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Teaching as a Profession Essay

Teaching is a respected profession which demands consistency and patience. Educators are not only seen as knowledge distributors but also mentors and role models. This article “ Teaching as a Profession Essay” sheds light on the value of such teachers and what the world would be without them. Let’s get started with the importance of teaching profession.

Many teachers dedicate all their lives to empowering students and making them better and more successful human beings in their lives. Furthermore, they even help them financially so that they’re not left behind in life. These are those children who can never afford to be admitted to coaching classes for competitive exams. Anand Kumar teaches, guides, and motivates students to dream big and fulfil those dreams.

Table of Contents

Some Respected Teachers in History

The first Anand Kumar from Super 30 (played by Hrithik Roshan) made a record of selecting 18 students for IIT out of 30 students.

The next example in front of us is Siva Subramania Iyer. He was the teacher of Dr APJ Abdul Kalam and he was responsible for giving India its Missile Man. He taught him to fly high and inspired him to make it big.

Thus, not only teaching a profession a thing to pursue but also a passion that can take you to heights.

What is a Teaching Profession?

We all know what it is teaching profession. But still, we need to be aware of the importance of teaching profession. They mentor and motivate students to perform well in their studies and be passionate about their careers.

Let’s explain teaching as a profession. Teaching is a job made to make students more capable and teach important academic and life lessons even about values like respect, sharing, ethical values, and cultures.

Teachers are the ones who teach students to live life with discipline and high value and also play a crucial role in shaping the minds and lives of students, allowing them to attain knowledge, skills, and values crucial for personal and intellectual growth.

Importance of Teaching Profession

Teaching is the most desirable Profession nowadays. The importance of the Teaching Profession incorporates tomfoolery and learning together. Being in the teaching profession doesn’t mean you have to share your knowledge.

Teachers play a vital role in student’s life by assisting them with achieving their goals. Therefore, choosing the Teaching Profession offers perpetual career opportunities. However, Teaching isn’t the only Profession; in fact, it is the activity to serve education. Let’s check out the reasons explaining the importance of teaching profession in this “Teaching as a Profession Essay”.

Improves Communication Abilities

Teaching is a systematic strategy to communicate with more and more people. In this manner, being in the teaching profession will improve communication abilities. Therefore, one can interact more confidently with others.

Fun and learning together

Among all careers and professions, we found teaching much better. The Importance of the Teaching Profession is that one can have fun and learn together. Other than training students, teachers can be involved in other educational program activities.

Experience To Handle Various Youngsters

School or college is a place where various students with various mentalities reach. The teacher should have the ability to handle all youngsters normal, savvy, or physically disabled.

Brilliant Organization Abilities

The teaching profession makes one multi-tasker; notwithstanding teaching academics to students, teachers, and Organizational abilities. Being organized means one can manage time and resources proficiently and really for improved productivity.

Ethical And Restrained

One characteristic of the teaching profession involves morals and discipline. Teachers teach ethical values which make students more focused. 

Setting up Role Models for Others

Being a teacher isn’t a lot of complex however being a favorite of all is what matters. Teachers should inspire students to find their secret talents and achieve their aims. An inspired teacher can make students motivated by setting up Role models.

Assemble Future Leaders

Teachers are the source of affecting tomorrow’s leaders. 

Inspire and Influence

Teachers have the added responsibility of shaping the future generation and also have an opportunity to make a distinction. They will have the exceptional opportunity to guide a mass in the correct direction.

Improvement and Learning

It will associate with young, curious, personalities all day, you would actually want to propel yourself and get better consistently. At the point when you are in an environment that asks a lot of questions and is curious, you grow and develop consistently.

Work Satisfaction

Teaching provides job satisfaction that resembles no other and the joy of making a distinction and making a change in the correct direction is like no other.

Teaching is a deferential job and look up to teachers for work. They guide and direct students and also they inspire and shape future generations.

Potential for Growth

It is a clear career path with a lot of opportunities and with online teaching apps and virtual classrooms on the rise you can teach from the comfort of your home and without any geographical restrictions.

Role of a teacher

While writing an essay on teaching as a profession, the role of a teacher must be included. Teachers should find different ways to teach students and apply them in teaching so that the maximum information and knowledge reach the students.

They are responsible not just for teaching the syllabus but also for inspiring students by exchanging thoughts, sharing a bond, and being with them in every up and down.

Teaching skills, knowledge, personality, and ways of imparting pieces of information are some factors that affect the learning patterns of students. It helps teachers to become successful teachers and mentors for their students.

Academic Path For A Teacher

To pursue teaching as a profession, you can follow some of the below-mentioned ways:

Nursery Teacher

To become a teacher of pre-primary, you should complete your 12th and pursue a Nursery Teacher Training (NTT) course of 1-year duration. You can also go for a Kindergarten Training Program or a Montessori Teacher Training program for about 9 months to 1 year. Even after completing graduation, you can opt for these courses. With the right qualifications and skills, you can try your career in teaching.

Also, by pursuing the child development program of Anganwadi Workers (AWW) – Integrated Child Development Services (ICDS), you can begin your career as a teacher in Anganwadi.

Primary School Teacher

In the primary section of teaching, you can have the chance to teach students a variety of subjects and enhance the learning experience. If you want to make your career as a teacher for primary classes, then you have the following options:

The option of a Primary Teacher Training (PTT) program of a 2-year duration is also available for pursuing.

You can also take part in the Teacher Eligibility Test (TET) to get recruited as Primary School Teachers in Government schools and Government primary schools.

Secondary and Higher Secondary School Teachers

If you want to be a teacher of higher secondary classes then you can do a Master’s degree after graduation and then pursue a B.Ed. degree.

If you want to qualify as a teacher for central government-run schools, then the Central Teacher Eligibility Test (CTET) will be the option for you. CTET is conducted by the Central Board of Secondary Education (CBSE) for applicants to be eligible to be a teacher at the secondary and higher secondary levels.

You can also opt for the Teacher Eligibility Test (TET) or a State Level Eligibility Test (SLET) for recruiting secondary-level and higher-secondary-level teachers.

College and University Teacher

If you want to teach students in colleges or universities or want to be called a lecturer in government or private colleges and universities, then follow the available options:

How to Become a College or University Teacher?

If you want to choose teaching as a career in a college or university, you must get a degree in a Master’s program.

Once you complete a Master’s degree, you can apply for the National Eligibility Test (NET) conducted by the National Testing Agency (NTA). NET requires a postgraduate degree and a certification of eligibility for entrance.

It is an essay on the teaching profession that can help you on your pathway to becoming a teacher.

Characteristics of Teaching

However, many teachers teach in schools/academies/Institutions or colleges, yet not all may prevail with regards to being great teachers for students. So, what are the characteristics of the Teaching Profession that make teachers more successful in the classroom?

Those who enjoy investing energy with youngsters and will make others educated with their abilities can choose Teaching as a Profession.

To become an exemplary teacher, one may possess relevant qualities like creating a dynamic environment, being adaptable, and kind, classroom management, a good comical inclination, an active personality, being Innovative, calm demeanor, experience, and so on.

Teachers’ unions and teachers’ associations

In most countries, there is one major teachers’ organization to which all or nearly all teachers belong and pay duty. Sometimes participation is obligatory, sometimes voluntary.

In the former Soviet Union, where a significant part of the political and social existence of the people had been organized around unions, there were three teachers’ unions — preschool teachers, primary and secondary school teachers, and teachers in advanced education. These unions provided pensions, vacation pay, and debilitated leave pay and in this way touched the welfare of teachers at many points.

England, for example, has two distinct associations for male and female secondary school teachers, two unique associations for male and female headmasters of secondary schools, and a separate Association of Teachers in Technical Institutions.

These associations are parallel to the National Union of Teachers, which is open to any qualified teacher from nursery school to college level. The National Union has no political affiliation except for being politically powerful by its own doing.

France, in contrast, has a wide variety of teachers’ organizations, with various political leanings, however, they do not manage everything well together and are politically less successful.

In this “Teaching as a Profession Essay”, we learn the importance of teaching profession and how to explain teaching as a profession. Teaching provides a way to give back to society and teachers have so much potential in the field, that they should be given every opportunity possible to use it.

Teaching is a profession of imparting knowledge and skills to students in a way that will help them achieve their full potential and such as teaching can be an incredibly rewarding career. Teaching is one of the few professions that allow you to work with children and then retire from the same occupation while still young.

• Important Principles of Teaching
• Basic Requirements Of Teaching
• Level of Teaching – Memory, Understanding & Reflective Level

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•   Saturday, April 20, 2024

Future Educators

Helping America's Future Teachers

I Want to Become a Teacher Because | My Dream Job Essay

My dream is to become a teacher . If you have this dream, you’re not alone. Here’s a collection of short essays by aspiring teachers. Current and future education students were asked to describe their motivation; what inspires them to succeed at their teacher training studies.

In these 31 student essays, future educators answer the question “I want to become a teacher because …” or “I want to become a teacher to …”. The short student essays are grouped thematically, forming the top reasons to become a teacher.

1. Giving Brings Its Own Rewards

Helping people is the unifying theme as to why students are inspired and motivated to become teachers. Education is a field where you can help young people directly in a personal way; potentially changing their lives for the better. Teaching is more than just a job.

For a significant percentage of education students, the opportunity to be of service provides plenty of motivation to pursue a teaching career. In each Why I Want to Become a Teacher essay here, a future educator explains why teaching is an opportunity to do something meaningful and beneficial.

by Hanna Halliar

If I can make an impact in just one child’s life, I will be able to consider myself successful. That is my motivation. As a future educator, what else would it be?

Every day that is spent in class, the late nights at the library, the endless hours of studying are all just steps getting me closer to the goal. When I am still up at 1 a.m. struggling to keep my eyes open, but only half way through my 6 page paper I remember how excited I am to work with my own students one day.

To me, being a teacher is so much more than the typical response most people have towards education majors. “Oh, you’re going to be a teacher. You know how much you will make?” Yes, I’m aware that I will be making an average of $50,000 a year in Indiana.

To me being a teacher means that I get the opportunity to not only teach my students math, English, and science but to teach life lessons that will stick with them as well.  It means walking into school every day being the reason my students look forward to coming to school. It means being surrounded by crafts, books, and music and not being stuck in an office. It means educating our future generation. And if somebody has to do it, it should be somebody who is passionate about it.

So what motivates me to study? It is so simple, it is the kids.

by Savannah Stamates

I lay awake at night and practice my first morning message to my first round of students whom I will not meet for more than a year.

I wonder if I will have hungry children, happy children, or broken children. I wonder if I will be good enough or strong enough to reach those most in need.  I wonder if my students will trust me enough to tell me that they are hungry, happy, or scared.

I worry that I will not be strong enough to share their burden or provide a place for peace and learning. I worry that I will misread their actions or their words or miss them reaching out.

So I study, even when I am tired from working two jobs or sick of not being where I want to be. When my time comes to walk into that classroom, my worries and doubts will be silenced by the knowledge I have mastered and the dream I have finally achieved.

by Charity Latchman

Dreams for the future are subjective. They can be based on what we desire. But visionary dreams are not only for us. Imagine asking some of the greatest revolutionaries and pioneers about their dreams. They generally had others in mind. In the famous “I have a Dream” speech, Civil Rights leader Martin Luther King Jr said “we” more than thirty times. Dreams are not for our benefit alone, but to encourage, inspire and benefit others.

Recently I graduated from California Baptist University with a degree in English literature. During my studies, I was cared for my disabled mother. She was a religious studies professor who inculcated me with a diligent and steadfast approach to schoolwork. Managing the role of caregiver with university studies was challenging. But the goal to become a teacher kept me going. Approaching graduation, my mother was diagnosed with throat cancer. She didn’t worry about herself as much as you might expect but kept pushing me to finish the final paper in the program.

With her encouragement, my faith, and a burning desire to teach English literature, I graduated. My motivation comes from wanting to help, to encourage, and to inspire others.  Teaching is an act of giving that has its own rewards.  Life’s trials bring ups and downs. But we must always strive to attain our dreams, especially when others are central to them.

by Katheryn England

As a high school senior, many people assume I’m prepared for college and know what I want to study after graduation. These assumptions cause me to experience moments of self-doubt. Then I re-evaluate what I want for myself, and what it is that keeps me working towards my dreams. Through the goals I’ve set for myself, I can maintain focus, move past my self-doubt and succeed. By focusing on my goals, I can make a difference in the world directly around me.

A goal I have in my life is to be an elementary teacher, also known as an early childhood teacher. As a teacher,  I can share the knowledge I’ve gained to leave behind a better future for our world .

Last year, I had the opportunity to work alongside a previous elementary teacher and mentor of mine. I’d visit her classroom daily, and taught lessons alongside her or independently. Uniquely, they were the opening act in my high school’s original winter play. They read first-hand from our scripts and learned what happens behind the scenes. Showing a new part of the world to the youth of my community has motivated me to pursue my dreams.

Remembering this experience and the positive influence I had on those students helps me overcome self-doubt and stay focused on my goals. Thanks to the goals I’ve set for my life, I not only can find purpose for my efforts, but find the will to be confident in whatever choices I make.

by Emma Lillard-Geiser

I have always known that I would become two things: a mother and a teacher. What I didn’t know is that I would become the mother before the teacher. Having a child that depends on me is what fuels my desire to succeed in life. When I get frustrated with my studies I take a deep breath, look at my daughter, and know that I have reason to persevere. I know that one hour of studying will give me hours with my daughter as soon as I am done.

My mother is a teacher and growing up I cherished learning from her. She had knowledge that I admired and I quickly realized that I had to spend my whole life learning. I love to learn, to have that light go off in my head when it all just clicks.

I cannot wait to see that light in the eyes of my daughter and my future students.  For every thing that I learn, is another thing I can teach someone else.  It isn’t easy to study when you have a small child to take care of but I know that my education will provide me with the ability to take care of her for the rest of our lives.

2. Help Disadvantaged Students

Students are disadvantaged for many reasons, whether it’s because of a handicap, where they live, economic disadvantage or a language barrier.

Future educators may want to become teachers so they can make a difference in the lives of students who face extra learning challenges. This special interest often comes from the future teacher’s own experience, either personally or involving people they’ve known.

by Ian T Thomason

While attending the University of Minnesota-Mankato, I have aspirations of becoming a Special Education Teacher. Becoming a Special Education Teacher and helping students who have a need for extra help and students who are having troubles with everyday life are things that I dream of doing.  I was in their shoes once and know how difficult it is to deal with everyday life and how nice it was have a teacher to talk to.

