I have never been a part of a professional teaching organization. I was a member of the South Western Psychological Association (SWPA) when I was a student in university, but since then I have never found the need to join another organization. As part of the requirements of my masters degree program, I looked into quite a few of the professional teaching organizations that apply to me in the broader, teaching as an educator, sense as well as the closer to home, my chosen field of teaching, sense. Currently, I have joined two professional teaching organizations that relate to my field. I have found that the support structure and information they provide can be highly helpful as well as enlightening. I have already learned new methodologies I can apply to my current employment and I plan to encourage my co-workers to join as well. I also have thought long and hard about where I am on the scale from a novice teacher to an expert teacher. I do not consider myself as an expert teacher but I am confident that I am not a novice. Having read the information on the Kappa Delta Pi website, as well as other professional teaching societies, I have had the opportunity to do some soul searching and know where my strengths and weaknesses are in both being a professional teacher as well as my path toward hopefully becoming an expert educator.
If I were to try to put myself in Berliner's 5 stages of teacher development (1986), I would like to say that I could firmly plant myself into the "Proficient Level". While learning more about what makes a great teacher, I have begun the process of looking inward and assessing my strengths and weaknesses as an educator. I have not always liked what I found, but I see in myself, the potential to be an ex...
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..., training, and effort, without which, I can never hope to be the teacher I want to be.
Of all the material, articles, and websites that I have read through this week, I feel that the most important realization is that I must be a part of a professional organization. I must be able to learn more as well as give back to my fellow professionals. I hope that I can continue on my journey toward teaching excellence and learn to use all the resources that are available to do so. I also am glad that I could find many good points to my professional self as well as my teaching self. Knowing what I am doing correct keeps me motivated and has renewed my conviction for being a better teacher. I also am glad that I have found many areas to continue working on to improve myself. With these deficits in mind, I will continue to improve and be the educator that I know I can be.
166-173). Linda Darling-Hammond (2000) discusses how teacher education has changed and how it has affected our education system (p. 166). The author also notes how even the most intelligent people found it hard to prosper in the field without the right skills and preparation (Darling-Hammond, 2000, p. 166-173). In the article, she presents how post baccalaureate programs are carefully structured, versus alternative routes which can be no more than backup employment options. Darling-Hammond (2000) also addresses how it becomes difficult for aspiring teachers to learn both subject matter and pedagogy (p.
awareness, and discipline, and effort, and being able truly to care about other people and
I am engaged in professional development activities, I am committed to becoming a teacher, I promote life-long learning, I am excited to become a teaching and to learn more about teaching, I believe that all students can learn, and I believe that I play a large role in influencing student learning. On campus, I am working towards becoming a member of the organization SNEA. I want to become a member because I already go to the meetings on campus and I want to continue to be a part of it when I am teaching. Outside of school, I work at the Boys and Girls Club. Working at the Boys and Girls Club gives me vast amounts of experience working with children from ages birth to fifth grade. With working at the Boys and Girls Club, I am required to continue my professional development as well. I have attended seminars about incorporating play into course work, how to develop as a professional if I were to want my own education center, and obtaining certificates for CPR, First Aid, and
Marsh, C.J. (2010). Becoming a teacher: Knowledge, skills and issues. Frenchs Forest, Sydney, NSW: Pearson Australia
In reflecting about all that I have learned during my first five years of teaching, I have found it to be a very humbling experience. As a first year teacher, people always complement you on your new and innovative ideas, but that quickly wears off when you are faced with changing district climates, new co-workers, and of course the state and national politics of education. At the beginning of my PDP, I selected teacher standards 4, 5 and 10.
In conclusion I feel that I have gained knowledge that can only be obtained through hands on experience in the classroom. With this experience I changed my assumption about classroom management techniques and have a totally new outlook which will only aid me as a teacher. This will be of great help to me going forward but I feel as a teacher you must be constantly open to learning and improving
I know that as I grow and learn as a teacher my theory on education will change and grow with me. I know that the best thing that I can bring to the table when it comes to being a teacher is the willingness to learn along with my students on what works best for us in our classroom, what is important to us when it comes to learning, and to change what needs to be change in order to have a positive learning environment for my student. The most important thing as a teacher I will bring with me into my classroom is the unwavering desire to help to guide, shape, and above all foster a love of learning in my
Teaching is complex. It often requires educators to juggle multiple tasks and goals simultaneously and flexibly. It is not a profession, but a calling. Behind every great man and woman, is an educator who inspired them. There is no place I’d rather be than in the classroom. “A teacher affects eternity; he can never tell where his influence stops.” – Henry Adams
Blomfield, A., Roughton, L., Scott, A. (1997) Becoming a Secondary School Teacher. London: Hodder Arnold
As an education major at State College, I’ve decided to become a teacher for several reasons. As I progressed through elementary, middle, and high school, many of my teachers were great role models for me. This has inspired me to become a role model for someone in the near future. My love for science and math has also influenced my desire to teach and make a difference in a child’s life. I want to teach students the subjects that I love so much. I want the feeling that I helped a child accomplish or learn something they couldn’t understand. One of the main reasons I want to become an educator is because I feel education has really lost teachers who truly love teaching and those who truly love teaching and those who have the desire to make a difference. I feel I can really help make a difference in the education world and bring back the love to teach.
My interest in teaching started at a young age. I used to watch my teachers in awe as they were able to find new ways to get their students involved and excited to learn. Their enthusiasm to teach was so inspiring. I would often find myself using that same fervor as I grasped each concept. I, then, was able to relay it to my fellow classmates as a peer tutor. To this day, becoming a teacher is a passion that flows through me. However, my enthusiasm and passion are not the only reasons I would be a good teacher. I aspire to see a student’s ability to grasp the knowledge they never before understood. I aspire to see a student succeed at something they never thought they ever could. I aspire to not only support students with academic skills, but also with life lessons about the value of community, pride in one’s own ethnicity, good citizenship, sportsmanship, and more. I aspire to play a fundamental role in ensuring that all students from all cultures and learning abilities have the opportunity to be guided in a positive learning
Marsh, C. (2008). Becoming a Teacher. (4th ed.). French Forest: Pearson Education. Retrieved from: http://lms.curtin.edu.au/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_62128_1%26url%3d.
In the second week of this course we discussed professionalism and our commitment to students. A lot of the sources read during that week addressed why we decided to become teachers, how we would keep our fire for the field of education burning and how our passion and enthusiasm would impact
In today’s classroom, the teacher is no longer viewed as the sole custodian of knowledge. The role of a teacher has evolved into being amongst one of the sources of information allowing students to become active learners, whilst developing and widening their skills. Needless to say, learning has no borders – even for the teacher. One of the strongest beliefs which I cling to with regards to teaching is that, teaching never stops and a teacher must always possess the same eagerness as a student. Through several interactions with other teachers, I always strive for new ideas, techniques, teaching styles and strategies that I might add to my pedagogical knowledge. Furthermore, through personal reflection, feedback and evaluation...
Marsh, C. J. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.). Frenchs Forrest, New South Wales: Pearson Australia.