The Importance Of A Postecondary Teacher

Going back to school has definitely been a great challenge for my family and me. I had to learn all over again, to juggle between school, work and family. Leaning how to write a paper in the APA format was initially a struggle. I am so glad that I decided on going back to school. I did not realize the difference and importance of having a BSN vs ADN degree. According to Wagner, there will be “greater opportunity for career advancement, improved prospects for job mobility and security and higher potential earning” (as cited in American Sentinel, 2013, para 2). Wagner also believes “there is no way that nurses can get all of the needed knowledge with only an ADN degree” (as cited in American Sentinel, 2013, “Greater Opportunities”, para

Whether a novice or experienced teacher, their role is always a progressive one, as “in learning you will teach, and in teaching you will learn” (Collins P, 1999). Teachers, just like learners, will learn/develop by reflecting on their practice and work by discussing this with other teachers and receiving feedback from learners; it is very important for teachers to be reflective and critical of their teaching (Calderhead, 2015) in order to ensure that learners are receptive and engaged in the material being covered. This essay will explore the key roles and responsibilities of a teacher within the Further Education sector and examine various UK policies and legislation within education such as the Prevent strategy, the safeguarding of children and vulnerable adults within education and training. In every occupation and in every sector; there are specific roles

that are the most essential attributes one needs; organization, attention to detail, teaching skills, social skills, and curiosity. I can easily understand why most of these are necessary to be successful within this field, but what do teaching skills lend to the equation? Lambert offers explanations on why the others are required

OSAP is a great resource for students. There are many benefits that come with having

When I finished my undergraduate studies, I remember thinking how important it was to find a job that I enjoyed. After moving back in with my parents, we sat down and had a long discussion about my goals and passions in life. Since I was old enough to work, I babysat my siblings and neighborhood children and had always enjoyed working with them. It fascinated my how children were explorers and natural learners from a very young age. With this said, my belief is that a teacher should first and foremost possess the passion to teach. Now the hard part of this is how do know you possess this passion. For myself this realization came after I applied

Often people forget that teachers have their own personal lives. Students and parents are somehow always surprised if they find teachers outside of school. Unfortunately, they also expect you to be dressed professionally at all times. I was fortunate not to live in the school district I worked although I did have a few encounters with students and their parent’s at the most unfortunate times. For example after working a good five hours in the yard and I needed to buy some more mulch, peat moss or something else. Obviously, I was a mess and dirty as can be. Although I would try to explain to the parent and student why I was a mess I could see in their eyes the disbelief that it really was their teacher.

Ms. CW has been an educator for over eight years and has taught PK-5th grade music, 3rd grade Writing and Science, 4th grade Writing, Social Studies, and Math, 5th grade math, and is now a Principal in Garland ISD. She has earned numerous degrees and certificates like a Bachelors in Music, Master’s in Educational Administration and certificates in Music EC-12, Generalist EC-6, and Principal EC-12. Ms. CW’s main focus in the classroom was improving students writing and grammar skills to help them be better prepared in the future. At the school where she currently Principal the current approximate size is 1,047 students, it is a suburban setting located in Garland, Texas. There are 30% African American, 30%

proficiency issue because these communities vary and each discipline has its own standards and traditions (Angelova & Riazansteva, 1998). As NNES students come from all over the world, their relationship with texts, data, and information sources vary due to each individual student’s influence circle, type of media they have (or have not) been exposed to, and the culture and history of their country (Fox, 1994). Typical solutions to this issue, according to Badenhorst, Moloney, Rosales, Dyer, and Ru (2015), have been to require students to enroll in add-on classes in academic writing or speaking, or to direct them to workshops to help improve their linguistic proficiency. Avery and Bryan (2001) suggested that the add-on instruction for

There are basic skills that students learn in high school such as reading and writing. However, there are many skills courses that are unavailable for academic students to learn like home economics, teamwork skills, and financial literacy because it may not fit into their schedule, or there are no courses focusing on those skills. Thus, many students feel unprepared to face the real world and post-secondary education. Many students with a low socioeconomic status graduate without basic skills because they are behind even before starting school as a child and then not getting encouragement from parents and other factors. The two major reasons that have an impact on students not achieving basic skills are socioeconomic background and the limited skills that are taught in courses offered to students.