Becoming a Special Education Teacher is my ultimate goal and, when difficult times arise, I have to remind myself of the children out there who have it potentially worse than I. When I remember this, I also think back to all of the support that I had from my parents, family members, and teachers. I also know that there are lots of children who don’t have this type of support and, if I can be there for them, that would make my career choice all the more worth it.

My Special Education degree is something more than just a degree for me. It is a degree that allows me to help children improve their education. I realize that children are our future and that their minds are terrible things to waste. So, instead of wasting their minds, why not put our best foot forward to educate them? My dream is to help kids realize their full potential, promote education and a brighter future for every child.

by Katherine

Motivation allows you to persist through difficult circumstances. Mine comes from a desire to grow into an instructor who is able to make a difference to many children’s lives.

In elementary school, I actually was a special education student. I’ve had to work hard most days of my life to achieve anything. I could not have succeeded without the support of some absolutely amazing teachers. Now I desire to take on that supporting role for as many students as I can reach.

When a class or an assignment I don’t want to do come up, I think of what motivates me. And the motivation is children. Many students feel powerless about their education, just like I did.  I could be a teacher who turns their education around, providing vital support and motivation to succeed at their studies.  Ultimately, everyone motivates themselves by one way or another. My motivation comes from the pure desire to help future students.

by Robbie Watson

My road to graduate school has been a long one. I studied religion and culture in undergrad, interested in the material, yet not sure how I would apply it later. Yet I found places, got involved in community and international development, engaged with different cultures, and now feel I use my degree every day.

For over two years I worked alongside Congolese refugees in Rwanda, developing educational opportunities for youths who could not finish secondary school in the underfunded camps. It is these refugees, young and old, the students, the teachers, their passion and vision for a better future that has driven me to seek out more education for myself. I remember how they would pay from their families’ meager funds to attend classes led by volunteer teachers. When finances were against them, or time, or family obligations, or the dire depression of the camp life itself, or even government officials were against them, still those students attended, still those teachers taught.

It is their example of perseverance towards a goal against all odds that inspires me now. I think of them often, think of the friends they were, are still. And I think of how that passion is in me now, to better understand education so that I might better educate, and thus equip such downtrodden communities to work for transformation themselves. I work not only for myself, and am motivated by the potential in those students and educators, which is also in me, and in others like them.

by Natalie Pelayo

I’m a young Latino woman working towards the goal of earning a bachelor degree in bilingual education. On occasions, I feel a slowing in my motivation. But, every time it happens, I think about the goal and that pushes me to move forward.

Looking back to a middle school class I attended, there was a boy who never really participated. He sat in his hoodie, looking down to his desk. Only after trying to talk with him, I discovered he spoke with broken English and a thick Spanish accent. It seemed as if no-one in our class actually knew that he struggled to understand what was being taught because it was presented in English.

By his manner, it was apparent that he had already accepted a dismal fate. Past teachers may have been unable to communicate with him. Eventually, he’d become demoralized.  Thinking about the disadvantages he had to endure provides ongoing motivation to study hard.

I aim to become a bilingual elementary school teacher to support young Spanish-speaking children. As a teacher, I’ll be able to show them that they can succeed. Children need not grow up thinking they’re incapable of learning due to a language barrier. I’ll keep working towards my goal to help ensure teaching is inclusive of all children, no matter their first language.

by Abigail Young

I am an American citizen, but my whole life I have lived in Cameroon, Africa. I have been blessed with an enormous amount of opportunities and a great education at a private international school.

Every day I have seen children and teenagers around me who do not get the same education or have the same possibilities of a “bright” future. I see schools that are forced to have three children share a small table, paper, and pens. I have seen a badly lit room with poor roofs and walls made from bricks. Even in my school there are numerous Cameroonians, my friends, and classmates that do not have the same chances at a higher level education, although they work just as hard.

When I study, I study hard because I do not want to let this chance and opportunity go to waste. I study because I have been undeservedly blessed to be able to go the United States for a high education with better chances at getting scholarship money. I study my hardest because  it is my dream that I may come back and make a difference in countries like Africa with poor education systems . It should be a right for children to be able to learn like I have. Therefore, because of this mindset, I am driven to study not just out of thankfulness for my circumstances, but also in hope that I may be able to give other children a better chance, and a greater reason to study.

3. Helping Many People Is Achievable in Teaching

A powerful source of motivation for some education students is the potential to touch and positively impact the lives of many people. Education is a field of consequence and that’s a good reason for wanting to join the teaching profession.

Over the course of a long career, a classroom teacher may help shape the learning experience of hundreds or even thousands of students. In policy roles, educators can affect millions of people.

by Rachel Bayly

Through high school I worked as a teacher at a daycare. When I left for college I said goodbye to a lot of people, including my students. All summer I had woken up at five in the morning to go to work and wait for them to arrive and put a smile on my face. Those kids motivated me to keep waking up and working hard, and leaving them was not easy.

The thing that made that goodbye worth it, the reason that I keep pushing through this tying chapter of my life is that  I am determined to improve early childhood education in the United States .

I want to be a positive force in the lives of as many children as I possibly can, and I plan on doing that by improving standards and policies for early childhood education and making it more affordable.

Every week I write in my planner, “I will make a difference” and one way that I will change the lives of children and families. On days that I find myself asking, “why am I here?” “why am I going into debt, paying to be stressed out all the time?” I think of my students. I read my “I will make a difference” statements.

I remember that some children out there are stuck in low quality child care centers, they will never reach their full potential, and they need help. I keep working hard everyday so that I can help those children.

by Megan Burns

My ultimate goal is to change the lives of people. Studying to be a teacher is hard. All of the classes that are required, all of the practicums, and all of the time spent just to become a teacher is stressful, but the thought of being able to help just one person changes everything.

It takes one person to be a light in someone’s life. It take one person to be a helping hand. It takes one person to change an unmotivated, broken life, and make it brand new. Qualified teachers are those people.  We motivate students to do their best, we guide students to success when no one else will, and we are always available to listen.  One teacher can change the lives of thousands of students. That is my motivation.

I know that after college, I will be a teacher, a guider, a counselor, and a friend to so many students. No matter how many bad days I have or how many times I want to quit, I just think of what is to come in the future. I can be that change this world needs, even if its in a small high school classroom. It just takes one person.

by Victoria Shoemkaer

My dream is to make a difference in the life of children.

• To make them excited about learning.
• To make it fun the way it used to be when they were younger.
• To show them that someone cares about them and wants to see them succeed.
• To show that they are much more that a test score or a number.
• To believe in them so much, that I do not let them get discouraged from chasing their dreams.
• To showing them that everyone fails and it’s your recovery that determines what happens next.
• To sacrifice myself to gives them more opportunities for success.
• To encourage students to succeed in and out of the classroom for the betterment of themselves and the community.
• To inspire them to change the world, because they can.
• To help them transform into caring and compassionate adults who are ready to conquer the word, but remember where they came from.
• To teach them to do good in the world because anyone can accomplish doing well.

Most importantly, my dream is to make children feel like their voice is important and valued and that they are loved more than they know.

4. Lives Can Be Improved by Dedicated Instructors

Teaching a subject such as Math or English is the everyday task of a teacher. But our prospective teachers see a greater purpose in their training and career path.

The daily motivation to teach doesn’t come from the superficial advantages of a teaching career, such as great job security or extra vacation time. Here are stories by future educators who want to go beyond the curriculum and improve people’s lives all round.

by Savannah Luree Weverka

Teachers are the ones who ignited my love for learning and there is not a day that goes by when I do not challenge myself to a personal goal of lifelong learning.

My mother is a teacher, so I was a student educated in an institution filled with support and a home that also supported education. I recall many teacher “get-togethers” and Husker parties where an informal invitation led to my presence.

Due to all of this support and interaction received throughout my elementary and high school career, Elementary Education continues to be at the top of my career choices. And now, as a senior looking forward to graduating from high school,  teachers remain my role models .

In considering a focus in Elementary Education, I now realize that many teachers not only teach children eight hours of the day, but become doctors for scraped knees, dictionaries for challenging words, mediators between students, and parents away from home.

Now, as I am taking the steps to make my dream come true I hope to make school an escape to free their minds and expand their knowledge. I want to share my love of learning with my students.

by Aaron Banta

Since I was younger, I have had the dream of becoming a history teacher at the high school level. The reason I am striving for this career is thanks to a teacher I had.  They held such a passion for history and taught it so well that it made me want to keep learning everything I could about it.

In college, I have had to work multiple jobs and attend school full-time. I would wake up early in the morning and not get home until late at night. The one thing that kept me on top of my studying and work was the dream I have; to be able to teach history and express my love for it by teaching the next generation. I strive to impact their lives for the better just like mine was.

Being able to pass my courses and get a degree and teaching credentials is the first main goal I am striving for. But being able to have a positive impact on students I have will be an even greater goal that I want to accomplish. I am hoping to guide them through their study of my favorite subject so I can teach them about the world and help them just like my teacher had helped me.

by Chelsea Rogers

At USC Upstate, I am studying to be a Secondary Education Mathematics teacher. The math courses are not easy and the education courses pushes you to challenge yourself. The thought of being a future teacher is what motivates me to keep pushing.

Although I do not know any of my students, they are precious to me and I believe it is my job to change their lives for the better.  Teaching math is my job, but looking beyond my content and into the wellbeing of my students is my passion.

The question I always ask myself is how can I teach students who may not trust me? I have to establish a connection with each student so that they will see I care about them academically, physically, and emotionally. Once students see that you care about them in these areas, it becomes easier to teach them and they are willing to perform to the best of their ability because they know their teacher supports them 100 percent. Being a great teacher is what motivates me to continue striving for my degree.

by Micayla Watroba

One plus one is two. Phone is pronounced with an F sound. 60 divided by 15 is 4. An essay typically has five paragraphs. I know all these things because I went to school. I also had teachers that helped me understand it even when I didn’t get the same opportunities as everyone else.

See, when I was in first grade I was diagnosed with ALL Leukemia. This made school very hard. I was either out of school so often that I missed entire chapters or I was bullied so badly that I couldn’t focus because I was so scared. Having cancer also made it hard for my mom and dad to pay for food and rent much less after school activities and tutoring. I grew up knowing that there were some things that were just not in reach for us. 

For as bad as I had it, I can’t imagine having to live on the streets, going hungry, or even being taught in a language I don’t know.

My dream is to be the teacher that makes sure that every student gets an education that helps them succeed.  I want to make sure that my students not only enjoy being at school but feel safe while there.  My students will know that it doesn’t matter where they came from or what background they came from. I am going to be there and I will not leave them behind. This is my dream.

5. Promote Lifelong Learning in Young People

What inspires some people to become teachers is the power to set young people on the right education path. Helping children to have good early experiences and embrace the learning process can profoundly enhance someone’s life. The potential for transformative early development applies to handicapped and disadvantaged kids as much as anyone.

by Lesley Martinez-Silva

I aspire to make a difference in others’ lives through education. I’m studying to be an elementary school teacher because I believe that children can achieve so much more if they learn early of their potential.

Education has always been my priority. My parents always stressed the importance of obtaining an education, having missed that opportunity themselves. My parents taught me as a child that schooling was vital to success in life. Truly, that lesson has been the most important in my path to college. I don’t think I would’ve made it this far had I not taken my education seriously.

I want to teach others about the importance of education so they too can prosper.  Everything I’m learning at university is important for my future career and, if I don’t study it, I’m failing my future students. Every child deserves the best education available and I should strive to be the best educator possible to provide that for them. When balancing academics, work, and my social life, it can get challenging to keep going. But, with the future of children’s education in my hands, I always get back on track.

by Brianna Rivers

One of my goals is to become a teacher and work in an public elementary school within the greater Boston area (possibly my own elementary school). I want to be a teacher because I enjoy working with children and I know how important teachers are in children’s lives. I plan on receiving my Bachelor’s degree for Early Childhood Education and my Master’s degree in Special Education.

I want to major in Early Childhood Education because  early education is significant for children and is a building block for their future in learning . I also want to major in Special Education because I believe all children should receive equal learning opportunities as well as equal treatment (meaning an inclusive environment, etc).

I think all of my experiences have a positive impact on myself because I am learning more about what it takes to be a teacher and what it takes to be a good teacher. My experiences also have a positive impact on the children and adults I work with. I offer a helping hand to the teachers and a friendly face to the children.

I plan to continue to work hard and take advantage of learning opportunities to achieve both of my goals. Being a teacher is my desire and I will stop at nothing to be a great teacher one day.

by Jennamarie Moody

When I close my eyes, I picture myself in a school located in an urban setting, teaching a classroom of diverse yet alike students. These students are in the second grade, meaning that they are impressionable yet vulnerable to their environment whether this means at home, at school, or in their greater community.

Some of these students don’t speak English as their first language, and some come from low-income households that can limit their educational experiences outside of the classroom. And yet, no matter what differences these students bring to the table, their uniqueness flows throughout the classroom in such a positive energy that embraces, respects, and promotes learning. This is the goal I am working towards; the goal  to inspire our youth to become self-advocates for their learning .

Opportunities for equal educational experiences may not exist, however the beauty lies in the growth of love young students can develop as they are challenged in the classroom to question their surroundings. I plan to make a difference in the lives of the children I meet along the way, and to create a safe learning environment.

Although the tests for certification and studies can be difficult, my passion for education and dedication to shaping the lives of my students is what keeps me going. The end goal is to nurture the development of my students to become active and engaged participants in society, and that is what I intend to do completely.

by Julie Anderson

My long-time goal has been to become a teacher, and this year I’m in a class called Teachers for Tomorrow, where I get to shadow a kindergarten teacher. Working with her and the students has increased my interest in children with special needs.

From here on out, I want to support my students in academics and other parts of their lives so I can help them learn, grow, and succeed. I know that children need a strong start to their school career because the first few years of school are crucial; this is when students begin to love or hate learning itself. Whether or not children enjoy school, they deserve to appreciate learning. Students who love learning will always want to improve themselves.

I will make an effort to provide a loving environment where each child can prosper. However, for students with special needs, this task becomes even harder to accomplish because traditional classrooms are usually set up for non-disabled students.  While I know I can’t “save” every student I teach, and some of them will still hate learning, at least I can start them off right.

When I’m swamped with schoolwork, I will imagine my future students and how I could influence their lives. Even though not all of my college classes will relate to my major, forming a habit of working hard in college will help me to succeed as a future teacher.

