Teaching
I am a recent graduate of Islip High School in New York and hope to study education at a state university in New York. For a variety of reasons, I have come to view teaching as my calling. Inspirations from role models in my family as well as my own personal work experience are the primary factors motivating me to pursue a career in education.
Role models in my life have taught me that teaching is a great profession. My mother has been an elementary teacher for twenty-one years and I also have two aunts that are teachers. While the work they do is often undervalued by many, I admire their dedication to the teaching profession and their commitment to make a difference in the lives of children. I have frequently visited my mother's school and have often played an active role in some of her after school projects. These activities have helped me understand that, contrary to popular belief, teaching is very hard work. Yet, I also know the personal satisfaction that comes from helping children learn outweigh the time and effort involved in teaching.
I am currently taking a teaching preparatory course that enables me to go to a local elementary school (K-1 center) three days a week where I work in a classroom with the teacher and her students. I am enjoying this experience a great deal. I believe that these small children are our nation's future. There's nothing that gives me greater joy than helping them build a solid foundation to succeed in the future. By teaching them the basics in reading, writing and math, I truly believe that I am making a difference in their lives.
Now, I am ready to take the necessary steps I need to follow to become certified to teach. I value your consideration of my application to your university. I assure you that my performance will exceed your expectations given my high desire to become a teacher and work with children.
Teaching English as a Second Language in Middle School The teaching of ESL (English as a second language as countered to as a language that is foreign) has usually been a specialized activity that is experienced by, if not preserved for, individuals that are conventionally mentioned to as native speakers that are native English. Since there are now a lot more nonnative language ESL teachers than there were before, the area
Interview questions need to cover a broad range of topics, related to both the pragmatic concerns of the interviewer and the interviewee as well as the theoretical and experiential background of the applicant (Employment Guide 2007). It is necessary to determine not only the applicants basic expectations of the job, and their reaction to questions regarding the specific job's demand, but also the breadth of knowledge they possess on
Opening up to students is very important for teachers. While it is obviously not appropriate for a teacher to confide intimate personal details to the class, or gossip about others to try to be more accepted, there are ways that a teacher can seem more 'real' to the students. For example, crying over something very sad or letting the students know when the teacher is getting angry with their
" The study also found that the promotion of personal teaching efficacy was most evident in schools when other teachers and administrators set goals that were high but achievable, the school climate was organized and serious, and when academic excellence was highly regarded (Hoy & Wolfolk,1993). In addition, teacher efficacy had a great deal to do with the perception that principals could influence their superiors. That is the influence of administrators
Teaching Diversity in the Classroom In recent decades it has become increasingly important that educators understand the importance of multicultural education. Given that society has become more pluralistic and diverse, there is a need for a curriculum that focuses on diversity. This research proposal recognizes that diversity can and should be taught, and proposes a methodology for doing so. This project reviews the literature on teaching diversity. Achieving diversity in higher education
ELLs frequently disappear in these comprehensive settings. Similar interpretations about mainstreaming have been made in other English-speaking countries such as Australia, Britain and Canada, where ELLs are also categorized and served under a larger authority of diversity education or literacy education intended for native English speakers who may have learning requirements very dissimilar from their own (Harper and de Jong, 2009). Teaching approaches are founded on theories. ESL teachers often
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