The scope of teacher education is potentially wide-ranging. One helpful way to view teacher education is to viewed the field as a continuum from pre-service teacher education in formal settings to continuing teacher education in professional settings (Beck & Kosnik, 2017; Clandinin & Husu, 2017a). Within this paper I use a conception of teacher education that focuses on the pre-service setting, yet personally, the learning that I am involved in would be located on the opposite end of the continuum, in the professional development, or in-service side.

Similarly, I asked my former english teacher the same question and he responded with qualities of patience, having a sense of humor, and a strong work ethic. He began to explain why he believed each of these qualities were important to making a teacher thrive. He spoke about how it is inevitable to have students who will complain, and underestimate their teachers qualifications. Throughout a teacher's career, there will mostly likely be students who tend to argue, with their teachers, students who feel as if they are always right, this is when patience plays a huge role. In order for teacher to connect with their students it

When thinking of teaching I feel excited realizing that God has given me the opportunity to teach and the gift to do it. When I was 22, I was working as a nurse and enjoyed it immensely, but then got married to a teacher. After that, I found myself in educational institutions. I then decided to take up teaching and enrolled myself in a teacher-training program. This was without any passion or thought merely out of convenience. When I completed it I was asked to teach teacher training students. I enjoyed teaching at this level. My next position in teaching kindergarten kids impacted me for life. I was assigned to a small Seventh-day Adventist school. The enrollment was very low and they thought that they would have to close the school in a few years. I began the school year with only six students, however in a few months word got out about the way I was teaching and enrollment increased to 44 students. The school gave me two TA’s who assisted me all day. I enjoyed teaching these little ones. Watching them grow and develop made me happy and fulfilled. This has been 26 years ago and I am happy that I am still in touch with for students from that class.

I believe that as a future teacher I should be aware of signs that my students exhibit. For example, in the reading it mentioned how a child who has experienced trauma may try to avoid situations. If they have an assignment, they may get up and sharpen their pencils or go look around the classroom. Knowing that children who experience trauma may exhibit these behaviors, I will not be so quick to get on to the student. It is easy to say that a child is not following directions and call their attention. However, some kids are experiencing difficult situations at home that they are not even sure how to process. Instead of telling them what they should not be doing, I would remind them of what they should be doing and encourage them to complete their task. Using kind words and gestures are necessary in the classroom and especially with the children who do not seem as self-confident. It is upsetting to know that with child trauma their perspective of themselves changes. They are not confident, which enables them to take risk and do challenging tasks. If I see one of my students having difficulty in trying to accomplish a task or try new things I will not automatically think he/she have had a traumatic experience. However, it will be something that I would make sure to do more close observation to verify my point. My biggest desire is for my students to feel like they belong and that I care for them, which is why I will always praise them for a job well done. I still like hearing

“One of the most damaging myths prevailing in American education is the notion that good teachers are born and not made” (Darling-Hammond, 2012, p. ix). This seems to imply that teaching teachers is simply an identification process. Unfortunately, the identification of what makes an effective teacher is challenging (Cantrell & Kane, 2013), the process of becoming a teacher is consistently reported as a difficult and strenuous process (Akkerman & Meijer, 2011; Beijaard, Meijer, & Verloop, 2004), and identification of how best to train new teachers is unclear (Shuls & Ritter, 2013). These qualities of teacher education are unsettling in light of the international call to deliver relevant and high-quality teacher education

It was not until my last year of high school when I finally decided on becoming a elementary school teacher. I had taken one of those “What should you choose as your career?” tests going into junior year and number one on the list was Teacher. Although it was a more professional than something like a personality quiz on Buzzfeed, I still treated it like one. The thought of becoming a teacher was vile to me based on all my knowledge of stereotypes that I had heard growing up, such as bad pay and hating their job. My mom and everyone around me wanted me to be a doctor or lawyer. They wanted a well-respected job for me and not a “glorified babysitter”. Then one day I was taking a college tour of Dixie State University and they had a school with a playground on campus. It was part of the school they had on campus that children would come to so that the future teachers can get on-campus experience. In that moment I thought back to elementary school to my favorite teacher from kindergarten, Ms. Lee, and remembered how much I loved elementary school. How everything amazed me because I was just an empty head (well, not entirely) waiting to be filled with the knowledge of the world.