6. Teachers Are Excellent Role Models

The experience of being helped and transformed by a good teacher leaves a lasting impression. Teaching is considered a noble profession for good reasons.

Some education students are motivated to become a teacher to emulate their own role models. They want to provide the same kind of service they once received. An added reason for pursuing a teaching career is to be a role model to younger people outside the classroom, including one’s own children.

by Teresa Pillifant

My first day – well, more like first semester- of my freshman year in high school was the hardest semester of my whole school career. Usually the kind of student who loves school, I found myself getting stomach aches in the morning and dreading school with my whole being. I was new to the school, and the number of students was overwhelming.

It seemed like there was no relief, except for my first hour Spanish class. Having no friends, I would always arrive at my first hour class early. As this pattern continued, my Spanish teacher and I developed a relationship. My teacher started giving me books to read, asking my opinion on what we should do in class and just talked to me in general about life. Through my teacher’s support, I grew to find my place in the school and became more confident.

Her kind words and actions inspired me to become a teacher myself.  Now, whenever school or life gets difficult, I think of my freshmen year Spanish teacher and how she inspired me. I want to do what she did for me for my future students. Whether it be a difficult test or a challenging class, my goal of making a difference in a student’s life keeps me going.

by Mo Cabiles

The world we live in is hard, unsteady and ruthless. We see this everyday in the harshness of homelessness, to social media screaming for justice. What motivates me to continue on is that I have felt the bitter cold bite of homelessness. I know what it’s like to not have enough to eat and to be scared of what will happen next.

I am fortunate to no longer be in those situations but that, by no means, is an indicator that it will all now come easy. As an adult learner and your “non-traditional” student, there are other obstacles I must overcome. From transportation to childcare or education application mastery to APA formatting, the many roadblocks I tackle both large and small are what I consider to be my victories.

I’ve seen what having a higher education can do for someone and I want that for myself and that of my daughters.  I strive to be a good example for them , to show them that, regardless of social standing and unforeseeable circumstances, if they work hard and put their best effort forward, they can achieve their dreams.

My dream is to obtain my Masters in Education with an emphasis in counseling. I want to be an academic advisor or guidance counselor. I’ve seen so many youths attempt community college and fail because they fell through the cracks. These students need to realize their potential and I want to help them achieve that and to be their cheerleader.

by Gia Sophia Sarris

In every school I’ve ever attended, experienced teachers were there to support and inspire me. I have looked up to these people ever since I was in elementary school, and they have had an immense and positive impact on my life and my view of the world.  My fondness for these people [educators] has led me to aspire to become a teacher.

I want to “pay it forward” and improve the lives of children and teenagers who grow up struggling as I did, or in any way for that matter. I want to make a difference in their lives and let them know that they are not alone with their problems.

This is what motivates me to study hard. Becoming a teacher, I believe, will help me fulfill my purpose in life, which I think is to create happiness and ease the burdens of others. I feel that children and teenagers need this especially, because they are struggling to understand the world and their place in it. I study hard for their sake.

by Jennifer Wolfert

From elementary school to my first year at college, I struggled to establish a dream for myself. Trying to figure out what career I wanted to pursue as successful adult always filled me with anxiety. I had spent multiple years in special education and left with a low academic self-esteem. So, after high school I attended Bucks County Community College in search for more time. Still I made no progress. Then I decided to change my outlook. I stopped asking “what do I want to do?” and started asking “who do I want to be?”. That’s when my dream took shape.

The educators that I met during my time at community college were my inspiration.  They are brilliant, hardworking people with a passion for their specialty that I had never seen before. Their belief in hard work was infectious. School began to fill me with excited anticipation and my grades improved. I started to believe that if I worked hard enough then I could be like them and inspire others like they had inspired me.

At the end of my second year attending community college, I accomplished a task that had previously racked me with fear. I applied to Temple University as a Secondary English Education major. I have now completed my second semester at Temple and earned my first 4.0 GPA. In time, I am confident that I will be able to accomplish my dream. I will become the passionate and inspiring educator that my younger self never had.

by Jenyfer Pegg

My entire life has been filled with discouragement. I grew up in a household where I was constantly told “No”. I was told my ideas were stupid and would not work. In my junior year of high school, my teachers and counselors started talking about college and sending in applications to different places. At that point, I knew I was not going. I came from a poor family and I knew we could never have money for something like college.

But I went on college visits, I listened to people speak about their college, and I was set. I had a lot of things pushing me, except the one thing I really wanted, my family. No one in my family has gone to college, and when I told my mother, she was shocked. She told me she just wanted me out of the house.

When I came to school, I realized I wanted to teach high school. I want to make an actual difference in someone else’s life. My family has taken the same road for years, and I’m not going down that road. I won’t live paycheck to paycheck like my mom, I will be a person that others will look up to.

I’m going to do something worthwhile, and I will work harder than anyone else if it gets me there.  I’ve seen what my life will be like without school and motivation and there is absolutely no way I’m going down that road. I’ve got bigger plans.

7. Unlock the Success Potential of Students

Educators want to help students in every way they can but, for some future teachers, the focus is on helping students soar. That child in front of you in the classroom might grow up to do great things for society, raise a strong family, or just be happy and fulfilled.

Whatever the potential of a pupil, a teacher’s job is to help unlock talents and remove any barriers to future success.

by Tamara Vega

The thing that motivates me the most is the thought of having my own classroom someday. I want to be the teacher that changes a child’s life, inspires them to set high goals for themselves and encourages them to reach it.

College can be so hard at times and I get really anxious and scared. I worry about not passing my classes and exams, I worry about not getting my degree. Despite that I do not give up because I have to do this and I want to do this.

I cannot see myself doing anything else besides teaching, I have never been this passionate about something. I want to graduate and get my degree. I’d love to look at it and say, “I worked hard for this and I earned it”.

The idea that the students in my classroom could grow up to cure cancer, or become president, pretty much anything they want, brings me so much excitement.   I want to be the teacher that they remember, the one who helped them realize their dream and who gave them the knowledge needed to reach it.

Be the teacher that I needed as a child but unfortunately never had. That is what gets me through all the stress and anxiety, I know in my heart that all the studying I’m doing right now will be worth it in the end.

by Nicole Gongora

The dream of success motivates me to study – not my success, my future students’ success. I push myself through the rough spots for them.

I was a lost child in high school; I didn’t know how to apply to college, let alone afford it. No child should have to experience that. As a future educator, I am committed to helping my students succeed, achieve more, and continue onto higher education.  Every child should be given the opportunity to showcase their strengths and follow their dreams.

College was never a dream for me; it was a far off, unattainable fantasy. I met some inspiring teachers in high school who encouraged me to change my life and who helped me to thrive. Without them, I wouldn’t be where I am today.

I plan to work at a low-income school similar to the one I attended. These types of schools are the ones who lack resources. I will serve as a resource to my students and I hope to be an inspiration to them. In turn, I hope they become kind, respectful adults. I want them to see the virtue in helping others and I hope they will serve others in their future careers. I want to be the teacher they remember. I want to be the teacher that helped them succeed.

I’ll feel successful as a teacher if my students are successful in attaining their goals. If one student decides to achieve more then I will have lived out my dream.

by Madison Sherrill

I’ve decided to become a teacher because I want to show the value of compassion and diversity.

As I begin college this upcoming fall, my main motivation is the students. While I haven’t even met them yet, they inspire me to persist in my classes and stay optimistic.  My classroom will support innovative thinking and celebrate each student’s individuality.

As a classroom teacher, I want to encourage and positively influence the next generation. They should know that they can be successful and achieve what they aspire to become while making the world better. By teaching the value of inclusiveness and the power of kindness, my students may turn out to be visionary thinkers and leading members of society.

by Alicia Costin

I am returning to school after taking a few years off. After graduating from California Lutheran University with my BS in Mathematics, I wanted to land a job with benefits and begin my “adult life”.

While it took me a few months to find my current job, is it just that; a job. I have benefits, a full-time schedule, weekends and holidays off, but am I happy? Is this what I want to do as a career for the rest of my life? I have asked myself this question a few times and the answer is always the same; no.

My dream is to become a teacher and help motivate and encourage students to do their best in their studies and in life.  It is my dream to do what I was meant to do; shape young minds and help future generations.

When things become difficult during my graduate program, I know to keep pushing, thriving, and studying hard so that, when I do become a teacher, I can use this as a positive story to shape their way of life. I landed a job outside of college, however now it is time for me to land my career.

Related Posts

Who taught the first teacher, what can i do with a master’s in education, why teaching is still a good career choice, how to become a homeschool teacher.

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Teaching as a Profession, Essay Example

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You are free to use it as an inspiration or a source for your own work.

A teacher is an influential person in the society because he or she contributes to imparting of knowledge to all members of the society who go to school. Therefore, teaching is a professional career that needs many skills and expertise for the process to be effective. Various factors define teaching as a professional career.

Teachings as a profession need adaptability. This is because teachers deal with a variety of abilities that students have. Teachers are required to have innovative lessons in order for their students to master their standards (McKenzie & Santiago, 2005). For example, teachers use various innovative techniques to make their lessons to be understood well by students. They employ the use of technology, music, art, physical activities and hands on activities to help students to have more understanding according to their unique learning styles. Teachers also modify their discipline plans because there are students who require extra behaviors support. Teachers also adapt to changes in teaching programs because the curriculum switches in different years. Therefore, teachers are always required to understand how to do things in new ways.

Teachers need to be motivated in order for them to be able to encounter negativity, not from students alone but, also from parents, frustrated colleagues or administration that is not supportive (Lunenburg & Ornstein, 2007). Teachers demonstrate motivation by giving encouragement to students, giving students meaningful feedback, personalized attention to help them succeed. Teachers renew their commitments daily in order to act as positive role model to the students and the larger school community.

Teachers need to be good monitors and evaluators. Teachers need to be able to make an assessment on the progress of the students (McKenzie & Santiago, 2005)Teachers in their day to day duty assess their students in order to find out if they understand the concepts taught. If the students show misunderstanding of the concepts, then teachers employs alternative teaching strategy that makes students understand the concepts taught.

Lunenburg, F. & Ornstein, A. (2007). Educational administration: concepts and practices, 2 nd edition. Belmont: Cengage Learning.

McKenzie, P. & Santiago, P. (2005). Teachers matter: attracting, developing and retaining effective teachers, 1 st edition. Paris: OECD Publishing.

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Professionalism in the Teaching Profession Essay

Professionalism is a very important factor and it should be present in any professional worker. In this paper, the teaching profession has been discussed and the importance of professionalism in the teaching profession has been studied in detail. Moreover, the basic requirements which every professional teacher should have to include a code of conduct, a relationship with other staff members, skills for maintaining discipline in a classroom, and usage of the internet.

Professionalism in Teachers

Professionalism is very important in the education sector as it has a very deep impact on the role of a teacher, which in response influences the aptitude of students to learn successfully. A teacher’s professionalism can be defined as the talent to reach students substantially, increasing inventive approaches to motivate students, appealing, and stimulating immature minds to train them for growing technology (Hilferty, 2008).

Code of conduct for teachers

The code of conduct is designed by the school administrator, professional organization/union representatives, school board members, and parent/community members. They said that code of professional conduct for teachers has some requirements which include

• Regular presence

It means that teacher should be present at school, and he/she should act very seriously against the requirements for reporting absence from school.

• Punctuality

A teacher should be very punctual as it is one of the foremost requirements for the professional teacher, and she should also fulfill the number of lectures, lessons, and workshops, etc assigned to him/her for each class. The presence of teachers is mandatory in the assembly and at the end of the day or school timings.

It means that a teacher should have respect for all staff members, admin people, students, and parents within his/her heart. These consist of penal measures, an equal number of chances, anti-biased and anti-discriminatory policies.

• Internet usage

Nowadays, it has become a requirement for teachers to know how to operate and use the internet as it is required, as it is one of the basic requirements of educational bodies.

• Positive behavior

Teachers are the symbol of inspiration for students, so they should behave properly in the class and other than class timings. She should be kind towards all children and their parents, whenever she meets them in formal or informal settings.

• Skills to actively listen and work on criticism and suggestions

Sometimes teachers have to face harsh responses from parents, senior teachers, and other staff members in schools, but she should develop an aptitude to react very softly against such issues.

• Should follow a proper standard of dress code

Whenever a teacher enters into the school environment, she should keep this thing in mind that she is acting as a role model for students, and for that, she has to maintain a proper standard of dress code, which should be decent and reasonable for school settings.

• Performing duties as per the requirements of the school administration

She should perform her duties well while she is in classrooms, gathering with and working with a teacher, in the development, education, and evaluation of students and other required professional needs.

Ethical and legal issues are considered to be the supreme priority in the educational sector. Professionals avoid discussing issues regarding other coworkers, the place where they work, and any strange situations. Teachers should act as professionals while they are in school. If teachers face any problem regarding the above-mentioned requirements, then they should speak to their mentor or administrator truthfully in a professional manner.

Reference List

Hilferty, F. (2008). Teacher professionalism defined and enacted – A comparative case study of two Subject teaching associations . Australlia: VDM Verlag Dr. Mueller e.K.

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Chapter 1: The Teaching Profession

Unlearning Box

“Those who can, do. Those who can’t, teach.”

“It’s easy to become a teacher.”

“Teaching is an 8:30-3:00 job. You have it so easy!”

You may have heard people in your own life share quotes and comments such as these. These quotes are hurtful and untrue. Teaching is a profession. Teachers are capable, intelligent, and held to extremely high professional standards. Quotes and comments like these demonstrate gross misunderstandings of what it means to be a teacher in the United States.

In this chapter, we will begin to peer behind the scenes of what it means to be a teacher in the United States. We’ll walk through a day in the life of a teacher, break down what is involved to become a teacher, and close with characteristics of effective teachers.

Chapter Outline

Elementary perspective, secondary perspective, special education perspective, profile of teachers today, undergraduate degree program, graduate degree program, accreditation of epps, provisional certification, residency programs.

• Maintaining a Teaching License

InTASC Standards

Professionalism & dispositions, teacher beliefs, a day in the life.

To get started, let’s drop into three different classrooms to get a feel for a day in the life of an elementary teacher, a secondary (high school) teacher, and a special education teacher.

The school doors open at 7 AM, and you greet children as they enter the cafeteria for breakfast. Once morning duty is over, you hurry to your classroom to await the 25 students that will come filing in momentarily. You make sure materials and directions for tasks are ready and calming music is playing. As students enter, you gather signed forms and respond to notes from families, help students with their morning activities, take attendance, and hold a morning meeting. The rest of the day, you are simultaneously teaching the content areas–English, math, science and social studies–and social skills as students navigate groupwork and friendships. Various other educators drop in throughout the day: the reading specialist to work with a group of readers who need extra support, the occupational therapist to help a student with some motor skills still developing, the speech pathologist to help students with articulation and language development, the instructional coach and sometimes the principal to give you feedback on your instruction.

