degree

An infographic that reads: A university degree built for you. Learn from respected institutions with world-class faculty in a program priced below $20,000 USD

3. Submit an application package.

Officially applying to an MBA program starts with filling out an application form. On your application, you'll supply information like:

Your name and address

Names, addresses, and dates of colleges or universities you've attended

Degrees you've received

Your undergraduate GPA (grade point average)

Past work experience

Names and addresses of references

Entrance exam ( GMAT or GRE ) results

Typically, the application form can be sent electronically. However, some programs allow you to send paper copies of your application materials. Be prepared to pay an application fee of about $250. Once you've completed your application form, you’ll follow these additional steps.

Read more: Applying to College: Your Step-by-Step Guide

4. Craft thoughtful essay responses.

Admissions officers want to get to know you, but they also want to evaluate your writing skills. As part of your application package, an MBA program may ask you to write one or two short-form essays—typically 500 words or less—or a statement of purpose . Examples of essay questions or prompts include the following options:

Explain why you want to pursue an MBA.

Choose a core value and describe why it's important to you.

How will you enrich the diverse educational environment at our business school?

The business world is always changing. Explain ways that you adapt to change.

Describe a personal failure in your life and what you learned from it.

Who is your most important role model and why?

Successful essay responses are well-written and authentic. When crafting your responses, be thoughtful and sincere, and make sure to proofread your work carefully.

5. Include your resume.

When creating a resume for an MBA program, keep the length to one or two pages. Always list work experience in reverse chronological order. This means your current or most recent job should appear first. Expand on a few of your most recent jobs, and list company names and dates for the rest. In addition to your academic background and work experience, make sure to add:

Honors and awards you've received

Professional licenses you've earned

Membership in college clubs and organizations like National Honors Society

Publications you've authored or co-authored

If you're sending your resume electronically, save it as a PDF file to avoid any formatting issues.

6. Add your college transcripts.

All graduate programs require access to your college transcripts. Typically, you can send scanned copies of your transcripts as part of your MBA application package. If you're invited to interview with an admissions officer, you'll likely need to supply an official copy of your transcripts.

Most MBA programs expect applicants to have a cumulative GPA of at least 3.0, and programs in top business schools often have higher standards. It's important to remember, however, that admissions officers look at your entire application package as a whole.

7. Ask for letters of recommendation.

Letters of recommendation are very important items to graduate program admissions officers. Before asking for a letter of recommendation, consider what this person might say about you. As a good rule of thumb, ask for recommendations from people with whom you have worked closely like:

College professors or advisors

Current or former supervisors

To be relevant, don't reach too far back into your past to come up with references. Choose people you've worked with over the last 10 years or less.

Read more: How to Ask for a Letter of Recommendation (Template + Tips)

8. Take an entrance exam and provide results.

Most MBA programs expect candidates to take a GRE (Graduate Record Exam) or GMAT (Graduate Management Admission Test) within five years of application. Although many business schools accept the results of either test, the two tests are different.

The GRE can be taken for entrance into many types of graduate schools, while the GMAT is designed specifically for business students. Therefore, if you haven't taken an entrance exam, you may want to consider the GMAT. Be prepared to pay $205 to take the GRE or $275 to take the GMAT (and more for enhanced or additional score reports).

Read more: GMAT vs. GRE: Which Should I Take?

Get started

If now feels like the right time to continue your business education, consider the iMBA from the University of Illinois Gies College of Business . This competitively ranked program offers you the flexibility to learn from anywhere with an internet connection at a breakthrough price.

Start learning today by exploring specializations in digital marketing , strategic leadership , financial management , and more.

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Essays That Worked
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How to Meet MBA Admission Requirements: A Step-By-Step Guide
Successful essay responses are well-written and authentic. When crafting your responses, be thoughtful and sincere, and make sure to proofread your work carefully. 5. Include your resume. When creating a resume for an MBA program, keep the length to one or two pages. Always list work experience in reverse chronological order.
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