Pauses throughout the day from the busy pace of classroom life include related arts, where students go to learn about music, visual art, library, P.E., and more while you meet with your grade level for team planning; and lunch and recess, which involve scarfing down your lunch while getting your students through the lunch line, figuring out who changed their lunch choice or left their lunch at home, opening mustard packets, reminding students to eat while they talk with friends, and hopefully scuttling off to check your school mailbox and take a bathroom break. After a post-recess water break, you return to classroom instruction, with a few interruptions for students leaving early for doctor’s appointments, a student needing to go to the nurse’s office, another teacher popping in to borrow a book, or sometimes even a whole-school assembly for a class play or anti-bullying program.

When it is time to pack up for the day at 2:30, you make sure all students know how they are getting home that day, have their materials packed and ready to go, and then you bid them farewell at the door with a hug, high-five, or handshake as they head to their dismissal area. Once your room is empty, you go to monitor a dismissal area to make sure everyone is safe. After school, you might have a faculty meeting, a debrief with an instructional coach based on today’s observation, or time to prepare tomorrow’s instructional materials. You marvel at how quickly yet another day has passed in the life of an elementary school teacher.

The bell rings at 8:15 AM, but you’ve already been at school for more than an hour–making copies, checking emails, and writing the plans and goals for the day on the board. As an English teacher, you’ve decided to work on writing fluency during this year, so as the students enter the classroom, they take out their journals and begin responding to the prompt on the board. Every day the class meets, the students will write for five minutes and then briefly discuss their responses with each other and as a whole group. You write alongside them to model what it looks like, and often share your own writing–at the beginning of the year, most of the students struggled to write for five straight minutes, but now nearly all of them have gotten the hang of it. The rest of the lesson involves a minilesson on figurative language, small group discussions about students’ literature circle books, and a whole group review game to prepare for the unit test on Wednesday.

The school adopted a block schedule last year, so your classes are 75 minutes long. You teach three of four blocks each day; today is an A day, so first block is 9th grade honors and the other two are 10th grade general English. Tomorrow, you will teach two blocks of 9th grade general and one block of 10th grade College Preparatory English. You hate these labels and what they do to the students in the room, and, as department chair, you have been working with your principal to remove such rigid tracking.

“Bear Block” falls between 1st and 2nd block, and ten students stream into the room to retake tests, make up missed homework, or just hang out and read. You glance at the learning management system and see that there are 45 essays waiting for you, but there won’t be time to look more closely at them until later tonight. During lunch, some of your journalism club students are in the room, partially working on stories and layouts, but mostly sharing the latest news about their friends and acquaintances.

For the Professional Learning Community (PLC) meeting during fourth block, you will meet with the other 10th grade English teachers to look at the results of a common assessment. At some schools in the district, the grade-level teachers all teach the same lessons, but luckily at this school you have more freedom in how you teach the material. There is a new teacher on the team who is struggling with classroom management, so the first 15 minutes of the meeting is spent discussing some strategies that have worked in other teachers’ rooms.

The end of the day comes at 3:15 PM, but it will be another hour or two before you head home–there are sub plans to finish for Thursday because you will be attending a district-wide training for working with English Language Learners, and you are hoping to send at least ten texts and emails to parents. The initial fear of parent contact faded quickly, and now it’s one of your strengths–you reach out early and often, connecting with families around student successes first. Later, if students begin struggling, contact is much more seamless. It’s been a long, exhausting day, but interacting with the students has made it all worth it.

You arrive early in the morning, an hour or so before teachers officially start the school day. You greet the office manager, principal, and custodian on the way to your classroom. Aside from these three, the building will be mostly empty for another half hour. You’ve found that this quiet morning time provides the best opportunity to catch up on Individualized Education Plan (IEP) paperwork, reflect on student data from the prior day, and make adjustments to instruction for the coming day. As the official start time for the school day draws close, you make a quick dash to the copy machine, fingers crossed that it isn’t broken and that there isn’t a line of teachers anxiously waiting their turn. It’s your lucky day. Your last photocopies shoot out of the machine just as the overhead announcement calls teachers to report to their morning duty stations. You quickly drop the copies off in your classroom, pick up your data binder, and dash out the door to the bus loop.

The bus loop is a flurry of activity. You greet students with high-fives, occasional hugs, and countless reminders to “use walking feet.” Amid all of these informal greetings, you are slipping in some IEP services by completing morning check-ins with several students who have behavioral or social-emotional goals on their IEPs. From an outsider’s view, these check-ins don’t look that different from your interactions with any other student. However, intermixed with those high-fives and hugs you quietly assess needs, remind students of the goals they are working on, offer supports where needed, and quickly make notes in your data binder. On this particular day, a third grader with autism reports that he is feeling like “a category 3 hurricane.” You know he needs some quiet time before joining his homeroom class, so you walk him to the computer lab where he has an open invitation to help the instructional technology specialist get the computer lab set up for the day.

The halls begin to clear as the instructional day begins. You spend the next six hours in constant motion, serving 18 students across four grade levels. You transition between co-teaching in general education classes and pulling small groups of students to your own classroom for intensive intervention in literacy, math, or social skills. When co-teaching, your job is to supplement the general education teacher’s deep knowledge of grade-level content with specialized instructional strategies that make content meaningful and accessible for students with disabilities and other learning differences. When providing intensive intervention, you implement research-based programs that target specific skills identified in your students’ IEPs. Data collection is on-going and individualized for each student, so your trusty data binder is by your side in all settings.

Normally, you would end the school day completing check-outs with the same students you saw in the morning. Today, you assign that responsibility to a teaching assistant so you can participate in a special education eligibility meeting. It is the initial eligibility meeting for this student and her family. A team of educators work with the parents to determine if the first grader has a disability and needs special education. Her parents feel overwhelmed by the process and fearful when the team concludes that their daughter has an intellectual disability. This is a moment when your job and your passion meet. You assure the parents that the future is bright for their daughter, that the educational label does not change who she is or who she will be, and that you will highlight her strengths and address her needs as you plan her education with them as equal partners. The decisions that you will make with this family are new to them, but for you they are a familiar and important part of your day as an elementary special education teacher.

Becoming a Teacher

The scenarios above describe some typical teaching days, but not all days are the same in teaching. In fact, each one will be different in some way. Deciding to become a teacher is an exciting commitment to shaping the future, and it is both demanding and rewarding. We’ll take a look at the profile of teachers today in the United States, and then discuss various routes toward earning the credentials necessary to become a classroom teacher.

The National Center for Educational Statistics (NCES) collects data on various aspects of education, one of which is the demographics of teachers and students. In the 2017-2018 school year, there were 3.5 million full- or part-time public school K-12 teachers ( NCES, 2020a ). (K-12 means the range of grades public schools serve, starting with kindergarten in elementary school and culminating with 12th grade in high school.) Of those teachers, 76% were female [1] , 79% were White, 90% held a standard teaching license (more on that below), and 58% had earned a graduate degree (at the master’s level or beyond). A majority of teachers were in the middle of their careers, with 40% having ten to twenty years of experience in the classroom. The average salary of a full-time public school teacher was $57,900, with the average first-year teacher earning $44,200. (Note that salaries vary based on years of experience, highest degree earned, and location.)

Stop & Investigate

Check out the demographics of teachers in your state or school district. How do they compare? Find the salary scale for teachers in your local school district. How does it compare?

Let’s revisit some of those demographics on racial diversity. Figure 1.1 depicts specific racial categories of public school teachers in the 2017-2018 school year, compared with the 1999-2000 school year.

Figure 1.1: Racial Demographics of U.S. Public School Teachers, 1999-2000 and 2017-2018

Note: Data for teachers who identified as Asian, Pacific Islander, and two or more races in 1999-2000 was unavailable. The 2017-2018 data for teachers who identified as Pacific Islander rounded down to 0.

The trends are clear: in the United States, we lack a racially diverse teaching force, and that trend has not changed much in the past 20 years. While the 2017-2018 school year included more Hispanic, Asian, and multi-racial teachers, teachers are still overwhelmingly White. In the same school year, however, students who attended public schools were only 44% White ( NCES, 2020b ). That means that generally, there are more White teachers and more students of color ( Geiger, 2018 ). This trend is concerning, given that research shows that having teachers of color benefits all students, not just students of color ( Wells, Fox, & Cordova-Cobo, 2016 ).

There are many reasons why teachers in the United States are not racially diverse. While the U.S. Supreme Court’s 1954 decision in Brown v. Board of Education (further explained in Chapters 3 and 5 ) demanded all schools integrate to address some of the inequalities between separate schools for White and Black students, it did have other consequences that directly impacted the diversity of teachers in the United States. This case caused 38,000 Black teachers (about one-third of the Black teachers in the country) to lose their jobs in the years following the case (Milner & Howard, 2004; Thompson, 2019 ). Even though this historical antecedent did limit access to teaching jobs for Black people, racial discrimination in the hiring process continues to compound this issue. D’Amico et al. (2017) found that despite equally-qualified candidates applying for jobs in one large school district, White teacher candidates still received a disproportionate number of job offers: of the 70% White applicants, 77% received job offers, while of the 13% Black candidates, 6% received job offers (D’Amico, Pawlewicz, Earley, & McGeehan, 2017; Klein, 2017 ). Beyond the hiring process, retention of hired teachers is lower for teachers of color than for White teachers. For example, between the 2011-2012 and 2012-2013 school years, only 15% of White teachers left their jobs, compared to 22% of Black teachers and 21% of Hispanic teachers ( U.S. Department of Education, 2016 ).

Critical Lens: Naming Races

You may have noticed in this section that races are capitalized (like White and Black). Capitalizing these names recognizes the people more than the color. In fact, the Associated Press recently changed its writing style guide [2]  to capitalize Black and Indigenous when referring to racial categories.

Pathways Toward Teacher Certification

High-quality, well-prepared educators are the foundation of our educational system. Well-prepared teachers are more effective in the classroom and also tend to have higher rates of retention, meaning they choose to stay in the teaching profession (Darling-Hammond, 2010). There are several different ways that you can become a teacher, depending on where you are in your life and career. These pathways toward teacher certification fall into two general categories: traditional or alternative preparation. Traditional preparation involves an undergraduate or graduate degree program affiliated with an Educator Preparation Program (EPP) , while alternative preparation can take many forms, including provisional certification or residency programs like Teach for America. No matter how you obtain your teaching license , you will have to renew the license periodically.

Traditional Preparation: Educator Preparation Program (EPP)

The most traditional way to earn your teaching certificate is through an Educator Preparation Program (EPP). An EPP could offer a few different programs that would culminate in your teaching certificate. Two popular options are an undergraduate degree program or a graduate degree program.

In this pathway toward teacher certification, participants enter a 4-year degree program knowing that they want to become a teacher upon graduation. Exact majors vary: sometimes you might major in education, or in a specific form of education (like elementary education). If you want to teach elementary school, you are expected to be more of a generalist: you will likely teach all content areas to your students. Therefore, you will take education classes in all of these areas. If you want to teach middle or high school or become a related arts teacher (arts, language, etc.), you will major in your future area of specialization, such as history if you want to teach social studies, or music if you want to be a music teacher. Regardless of the exact structure of the specific program, participants take classes that help them learn about pedagogy (the art and science of teaching), along with specific methods of instruction (such as how to teach the structures of different disciplines like literacy, math, science, or social studies).

Completing coursework is just one part of becoming a teacher in a traditional undergraduate degree program. There are also tests that future teachers must pass to prove they are prepared to teach. Some of these tests occur early in the degree as entrance requirements to an education program to assess basic literacy and math skills; some of these tests occur at the end of the degree as a culmination of all courses. These tests, run by ETS, are called Praxis tests. Their website [3] has information about testing requirements in different states.

Critical Lens: Bias in Standardized Assessments

While standardized assessments have been associated with measuring intelligence and learning for many years, some schools are moving away from relying solely on standardized tests as a measure of aptitude. You or someone you know might not be a great test taker, and you may have experienced first-hand (or second-hand through an acquaintance) how standardized tests aren’t always a reliable measure of what you know. Beyond test anxiety, standardized tests also tend to be culturally biased. That means that some cultural norms are assumed to be shared by all test takers, but this isn’t necessarily the case. A passage in a reading assessment, for example, might assume that a test-taker can build on background knowledge of certain experiences, like going camping, that they haven’t had, or use vocabulary words that are more common in middle-class White households. Another standardized test of intelligence, the IQ test [4] , was used early on by eugenicists to argue that White test-takers scored higher because they were the smarter race, using questionable statistical analyses and overlooking that the tests were written to benefit White test-takers. However, these standardized tests were often used to choose “highly qualified” candidates for jobs such as military leaders, therefore limiting access to certain professions based on race and socioeconomic status.

One of the most important parts of preparing to become a teacher is getting practice working in actual classrooms with actual students. In a traditional undergraduate degree program, you will engage in two different types of field placements. The first types of field placements are sometimes called practicum , which are part-time placements that are often tied to specific courses (like methods classes, where you learn about how to teach specific content areas like language arts, math, science, or social studies). You attend practicum a few hours a week in between your other coursework. In these practicum placements, you get to try out what you are learning in class with actual classrooms, teachers, and students. Sometimes you are observing to learn more; other times you are actively leading instruction in one-on-one, small group, or whole group settings. Your various practicum placements typically will be in different schools and different grade levels to give you experience working with many different types of students and teachers. The second type of field placement is called student teaching or an internship . This full-time placement occurs at the very end of your degree program. You spend all day, every day at your placement, just like the classroom teacher does. As the semester progresses, you will take on more and more responsibility for planning and teaching. By the middle of the semester, you will usually be responsible for all of the planning and teaching for all content areas for several weeks. After those few weeks, you begin passing the instructional responsibilities back to the classroom teacher. Both practicum and student teaching will require you to work closely with the classroom teacher, who may be called your mentor teacher . Neither type of field placement is an official job, so you should not expect to be paid for these experiences.

After you have completed all of your undergraduate coursework, your field placement hours, and your state’s required testing, you will earn your teaching certificate and be ready to apply for your first teaching job.

The first graduate, or post-baccalaureate, degree programs were developed in the 1970s as Masters of Arts in Teaching (MAT) programs (Darling-Hammond, 2010). A post-baccalaureate degree program is designed for people who want to become teachers, but who have already completed their undergraduate coursework in a field other than education. Therefore, a post-baccalaureate degree program allows people to learn how to become teachers while earning a master’s degree. In a post-baccalaureate degree program, courses are often offered in the evenings to cater to the needs of adult students who may be working or have family commitments during the day. Even though its structure is a little different, a post-baccalaureate degree program also has the field experiences explained above (practicum and internship).

After you have completed all of your post-baccalaureate coursework, your field placement hours, and your state’s required testing, you will earn your teaching certificate and be ready to apply for your first teaching job. The master’s degree you will earn in a post-baccalaureate program can result in higher pay for teachers in some states.  (Even if you earn your teaching credential in an undergraduate program, you can still earn a master’s degree in education and get a pay increase in many states.)

Research has shown that teachers who earn their teaching certificate through an educator preparation program (EPP) feel significantly more prepared to meet their students’ needs than those that pursue other routes toward licensure (i.e., Darling-Hammond, Chung, & Frelow, 2002). One reason for this finding lies in the high standards that EPPs must meet. EPPs must be accredited by either state or national agencies. Accreditation means that the programs have met specific standards of high-quality teacher preparation programs.

The first national credentialing agency was the National Council for Accreditation of Teacher Education (NCATE), which was founded in 1954. By 2016, NCATE was replaced by CAEP (pronounced “cape”), which stands for the Council for the Accreditation of Educator Preparation. In their mission, they state: “CAEP advances equity and excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning” ( CAEP, 2020b , “Mission”). To receive CAEP accreditation, EPPs have to demonstrate evidence of their success in five areas, or standards [5] : (1) content and pedagogical knowledge; (2) clinical partnerships and practice; (3) candidate quality, recruitment, and selectivity; (4) program impact; and (5) provider quality, continuous improvement, and capacity. When you enroll in an EPP with CAEP or state-level accreditation, you know you are in a high-quality program that has provided evidence of meeting rigorous standards to prepare teachers.

Alternative Preparation

Sometimes, you decide to become a teacher after you have already earned an undergraduate degree in another field. Perhaps you’ve even worked in another field for several years, and you realize that you would like to become a teacher instead. While each state has different policies and programs for preparing teachers beyond undergraduate coursework, a few common approaches include provisional certification and residency programs like Teach for America.

Some schools face shortages of teachers in certain content areas or in more urban settings, which mean they need teachers as soon as possible–even if those teachers aren’t officially certified just yet. A provisional teaching license allows an individual to become a teacher temporarily, while they work with their employer to arrange to meet the requirements of earning a teaching license (such as taking the required Praxis tests). These licenses might be valid for a period of time ranging from one to three years and typically are not renewable, meaning that if you do not meet the licensure requirements before your certificate expires, you will not be able to continue teaching. Sometimes provisional certification is also called emergency certification, since it is designed to meet an immediate need.

Residency programs are another alternative pathway to receive a teaching credential. Typical participants in a residency model already have a bachelor’s degree prior to beginning a residency program. During the residency program, future teachers work simultaneously on a master’s degree in education while being placed in a school full-time. Typically residents do not serve as the teacher of record in the classroom, meaning they are not solely responsible for all instruction. Residency programs are particularly popular in high-needs areas where there is high teacher turnover and recruitment and retainment of teachers is challenging, such as urban centers. Some critiques of residency programs center on the short-term, intense nature of the experience: while a traditional undergraduate pathway toward a teaching credential takes around four years, a residency may last only one year, with the field experience occurring concurrently with coursework ( NYU Steinhardt, 2018 ).

Teach for America (TFA) is one well-known residency program. TFA recruits from undergraduate completers, mostly from programs other than education, to complete intensive training in the summer immediately following their graduation and prior to assuming their teaching position. Teach for America places candidates in higher-needs areas, while incentivizing the program by offering candidates a free master’s degree in education while they complete two years of teaching in the program. However, fast-tracked, alternative certification programs like Teach for America do tend to have lower rates of retention ( Hegarty, 2001 ). Retention refers to how long teachers stay in the field of education. Higher retention rates lead to higher-quality teachers, since you will keep growing in your competency as a teacher the longer you stay in the profession. Therefore, some alternative certification programs like Teach for America receive critiques for their short-term placement of teachers in schools for a couple of years instead of long-term teaching careers.

Maintaining A Teaching License

Once you have earned an initial teaching license, you will be able to teach for a period of time before you have to renew it. Usually, you will have to renew your license every three or five years; each state sets their own regulations, and different licenses sometimes have different timespans. Renewing your teaching license is important because teaching and learning are constantly changing and evolving, and you will best serve your students by being up-to-date on the latest information. You can earn renewal credits in a variety of ways, including taking graduate courses, attending conferences, attending professional development opportunities offered in your district and beyond, and more. The year your license will expire, you will have to submit a request to renew your license to your state Department of Education, including evidence of how you met your continuing education requirements. You cannot be a teacher with an expired license, so it is important that you remember to keep your teaching license current.

Each state has their own policies for becoming a teacher, so what happens if you earn a teaching license in one state and then have to move to another state? Many state Departments of Education have reciprocity with other states, meaning that your license could be transferred to a new state without having to start over completely. You might have to meet a few additional requirements unique to your new state, such as Praxis tests, but you don’t have to go back to school to get another degree in education. Learn more about reciprocity from the Education Commission of the States [6] , including a state-by-state comparison of reciprocity conditions [7] .

Look up the licensure and reciprocity policies for your state. Here is Virginia’s licensure website [8] . What do you notice about your state’s policies?

Characteristics of Effective Teachers

First of all, what does it mean to be an effective teacher? Effectiveness can be hard to define. Some ways to measure effectiveness include student achievement, such as test scores; performance ratings from supervisors, like administration members observing a lesson; or informal feedback in the form of comments from students or other stakeholders. Defining effectiveness is further complicated by the reality that there are many variables that a teacher cannot control that still impact these various measures ( Stronge, 2018 ).

Pause & Ponder

Who was a teacher who positively influenced your life? What did they do that left this impact? Was it how they approached instruction, interacted with you as a person inside or outside of school, or facilitated an extracurricular club? Now, think about a teacher who negatively affected you. What did they do that caused you to have a less than desirable experience?

As you yourself have experienced as a learner, there are certain characteristics that effective teachers share. Even though all teachers have distinct personalities and instructional approaches that they bring to the classroom–since teachers, like students, are still individual people–here are some practices that effective teachers have in common.

Over the span of 15 years, Walker ( 2008 ) asked college students what made effective teachers in their own experiences and found twelve recurring characteristics.

• Prepared. Effective teachers were ready to teach every day and used time efficiently.
• Positive. Effective teachers were optimistic about their jobs and their students.
• Hold high expectations. Effective teachers believe everyone can succeed and challenge students to do their best.
• Creative. Effective teachers come up with new, innovative ideas to teach content.
• Fair. Effective teachers establish clear requirements for assignments, give everyone what they need to succeed, and recognize that learners are unique.
• Display a personal touch. Effective teachers connect with students by sharing stories about themselves and participating in their students’ worlds, like going to a performance or sporting event.
• Cultivate a sense of belonging. Effective teachers make students feel welcomed and safe in the classroom.
• Compassionate. Effective teachers are sensitive and empathetic to students’ situations.
• Have a sense of humor. Effective teachers bring humor into the classroom, but never at a student’s expense (i.e., laugh with, not at, students).
• Respect students. Effective teachers maintain privacy and don’t embarrass students in front of the class.
• Forgiving. Effective teachers don’t give up on students and start each day without holding grudges about how previous days have gone.
• Admit mistakes. Effective teachers apologize when they make mistakes and make adjustments accordingly.

In addition to these personal qualities, there are specific ways to structure learning that are more effective than others. Creemers and Kryiakides (2006) called this the “dynamic model of educational effectiveness.” The dynamic model focuses more on teaching and learning than other factors that are beyond the teacher’s control in the classroom. Eight factors that tend to have an impact on student learning are explained in Table 1.1 (adapted from Muijs et al., 2014 ).

Table 1.1: Eight Factors that Impact Student Learning (Muijs et al., 2014)

As you can see, while we all bring our own personalities to our own classrooms and instruction, there are some practices that have consistently impacted student learning. We will continue discussing those specific practices throughout the rest of this book, and you will continue honing those skills as you continue on your pathway toward becoming a teacher.

Common characteristics of effective teachers can be found in ten InTASC standards . A nonpartisan, nationwide group of public officials with leadership positions in U.S. K-12 education called the Council of Chief State School Officers (CCSSO) created a subgroup called the Interstate Teacher Assessment and Support Consortium (InTASC). InTASC created a list of ten standards that cover model core teaching practices that high-quality K-12 teachers should be able to demonstrate as effective teachers. These standards were originally released in 1992 to guide early-career teachers, but the group realized that these characteristics were actually applicable to all teachers. Therefore, in 2011, InTASC revised the standards and expanded them to all teachers. Table 1.2 breaks down the 10 standards into the four overarching categories.

Table 1.2: InTASC Standards by Categories

The last category of InTASC standards focuses on professionalism. Teachers are held to very high standards as professionals because of their influence on shaping students’ learning, outlook, and futures. Teachers are expected to be role models, both within and beyond the classroom. Therefore, there are certain interpersonal skills–sometimes called dispositions –that teachers are expected to demonstrate as professionals.

In your own experience as a student, what are some behaviors or actions you have observed from teachers that made you respect them or lose respect for them? How will this impact how you practice professionalism in your future classroom?

A challenge related to dispositions is that research has not yet established an exact set of non-academic qualities that teachers need to demonstrate in order to be successful ( CAEP, 2020a ). Therefore, expectations of which dispositions should be observed will vary. Overall, here are a few examples of dispositions that you should possess as a future teacher.

• Communication. You will be expected to demonstrate mastery of oral and written communication with a variety of stakeholders, including students, co-workers, administration, and families. Communication should be respectful and positive, and teachers are often expected to demonstrate mastery of conventions of standardized English.
• Professional image. Related to communication, you are expected to portray a professional image in words and actions. You will be expected to dress professionally. You will be expected to avoid documentation of overly reckless behavior, such as photos on social media of drinking to excess at a party. As a teacher, you are a representative of your school district, and you are expected to maintain that professionalism within and beyond the classroom.
• Organization. While there is no one “correct” way to be organized, you will be expected to manage your time, complete tasks by deadlines, and show up to work on time. You will also need to be able to organize student records (including assessments) and return assignments to students in a timely manner.
• Collaboration. You will be expected to collaborate with a variety of stakeholders, including students, co-workers, administration, and families. Many times, you will be interacting with people whose backgrounds differ from your own, and it is very important that you respect the contributions of others, even if you would not approach a situation in exactly the same way.
• Reflection. You will be expected to reflect on your instructional practice and adjust your next steps accordingly. Rarely does an instructional activity go perfectly, and that’s OK! Teachers must be able to reflect on what went well and what to change going forward.

Critical Lens: Linguicism

You’re heard of lots of -isms: racism, sexism, classism. What about linguicism? Fain (2008) cites Skutnabb-Kangas (1988) to define linguicism as “unequal treatment of languages based upon power structures that privilege certain languages as having legitimacy” (p. 205). People often assume that “Standard English” is right and everything else is not (Wheeler & Swords, 2006). Standardized English received this position as a “prestige dialect” (Wheeler & Swords, 2006) about 500 years ago, when the self-declared “superior” Europeans came to the Americas and began interacting with the so-called “inferior” native people. Linguistic discrimination, therefore, is a result of the “racist project of colonialism” (Otto, 2004, p. 3). Linguicism can be applied to languages, such as Spanish, or dialects, such as African American Language or Southern English. As Wheeler and Swords (2006) remind us, “while language varieties clearly differ, difference does not signal deficit” (p. 14). (Note: We use the term “Standarized English” instead of “Standard English” to highlight the artificial construction of one language as the “standard” and all others as “substandard” [Wheeler & Swords, 2006].)

Many of these dispositions and expressions of professionalism are culturally bound. For example, tattoos may need to be covered in some school districts, while others do not mind if age-appropriate tattoos are visible. It is important to know the expectations within your local context so that you can act accordingly. In Chapter 5 , we will discuss more about your legal and ethical protections and expectations as a teacher.

Explore the purple “Critical Disposition” boxes in the InTASC standards document [9] (starting on p. 12). What trends do you see? What will this mean for your future classroom?

In the teaching profession, it is also important to be aware of our beliefs. Awareness of our own beliefs can be particularly challenging because sometimes we are socialized into certain beliefs and do not even realize we hold them until we meet someone who holds different beliefs. Furthermore, in education, “Whiteness is the invisible norm” (Derman-Sparks & Ramsey, 2006, p. 35). As we established earlier in this chapter, most teachers in the United States identify as White. That means that the majority of teachers share certain aspects of mainstream cultural backgrounds and bring them into their schools and classrooms, often teaching next door to other teachers who share those same mainstream cultural backgrounds. That is how one cultural background can become the invisible norm.

We teach who we are. We bring our identities into our classrooms on a daily basis, just like our students do. Who we are involves many different facets of our identity, called intersectionality . Legal scholar Kimberlé Crenshaw ( 1989 ) invented the term “intersectionality,” and it has since been applied in varied contexts, including education. The idea behind intersectionality is that many different aspects of our identity–including characteristics such as race, economic class, gender, and more–overlap and “intersect” with one another. Our identities–and our students’ identities–are greater than any one isolated characteristic. In this short video, Kimberlé Crenshaw explains intersectionality and its impact in educational settings.

Where do some of your identities lie in this diagram of intersectionality? Which groups within each characteristic tend to have the most power? (For example, which racial groups tend to be the most empowered or disempowered?) What other characteristics would you add to this diagram?

As human beings, we have a natural desire to belong in order to survive. This drive to survive results in our grouping people–both consciously and unconsciously–based on their similarities or differences to us. Unfortunately, those same survival skills mean that we may think less of people who are different from us. We may think they aren’t as smart, or aren’t as good at what they do, or don’t do things the “right” way (the way we do them). Judging or evaluating another culture based on your own culture is called ethnocentrism . If we aren’t careful, we can let ethnocentrism interfere with our professionalism as teachers. We might think a student is less capable of success in our classrooms or beyond based on our own cultural beliefs about certain characteristics. Sometimes we assume people from certain racial, socioeconomic, ability, and other demographic groups are less capable, simply because of our own expectations or cultures. We might consciously or unconsciously believe certain stereotypes –sweeping, oversimplified generalizations about a group–and those stereotypes will filter into our interactions with our students, our expectations of our students, and our teaching in general. As Gorski (2013) reminds us, “no amount of resources or pedagogical strategies will help us to provide the best opportunity for low-income students to reach their full potential as learners if we do not attend first to the stereotypes, biases, and assumptions we have about them and their families” (p. 69).

Therefore, an important aspect of being an effective teacher is knowing yourself. Freire (1973) discussed the importance of critical consciousness, the ability to see beyond one’s own limited realm of experiences. Members of mainstream groups must be especially aware of their identities and how these identities impact their teaching (Gay, 2010; Harro, 2000).

In this chapter, we surveyed the teaching profession in the context of the United States. You learned that teachers today are mostly White females with 10-20 years of experience in the classroom. Pathways toward preparing high-quality teachers can be traditional, such as earning an undergraduate or graduate degree in education, or alternative, such as provisional certification or residency programs like Teach for America. No matter how you earn your initial teaching license, you will need to renew it periodically. Finally, the teaching profession depends on characteristics of effective teachers. InTASC standards remind us of ten common characteristics of effective teachers across four domains, and dispositions relate to our general professional demeanor as teachers. Additionally, we must be aware of our beliefs and how they consciously and unconsciously contribute to our instruction. In the rest of this book, we will continue to explore the complexities of the teaching profession.

• The demographics from NCES are only broken down by male/female. ↵
• https://apnews.com/71386b46dbff8190e71493a763e8f45a?utm_campaign=SocialFlow&utm_source=Twitter&utm_medium=AP ↵
• https://www.ets.org/praxis ↵
• https://www.businessinsider.com/iq-tests-dark-history-finally-being-used-for-good-2017-10#:~:text=The%20first%20of%20these%20tests,basis%20for%20modern%20IQ%20testing. ↵
• http://caepnet.org/standards/introduction ↵
• https://www.ecs.org/50-state-comparison-teacher-license-reciprocity/ ↵
• https://c0arw235.caspio.com/dp/b7f93000c5143bf0c78540a0bfa4 ↵
• https://www.doe.virginia.gov/teaching/licensure/index.shtml ↵
• https://ccsso.org/sites/default/files/2017-11/InTASC_Model_Core_Teaching_Standards_2011.pdf ↵

Abbreviation for kindergarten through 12th grade, the traditional span of public schools in the United States.

Landmark Supreme Court case in 1954 that declared separate educational facilities were not equal, ending segregation in schools.

One way to earn a teaching license through completing coursework at an Educator Preparation Program (EPP).

Programs offered through colleges or universities to earn teaching credentials.

Pathway toward earning teaching certification that does not involve undergraduate coursework and might involve residency programs or provisional certification.

Earned after meeting state-established requirements (such as courses and testing) in order to become a teacher. Requires periodic renewal.

Term referring to teachers in areas like music, visual arts, drama, etc.

The art and science of teaching.

How to teach the structures of different disciplines like literacy, math, science, or social studies.

Series of teacher certification tests offered by ETS.

Part-time field placements that are often tied to specific courses to give preservice teachers experience in classrooms.

Full-time practicum experience, usually situated at the end of an educator preparation program. May also be called internship.

Full-time practicum experience, usually situated at the end of an educator preparation program. May also be called student teaching.

Teacher of record in a practicum placement. Mentors preservice teachers by modeling effective instruction and sharing classroom responsibilities.

Process of formal review of an Educator Preparation Program by an outside agency, such as CAEP.

Council for the Accreditation of Educator Preparation.

Teaching license that is temporary, usually with certain stipulations or provisions attached. Sometimes called an emergency teaching license.

Alternative pathway toward teacher certification in which future teachers work simultaneously on a master’s degree in education while being placed in a school full-time.

Agreements among different states to honor teaching licenses earned in other states, sometimes with additional requirements added (like testing).

Framework designed by Benjamin Bloom and colleagues in 1956, and later revised in 2001. Divides educational goals/cognitive processes into six categories of increasing complexity: remember, understand, apply, analyze, evaluate, and create.

10 standards from the Interstate Teacher Assessment and Support Consortium that cover model core teaching practices for K-12 educators.

Interpersonal skills expected of teachers as professionals.

Unequal treatment of languages based upon power structures that privilege certain languages as having legitimacy.

Term coined by Crenshaw (1989) meaning many different aspects of identity--including race, economic class, gender, and more--overlap and intersect with one another.

Judging or evaluating another culture based on your own culture.

Sweeping, oversimplified generalizations about a group.

Foundations of American Education: A Critical Lens Copyright © by Melissa Wells and Courtney Clayton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Teaching as a Profession: The Strategies to Improve Efficiency

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• Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction. Allyn & Bacon.
• Gagne, R. M. (2013). Instructional technology: Foundations. Routledge.
• Pollard, A., & Collins, J. (2005). Reflective teaching. A&C Black.
• Reflective practice. (2005, August 29). Wikipedia, the free encyclopedia. Retrieved November 4, 2020, from https://en.wikipedia.org/wiki/Reflective_practice#cite_ref-Shapiro_18-0
• https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
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• https://en.wikipedia.org/wiki/Reflective_practice#cite_ref-Shapiro_18-0

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Example Of Teaching Profession Essay

Type of paper: Essay

Topic: Mistakes , Teaching , Education , Students , Profession , Learning , Skills , Training

Published: 07/12/2021

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What is Teaching as a Profession

“Teaching is the noblest profession of all.” This is commonly heard from different people around the world. Teaching is fulfillment and contentment in terms of service to others especially the learners. Teaching is interesting and challenging. There many reasons why I want to teach and become a teacher. I believe that becoming a teacher is a matter of choice and not by any accident. It is a personal decision to make. A decision involves many months of thought or it comes in an instant. For others they know it early that teaching is what they want. Some realizes it after going to college. Some follow a different path before becoming a teacher.

Teaching is a profession and not a job. A teacher possesses personal drive; skill set, motivation, patience, and knows how to motivate others. Teaching with passion earns a good living; it allows you to be more creative, you incorporate new ideas to enhance your subject matter and competent enough. There is variety and flexibility in teaching. It provides the teacher to mentor students some areas that are outside the scope of a classroom setting that is coaching a sport or being a school club adviser. Usually, a teacher has always the chance to make lasting impressions and make a difference each every single day. The opportunity to be strong at all times with positive influences from students over the course of the career; a unique influence that other professions cannot provide.

Teaching Profession is a Portable

Teaching is considered as a portable profession. It is a fact that schools exist throughout the world and every nation. Being a teacher, you can bring your profession with you anywhere when the situation calls for your service. A teacher can explore various types of institutions over the course of the career, in private or public schools, urban or rural areas, suburban, and religious or non-religious institutions. A teacher can develop skills set within an institution or system, the chance to become the head of the school or principal. The skills are transferrable, in other words you can apply it on public speaking, time management, and the ability to work with different groups of individuals. In addition, a teacher can study and earn a masters or doctorate degree.

Teaching Professions is a Friendly

Teaching is a friendly profession to your personal life. Despite some busy hours given on daily session, in general schedule, a teacher can spend enough time to do personal matters after work especially during Saturdays and Sundays. Teachers have many benefits and privileges like extended vacation during summer and continue to pursue some areas of interest outside the scope of the school obligations; the general schedule is very convenient.

There are many things to teach students for them to learn more. Students learned many things through tests or examinations, writings or essays, completing assignments, and some extracurricular activities. One of the objectives being a teacher is to show the students the primary purpose of learning. These are the learning on the subject that the teacher is teaching, guidance on how to do the process that is to facilitate the students in their lessons properly, and from the participations of the students, the teacher can learn more things that help the teacher more effective, efficient, and competent.

Teaching as a Profession - My Own Experience

During my own education, my goal in class is to get not only good grades but also high grades on every test or examination and assignments in every subject given by the teachers. I always make sure that I performed every task, if not in excellence it is a satisfactory one. Every semester, I always look at my scores on all my subjects. If I noticed mistakes, I viewed it a challenge for me to strive more. During my practicum, I created a better learning environment for my students to strive consistently. I make sure that my students are not intimated or feel afraid by the mistakes they committed rather view those mistakes as challenges as I used to when I am still a student like them. I assisted them what necessary steps and techniques for a deeper understanding and learning as a whole. It gives them the ability to analyze the problem and apply the appropriate process to obtain an accurate solution.

In the course of professionalism, there are sets of standards of practices. The standards of practice for the teaching profession provide a structure of principles that merely describes the skills, knowledge, and values in teaching profession such as implemented in Ontario College of Teachers. The standards are clear in terms of its purposes and objectives of the profession. The purposes of the standards of practice for the teaching profession; to motivate a vision contributed by experts and educators for teaching profession, to recognize the skills, knowledge, and values that are typically unique to the teaching profession. In addition, to lead the professional judgments and action of the teaching profession and to encourage a universal language that promotes comprehension of what it means to be a part of the elite group of the teaching profession.

In my own personal educational teaching experiences, I will apply the standards of practice for the teaching profession. In this manner, I will determine the potentials of my students and the things they learned in the class. This is my starting point to make any changes that help enhance my students’ learning. In addition, evaluation feedbacks of the students are useful enough to improve my strategies in teaching. In addition, there should be conducive and stimulating classroom environment; to encourage more opportunities for more improvement. Let the students feel the power and beauty of learning. For teachers, students are treated as their own kids because students are not just kids in the class list, students become part of the life of the teachers.

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Essay on Teaching Profession & Its Benefits

Teaching is an often under-appreciated profession, but the impact of a good teacher cannot be overstated. Teachers are an essential part of society, shaping the next generation’s future.

But what makes a great teacher? There are many qualities that make someone successful in this role. Great teachers balance the needs of their students with their own needs for success; they work to create engaging lessons; and they prepare students for all aspects of life after high school.

Teaching also provides a chance for personal growth and development as well as the ability to make a difference in lives. This essay will explore some benefits of teaching profession.

Essay on Teaching Profession

Teaching is a noble profession. It requires a person to have a deep knowledge of the subject matter, be able to convey it to others, and have the patience for those who don’t learn as quickly as others.

A good teacher is not only knowledgeable on the topic but also has a set of relationships with the students that go beyond the classroom.

Teaching might not be an easy task but it is an important one. Teaching can change someone’s life by teaching them new skills or providing them with a more thorough understanding of something they were previously confused about.

1 – Why teaching is important?

Teachers make a real difference in the lives of people who are ill or suffering. Students learn to develop their own learning styles Students get to know one another and develop social skills and begin to know their place in the world.

The teachers serve the community because they are there to help educate the youth of tomorrow. By having a profound impact on the lives of students and their families, you are helping people reach their potential and providing them with opportunities they might not have otherwise.

Teaching is important because it makes a huge impact on development of society or a country. It is a profession that has the ability make a stronger nation.

2 – Reasons to Become a Teacher

The role of the teacher is to be a caretaker of others; responsible for bringing out the best in everyone you come into contact with. There may be a lot of reasons to become a teacher but some are listed here.

• Teaching gives you the opportunity to teach and motivate others to do great things, even if it is a student in your classroom.
• The ability to help others learn, both inside and outside the classroom.
• Learning new skills and adapting your ways of teaching and learning in order to satisfy the needs of different students.
• Learning how to work with others and collaborating to achieve a common goal.
• Making a difference and positively influencing lives.
• Get credentialed.

3 – Teaching is Great for Personal Growth

Teaching allows you to make a difference in students’ lives, which can be very rewarding for teachers themselves. Teachers can teach lessons about creativity, patience, perseverance, creativity, and responsibility, among many other things.

These lessons are crucial to a child’s life and can help mold the next generation of successful people. Teaching Makes you a better person. One of the best things about teaching is that it makes you a better person.

Children inspire teachers and, in turn, they can teach children to follow their dreams, achieve their goals, and be independent. By teaching students, you can inspire the students you once were. As a teacher, you have the opportunity to teach students the value of education and the joys of learning.

4 – Benefits of Teaching

The job satisfaction level of teaching is particularly high. Many teachers tell us that they are really able to connect with their students and share a passion for what they are learning.

In addition to developing other professional skills, teaching also allows students to learn the essential skills necessary for success in college and in life.

Research shows that children are more successful when they are taught at a younger age, and it is generally recommended that teachers serve from 6 to 18 years of age.

There are many rewards that come with becoming a teacher. Some people become teachers for the financial benefits but others choose it because they have a passion for the subject they are teaching and want to share that love with others.

Teaching also provides opportunities for personal growth and development.

5 – The Need for Teachers

Teachers are needed in all professions, but the lack of teachers in certain occupations, such as in the military, means that there are a lot of people who could benefit from a teacher’s presence. There are about 2.5 million teachers, or 18% of the total teacher workforce, in the U.S., but most of those people will never see the inside of a classroom.

In fact, the vast majority of students who need teachers are not even aware that they need them.

In a culture where children learn at a faster rate, they want more hands-on learning experiences. At present, America’s children spend less time studying and doing traditional lessons and more time doing research, in comparison to their counterparts in other countries.

The teacher’s role in this situation is to provide this hands-on learning experience. Being able to instill in children an enthusiasm for learning is what teachers do best, and the best teacher in the world is one who inspires children to learn.

6 – Challenges of teaching

Teaching is a stressful job, which means that some people are discouraged and turn down the opportunity to teach. However, teachers do not have much time off, since the students usually need to meet with them on a daily basis. Therefore, they have to be at their best and available. The job also requires a lot of patience, because students can be difficult to deal with. Experience of teaching Teaching requires a high level of knowledge, and a good knowledge of the subject of study is necessary. Many teachers also need a thorough knowledge of the educational system in the country they teach in. Teachers also have to be able to read and write in multiple languages, which may be a challenge in the Philippines.

Teaching jobs come with a lot of challenges and stress. Some of these challenges are occupational and some are related to age. Regardless of the challenges you face, the biggest challenges facing teachers are the following: Overcrowding Class sizes are high, especially in public schools. In addition to the extra people in your classes, some schools have open classrooms that are designed so that students can come in and out at will. As a result, teachers spend a lot of time with their students when it is not a class period. This is important to learn about so that you can set up a classroom that will be able to function well. You can train your students in the art of teaching so that they can accomplish more on their own. Relationships Teaching is a way to be in a community.

7 – Teaching as a career

You’ll be able to teach a variety of different things including preschool, home-school, and higher education. You could teach middle school or high school and teach at the college level or teach kindergarten or elementary school and work at the elementary or junior high level. It can be a career you can pursue in order to make a difference in lives. You can learn valuable teaching techniques and then use these techniques for your students. You can take up other interests after teaching. It’s possible to work in the summer to earn extra money. Teaching Essay: What do you need to know? If you’re thinking of becoming a teacher, then you must start reading a lot about the subject. This will help you to find out all the details about it, the job, the pay, and the work-life balance.

Teaching may be the most popular career option in the United States. Even though the job market has not been as favorable to young people as many may think, many remain devoted to teaching. Having a job as a teacher means that you can also be a job seeker. It is important to consider all of the factors before deciding on a career, especially if you plan on staying at one position for the rest of your life. Other careers Teaching may not be the most popular choice for young people, but it is not out of the question. Other options include becoming a police officer, a teacher in a foreign language, or a nurse.

8 – How to become a teacher

As the link between life and education, the teaching profession is not something that you can just wake up and decide to do. You must be attracted to the teaching field and have a great passion for it. In a market where many people are on the lookout for teaching jobs, you must be outstanding in what you do in order to win the position. In the last 15 years, there has been a steady increase in

Becoming a teacher can be simple and economical as well. You can learn the necessary skills in no time by getting some guidance and the proper materials. You can also find free tutorials online on how to become a teacher. You can also find online videos and books on teaching at all levels of education. With these, you can effectively teach the course you need to teach. What to expect when you become a teacher In addition to all these, there is a good deal of satisfaction when you teach because you enjoy teaching. But you can make your teaching life even more rewarding by meeting the students and giving them the experience of learning something from a person. You can give them what you did not have as a student, and then you can teach them more effectively.

9 – Conclusion

Teaching provides a way to give back to society and to help improve the lives of those who come after us. Since teachers have so much potential in the field, they should be given every opportunity possible to use it. Don’t let yourself be left out of the perfect opportunity. Be the one to bring change and be the one to inspire others. Become a teacher, and it will change your life.

Teaching is the profession of imparting knowledge and skills to students in a way that will help them achieve their full potential. As such, teaching can be an incredibly rewarding career. What’s more, teaching is one of the few professions that allow you to work with children and then retire from the same occupation while still young. Teaching gives you the chance to make a lasting impact on the world by inspiring a new generation of thinkers and leaders. Teaching is also a way for people to find meaning in their lives after struggling in other areas.

For some, the feeling that comes from helping others is a driving force that motivates them in life. If you enjoy helping others and have a desire to make a difference in their lives, teaching might be the right profession for you. Helping others, seeing them achieve their goals, and seeing them grow can build a lasting positive impact in your life. Job Security Some people worry about job security in this day and age. Teaching, while not the most secure of professions, is at least considered to be a stable career. There is always going to be demand for teachers because kids need an adult in their life who is always there for them. Teachers will always have a place in the workforce because they help children to learn.

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Is Teaching A Profession

Even those who teach need to at least learn something new on a day to day basis. So the question remains, “is teaching a profession?’’ If the teacher still needs to learn, then some people may think that there can’t be someone qualified to teach. There is a common assumption that digital technology can enhance education and that the challenge is in the manner of bringing innovative technology together with educational professionals. All the same, there is enough evidence that shows that professionals are still needed to teach. Regardless of the enormous investment on digital technology, there has not been a substantial development in the experiences of learning or in the achievement of education.

There are a lot of barriers associated with the effective establishment of digital technology to improve education. The issues are connected to human interventions more than technological reasons. Today, no amount of development in technology can transform the learning system with the people who are very useful in effecting the change. Therefore, the continuous development of professional teachers will continue to be an important requirement in this age. Teaching has a certain nature and in its wide sense, it is a process that enhances learning. The teaching is a profession that specializes in the use of skills, knowledge and attributes developed to offer specific service to realize the educational necessities of a personal and of the society at large.

To realize the objectives of teaching, then there must be professionals given the mandate of directing the potential of learners. The application of specialized skills is a multifaceted thing. It is not only focused on the acquisition of certain knowledge but also about the manner in which this is done. Training on the ways of putting this in the most holistic approach is therefore inevitable. We can’t do without a teaching profession. We learn from one another and to make this learning perfect, it is important to have people who have knowledge of how to teach others learn new things in an effective manner.

Teaching is definitely a profession as it focuses on the development of guides and values for students in their respective social relationships. Teachers use practices that establish positive self-concept in learners. The work of teachers basically occurs in the setting of a classroom. However, the one on one interaction between students and teachers is the main element in the process of teaching.

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Professional Knowledge for the Teaching of Writing

Approved in February 2016, this revised statement replaces the NCTE Beliefs about the Teaching of Writing (November 2004), now sunsetted.

A subcommittee of the NCTE Executive Committee wrote the NCTE Beliefs about the Teaching of Writing in 2004. In over a decade since, the everyday experience of writing in people’s lives has expanded dramatically. Increasingly, handheld devices are important instruments for people’s writing, integrated tightly, nearly seamlessly, with their composing in video, photographs, and other media. Geographic location and embodied presence have become more salient to writing than at most times in human history. The ways writing and the spoken voice are mutually supportive in writing processes have become increasingly facilitated by technological capabilities. Globalized economies and relative ease of transportation have continued to bring languages into contact with one another, and US educational scholars and, sometimes, institutions have made progress in considering what it means for individuals to be adding new written languages to existing ones. Even as these expansions have enlarged the experience of writing outside school, implementation of the first USA nationwide standards in literacy—the Common Core State Standards—has, in some places, contributed to narrowing students’ experience of writing inside school. In that contradictory and shifting environment, the NCTE Executive Committee charged a committee to update the Beliefs about the Teaching of Writing , attempting to reflect some of the historically significant changes of recent years. What follows are some of the professional principles that guide effective teaching.

Writing grows out of many purposes

Writing is not just one practice or activity. A note to a cousin is not like a business report, which is different again from a poem. The processes and ways of thinking that lead to these varied kinds of texts can also vary widely, from the quick email to a friend to the careful drafting and redrafting of a legal contract. The different purposes and genres both grow out of and create varied relationships between the writers and the readers, and existing relationships are reflected in degrees of formality in language, as well as assumptions about what knowledge and experience are already shared, and what needs to be explained. Writing with certain purposes in mind, the writer focuses attention on what the audience is thinking or believing; other times, the writer focuses more on the information she or he is organizing, or on her or his own emergent thoughts and feelings. Therefore, the thinking, procedures, and physical format in writing are shaped in accord with the author’s purpose(s), the needs of the audience, and the conventions of the genre.

Often, in school, students write only to prove that they did something they were asked to do, in order to get credit for it. Or, students are taught a single type of writing and are led to believe this type will suffice in all situations. Since writers outside school have many different purposes beyond demonstrating accountability and they use more diverse genres of writing, it is important that students have experiences within school that teach them how writing differs with purpose, audience, and other elements of the situation. Even within more academic settings like college courses, the characteristics of good writing vary among disciplines; what counts as a successful lab report, for example, differs from a successful history paper, online discussion contribution, essay exam, reflection on service learning, or interpretative statement about a work of art.

Thus, beyond the traditional purposes that are identified in school, purposes for writing include developing social networks; reasoning with others to improve society; supporting personal and spiritual growth; reflecting on experience; communicating professionally and academically; building relationships with others, including friends, family, and like-minded individuals; and engaging in aesthetic experiences.

What does this mean for teaching?

In order to provide high-quality writing opportunities for all students, teachers need to understand

• The wide range of purposes for which people write and the different kinds of texts and processes that arise from those purposes;
• Strategies and forms for writing for public participation in a democratic society;
• Ways people use writing for personal growth, expression, and reflection, and how to encourage and develop this kind of writing;
• How people make creative and literary texts, aesthetic genres, for the purposes of entertainment, pleasure, or exploration;
• The ways digital environments have added new modalities while constantly creating new publics, audiences, purposes, and invitations to compose;
• The range of non-public uses of writing for self-organization, reflection, planning, and management of information, and the many tools, digital and otherwise, that people use for these purposes;
• Appropriate genres for varied academic disciplines and the purposes and relationships that create those forms;
• Ways of organizing and transforming school curricula in order to provide students with adequate education in varied purposes for writing;
• How to set up a course that asks students to write for varied purposes and audiences.

Writing Now: A Policy Research Brief Produced by the National Council of Teachers of English

Writing is embedded in complex social relationships and their appropriate languages

Writing happens in the midst of a web of relationships. Most clearly, the relationship between the writer and the reader can be very specific: writers often have a definite idea of who will read their work, not just a generalized notion that their text will be available to the world. Furthermore, particular people surround the writer–other writers, friends, members of a given community–during the process of composing. They may know what the writer is doing and be indirectly involved in it, though they are not the audience for the work. In workplace and academic settings, writers often write because someone in authority tells them to. Therefore, power relationships are built into the writing situation. In every writing situation, the writer, the reader, and all relevant others live in a structured social order, where some people’s words count more than others, where being heard is more difficult for some people than others, where some people’s words come true and others’ do not.

Writers start in different places. It makes a difference what kinds of language writers spoke while growing up and may speak at home now, and how those experiences relate to the kinds of language they are being asked to take when composing. It makes a difference, too, the culture a writer comes from, the ways people use language in that culture and the degree to which that culture is privileged in the larger society. Important cultural differences are not only linguistic but also racial, economic, geographic, and ideological. Digital environments have created new contexts in which new languages are being invented continuously, and young people are often leading innovators of “digitalk.” The Internet brings global languages into contact, even as it provides new contexts for each language – written and oral – to change.

The teaching of writing should assume students will begin with the language with which they are most at home and most fluent in their speech. That language may be a variety of English or a different language altogether. The languages students learn first are the bedrock upon which all other language traditions and forms will be constructed. The ultimate goal is not to leave students where they are, however, but to move them toward greater flexibility, so that they can write not just for their own intimates but for wider audiences. Teachers will want to engage in respectful inquiry with students about significant differences between patterns in their use of their first language and more conventionally written English. Even as they move toward more widely used English, writers find that it is not necessary or desirable to eliminate the ways their family and people in their neighborhood use words to express themselves. The teaching of excellence in writing means adding language to what already exists, not subtracting. Further, expert writing teachers deliberately teach students to incorporate their heritage and home languages intentionally and strategically in the texts they write. The goal is to make more relationships available, not fewer.

In order to provide high-quality writing opportunities for all students, teachers need to understand:

• How to find out about students’ language use in the home and their neighborhoods, the changes in language context they may have encountered in their lives, and the kinds of language they most value;
• The ways wider social situations in which students speak, write, read, and relate to other people affect what feels to them natural or unnatural, easy or hard;
• How mixing languages within a text can promote students’ acquisition of academic language, deeper competence in a repertoire of codes, ability to communicate complex thoughts, and ways of communicating with various audiences;
• How teachers who do not speak or understand a student’s home language can embrace and support the use of home languages in the classroom;
• How to discuss respectfully with students expectations for flexibility in the employment of different kinds of language for different social contexts in order to gain access to some powerful social worlds;
• How to help students negotiate maintenance of their most familiar and cherished language practices while developing strength in academic classroom English;
• Control and awareness of their own varied and strategic ways of using language and the social contexts that expect them;
• An understanding of the relationships among group affiliation, identity, and language;
• Knowledge of the usual patterns of common dialects in English, such as African American English, Spanish, and varieties of English related to Spanish, common patterns in American rural and urban populations, predictable patterns in the English varieties of groups common in their teaching contexts;
• The online spaces through which students communicate, and how their uses of digitalk differs from conventional written English.

CCCC Statement on Second Language Writing and Writers

Resolution on the Student’s Right to Incorporate Heritage and Home Languages in Writing

Composing occurs in different modalities and technologies

Composing has always required technology, whether it’s the technology we associate with print–including pens, pencils, and paper–or the technology we associate with the digital–including word processors, digital imaging software, and the Internet. Like all texts, print texts are multimodal: print, whether hand-created or machine-produced, relies for meaning on multiple modalities, including language, layout, and the visual characteristics of the script. Moreover, print has often included visuals–including maps, line drawings, illustrations, and graphs–to create a fuller representation of meaning, to tap the familiarity of a visual to help readers make meaning in a new genre, to add aesthetic value, and to appeal to a wider audience. Film, television, and video involve such combinations of modalities, as do presentation software and websites. As technologies for composing have expanded, “composing” has increasingly referred to a suite of activities in varied modalities. Composers today work with many modalities, including language, layout, still images, other visuals, video, and sound. Computers, both the stationary and mobile varieties, provide a work environment where composers can employ and combine these modalities. Moreover, the Internet not only makes a range of new and diverse materials available to writers, but also brings writers and readers closer together and makes possible new kinds of collaborations. Thus, when students have access to a computer with full Internet access, composing opportunities expand.

Additionally, increased access to various modalities and technologies has created opportunities for students with a wide range of abilities, backgrounds, and languages to compose with more independence and agency. As more digital tools become available, and more forms of expression are not only accepted but expected, more students are able to employ these tools independently.

Writing instruction should support students as they compose with a variety of modalities and technologies. Because students will, in the wider world, be using word processing for drafting, revision, and editing, incorporating visual components in some compositions, and including links where appropriate, definitions of composing should include these practices; definitions that exclude them are out-of-date and inappropriate.

Because many teachers and students do not have access to the most up-to-date technologies, such as portable devices with cameras, teaching students to compose multimodally may best be accomplished by foregrounding multimodal dimensions of composing in low-tech environments. An assignment for students to create picture books, for example, can allow them to consider how languages and images complement each other and assist the reader. Similar kinds of visual/verbal thinking can be supported across the school curriculum through other illustrated text forms, including journals, design notebooks, and posters. Attention to modalities in assignments and genres like these demonstrates the extent to which “new” literacies are rooted in older ones.

• A range of new genres that have emerged on the Internet;
• Open-source platforms that students can use for composing and electronic portfolios;
• Design and layout principles for print and digital publication;
• Conventions for digital communication, including email, chat, text messages, social networking, and online discussion forums;
• Ways to navigate both the World Wide Web and Web-based databases;
• Ways to access, evaluate, use, and cite information found on the Internet;
• Theory about and history of modalities, technologies, and the affordances they offer for meaning making;
• Operation of hardware and software that composers use, including resources for solving software and hardware problems;
• Tools that help students compose as independently as possible, in the modalities that best fit their needs and purposes;
• Internet resources for remaining up-to-date on technologies.

Resolution on Composing with Nonprint Media

Position Statement on Multimodal Literacies

CCCC Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments

21st-Century Literacies: A Policy Research Brief

Conventions of finished and edited texts are an important dimension of the relationship between writers and readers.

Readers expect writing to conform to their expectations. For public texts written for a general audience, contemporary readers expect words to be spelled in a standardized way, for punctuation to be used in predictable ways, for usage and syntax to match that used in texts they already acknowledged as successful. They expect the style in a piece of writing to be appropriate to its genre and social situation. With that in mind, writers try to use these surface elements strategically, in order to present the identity, create the relationships, and express the ideas that suit their purpose.

Every teacher has to resolve a tension between writing as generating and shaping ideas and writing as a final product, demonstrating expected surface conventions. On the one hand, it is important for writing to be as correct as possible and for students to be able to produce correct texts so that readers can read and make meaning from them. On the other hand, achieving correctness is only one set of things writers must be able to do; a correct document empty of ideas or unsuited to its audience or purpose is not a good piece of writing. There is no formula for resolving this tension. Though it may be desirable both fluently to produce writing and to adhere to conventions, growth in fluency and control of conventions may not occur at the same time. If a student’s mental energies are focused on new intellectual challenges, he or she may attend less fully to details of grammar and punctuation.

Such uneven development should be tolerated and, in fact, encouraged. Too much emphasis on correctness can actually inhibit a writer’s development. By the same token, without mastering conventions for written discourse, writers may find their efforts regarded less highly by readers they had wanted to influence. Each teacher must be knowledgeable enough about the entire landscape of writing instruction to guide particular students toward a goal, including increasing fluency in new contexts, mastering conventions, and perhaps most important, developing rhetorical sophistication and appropriateness–all of which work together. NCTE’s stated policy over many years has been that conventions of writing are best taught in the context of writing.

Most writing teachers teach students how to edit their writing that will be shared with audiences. This is often considered a late stage in the process of composing, because editing is only essential for the words, visuals, and other materials that are left after all the cutting, replacing, rewriting, and adding that go on during revision. Writers keep an image in their minds of conventional grammar, spelling, and punctuation in order to compare what is already on the page to what their audience expects. They also need to be aware of stylistic options and larger language choices that will best articulate their ideas and produce the most desirable impression on their readers. Language choices may be a matter of the identity a writer seeks to project, and those identities may not be productively standardized. In digital environments, there may be an expected way of using language due to the nature of the platform, such as in texting or blogging, where the conventional usage might differ from language in other contexts.

An area of consideration with respect to conventions in writing is the development of language proficiency for students learning English as an additional language. Experienced teachers understand that these multilingual students will enter the classroom at different stages and vary in the pace with which they acquire their new language. Knowledge of students’ cultural and linguistic background and the way that background intersects or differs from English language conventions helps ensure that students are receiving instruction appropriate for their current stage of language learning. Writers who are learning English as an additional language will have multiple possible patterns in mind for phonology, morphology, syntax, and often genre and pragmatics as well. That is, they know more, and are sorting through that knowledge. Some may require support in analyzing the expectations of a wider English-dominant audience in contrast to the patterns of their earlier language(s). For many, patterns from the first language will persist and should be treated with the respect and generosity that should be afforded to spoken accented English.

• Developmental factors in writing, including the tension between fluency with new operations or content and the practices that produce accepted spelling, punctuation, syntactic, and usage conventions;
• Diverse influences and constraints on writers’ decision making as they determine the conventions that apply to this situation and this piece of writing;
• A variety of applications and options for most conventions;
• Appropriate conventions for writing for a particular public audience;
• Linguistic terminology that is helpful for teaching particular kinds of usage without employing excessive linguistic terminology;
• Linguistic terminology helpful for communicating professionally with other educators;
• The relationship among rhetorical considerations and decisions about conventions, for example, the conditions under which a dash, a comma, a semicolon, or a full stop might be more effective;
• Conventions beyond the sentence, such as effective uses of bulleted lists, mixed genres and voices, diagrams and charts, design of pages, and composition of video shots;
• The conditions under which people learn to participate in new social situations, both personal and professional, with language;
• How to understand technologies such as grammar and spelling checkers to decide which changes are applicable in a given editing situation.

Students’ Right to Their Own Language

CCCC Statement on Second Language Writers and Writing

Everyone has the capacity to write; writing can be taught; and teachers can help students become better writers.

Developing writers require support. This support can best come through carefully designed writing instruction oriented toward acquiring new strategies and skills. Certainly, writers can benefit from teachers who simply support and give them time to write. However, high-quality instruction matters. Teachers of writing should be well versed in composition theory and research, and they should know methods for turning that theory into practice. They should be capable of teaching writing in both print and digital environments.

Students are different from one another, and they bring to the experience of writing a wide range of resources and strengths. At the same time, any writer can be positioned as weak, struggling, or incompetent. All writers need to learn multiple strategies and modalities to compensate for moments when they feel stuck or defeated, to get on with the business of composing.

As is the case with many activities, becoming a better writer requires that students write. This means actual writing for real audiences, not merely listening to lectures about writing, doing grammar drills, or discussing readings. The more people write, the more familiar it becomes and the more they are motivated to do it. Writers learn from each session with their hands on a keyboard or fingers on a pencil as they draft, rethink, revise, and draft again. Improvement is built into the experience of writing when writers revise, strategizing ways to make their writing better.

Writing instruction must include ample in-class and out-of-class opportunities for writing, including writing in digital spaces, and should involve writing for a variety of purposes and audiences, including audiences beyond the classroom. Teachers need to support students in the development of writing lives, habits, and preferences for life outside school. We already know that many students do extensive amounts of self-sponsored writing: emailing, keeping journals or doing creative projects, instant messaging, making websites, blogging, creating fan fiction. Though critically important for college and career, the teaching of writing should also be geared toward making sense in a life outside of school, so that writing has ample room to grow in individuals’ lives. It is useful for teachers to consider what elements of their curriculum they could imagine students self-sponsoring outside school. Ultimately, those are the activities that will produce more writing.

• How to interpret curriculum documents, including standards, skills, strategies, concepts, and content that can be taught while students are actually writing, rather than one dimension of composing at a time to all students at once;
• How to create writing lives for the world beyond school;
• How to construct social structures that support independent work;
• How to confer with individual writers;
• How to assess students’ work while they are in the process of writing–formatively–in order to offer timely assistance during the composing process;
• How to plan what students need to know in response to ongoing research;
• How to create a sense of community and personal safety in the classroom, so that students are willing to write and collaborate freely and at length;
• How to effectively employ a variety of technologies such as brainstorming tools, collaborative word processors, and bibliography managers for students to engage in writing fully;
• How to ensure that every student has the tools and supports necessary to be as independent as possible;
• How to encourage and include students writing in their home languages.

NCTE Beliefs about Students’ Right to Write

Resolution on Students’ Right of Expression

What We Know about Writing, Grades K–2

How to Help Your Child Become a Better Writer (English)

How to Help Your Child Become a Better Writer (Español)

Writing is a process.

Often, when people think of writing, they think of texts–finished pieces of writing that stand alone. Understanding what writers do, however, involves both thinking about what texts look like when they are finished as well as thinking about what strategies writers might employ to produce those texts, especially when using a variety of technologies. Knowledge about writing is only complete when writers understand the ensemble of actions in which they engage as they produce texts. Such understanding has two aspects, at least. First is the development, through extended practice over years, of a repertory of routines, skills, strategies, and practices, for generating, revising, and editing different kinds of texts. Second is the development of reflective abilities and meta-awareness about writing. The procedural knowledge developed through reflective practice helps writers most when they encounter difficulty, or when they are in the middle of creating a piece of writing. How does someone get started? What do they do when they get stuck? How do they plan the overall process, each section of their work, and even the rest of the sentence they are writing right now? Research, theory, and practice in the teaching of writing have produced a rich understanding of what writers do, those who are proficient and professional as well as those who struggle.

Two further points are vital. First, to say that writing is a process is decidedly not to say that it should–or can–be turned into a formulaic set of steps or reduced to a set of traits. Experienced writers shift between different operations according to their audience, the purpose of the writing task, the genre, and circumstances, such as deadlines and considerations of length, style, and format.

Second, writers do not accumulate process skills and strategies once and for all. They develop and refine writing skills throughout their writing lives, as they take up new tasks in new genres for new audiences. They grow continually, across personal and professional contexts, using numerous writing spaces and technologies.

Whenever possible, teachers should attend to the process that students might follow to produce texts–and not only specify criteria for evaluating finished products, in form or content. Students should become comfortable with prewriting techniques, multiple strategies for developing and organizing a message, a variety of strategies for revising and editing, and methods for preparing products for public audiences and for deadlines. In explaining assignments, teachers should provide guidance and options for ways of accomplishing the objectives. Using formative assessment to understand the processes students follow–the decisions they make, the attempts along the way–can be at least as important as evaluating the final product with a holistic score or grade. Moreover, they should understand how various digital writing tools–mind mapping, word processing, bibliography managers–can be employed in academically useful ways. At least some of the time, the teacher should guide the students through the process, assisting them as they go. Writing instruction must provide opportunities for students to identify the processes that work best for themselves as they move from one initial idea to final draft, from one writing situation to another.

Writing instruction must also take into account that a good deal of workplace writing and other writing takes place in collaborative situations. Writers must learn to work effectively with one another to create writing, provide feedback, and complete a final draft, often with the use of collaborative technologies.

• The relationship between features of finished writing and the actions writers perform to create that writing;
• What writers of different genres, including political arguments, stories, poems, blog posts, technical reports, and more, say about their craft;
• The process of writing from the inside, that is, what the teachers themselves as writers experience in a host of different writing situations;
• Multiple strategies for approaching a wide range of typical problems writers face during composing, including strategies for invention, audience, and task analysis, incorporation of images and other visuals, revision, and editing;
• Multiple, flexible models of the writing process, the varied ways individuals approach similar tasks, and the ways that writing situations and genres inform processes;
• How to design time and possibly staged intervals of work for students to do their best work on a given assignment;
• A range of digital writing tools that writers might find useful in their processes, including word processors, databases, outliners, mind mapping software, design software, shared-document websites, and other hardware, software, and Web-based technologies.

Framework for Success in Postsecondary Writing

CCCC Principles for the Postsecondary Teaching of Writing

Writing is a tool for thinking.

When writers actually write, they think of things that they did not have in mind before they began writing. The act of writing generates ideas; writing can be an act of discovery. This is different from the way we often think of writers–as the solitary author who works diligently to get ideas fixed in his or her head before writing them down. The notion that writing is a medium for thought is important in several ways and suggests a number of important uses for writing: to solve problems, to identify issues, to construct questions, to reconsider something one had already figured out, to try out a half-baked idea. This insight that writing is a tool for thinking helps us to understand the process of drafting and revision as one of exploration, and is nothing like the idea of writing as transcribing from prerecorded tape. Nor is the writing process simply fixing the mistakes in an early draft; rather, it involves finding more and more wrinkles and implications in what one is talking about.

In any writing classroom, some of the writing is for the writer and some for other audiences as well. Regardless of the age, ability, or experience of the writer, the use of writing to generate thought is still valuable; therefore, forms of writing such as personal narrative, journals, written reflections, observations, and writing-to-learn strategies should be included in the curriculum.

• How to employ varied tools for thinking through writing, such as journals, writers’ notebooks, blogs, sketchbooks, digital portfolios, listservs or online discussion groups, dialogue journals, double-entry or dialectical journals, and others;
• The kinds of new thinking—such as questioning, discovery, and invention—that occur when writers revise;
• The varieties of thinking people do when they compose, and what those types of thinking look like when they appear in writing;
• Strategies for getting started with an idea, or finding an idea when one does not occur immediately;
• Exploring various technologies such as drawing tools and voice-to-text translators for brainstorming and developing one’s initial thinking;
• Ways to accommodate differences among students, such as those who find writing physically challenging, by using oral rehearsal of ideas, gesture, diagramming, or other options that would still allow exploration and development of thought.

Resolution on Writing Across the Curriculum

Writing has a complex relationship to talk.

From its beginnings in early childhood, through K–2 and college classrooms, and throughout a variety of workplaces and community settings, writing exists in an environment of talk. Speakers often write notes or scripts. Writers often talk in order to rehearse the language and content that will go into what they write, and conversation often provides an impetus or occasion for writing. Writers sometimes confer with teachers and other writers about what to do next, how to improve their drafts, or how to clarify their ideas and purposes. Their usual ways of speaking either may or may not feed into the sentences they write, depending on intricate, continuous, important decisions.

In early childhood, teachers expect lots of talk to surround writing, since children are figuring out how to get speech onto paper. Early teaching in composition should also attend to helping children get used to producing language orally, through telling stories, explaining how things work, predicting what will happen, and guessing about why things and people are the way they are. Early writing experiences will often include students explaining orally what is in a text, whether it is printed or drawn.

As they grow, writers still need opportunities to talk about what they are writing about, to rehearse the language of their upcoming texts and run ideas by trusted colleagues before and as they take the risk of committing words to paper. After making a draft, it is often helpful for writers to discuss with peers what they have done, partly in order to get ideas from their peers, partly to see what they, the writers, say when they try to explain their thinking. Writing conferences, wherein student writers talk about their work with a teacher, who can make suggestions or reorient what the writer is doing, are also very helpful uses of talk in the writing process.

• Ways of setting up and managing student talk in partnerships and groups;
• Ways of establishing a balance between talk and writing in classroom management;
• Ways of organizing the classroom and/or schedule to permit individual teacher-student conferences;
• Strategies for deliberate insertions of opportunities for talk into the writing process: knowing when and how students should talk about their writing;
• Ways of anticipating and solving interpersonal conflicts that arise when students discuss writing;
• Relationships—both similarities and differences—between oral and literate language;
• The uses of writing in public presentations and the values of students making oral presentations that grow out of and use their writing;
• How technologies such as voice recording apps on smartphones and audio editing tools can be used as students create podcasts, videos, or other multimedia work in which they share their writing through oral production.

What We Know about Writing, Grades 3-5

What We Know bout Writing, Grades 6-8

Writing and reading are related.

Writing and reading are related. People who engage in considerable reading often find writing an easier task, though the primary way a writer improves is through writing. Still, it’s self-evident that to write a particular kind of text, it helps if the writer has read that kind of text, if only because the writer then has a mental model of the genre. In order to take on a particular style of language, it also helps to have read that language, to have heard it in one’s mind, so that one can hear it again in order to compose it.

Writing can also help people become better readers. In their earliest writing experiences, children listen for the relationships of sounds to letters, which contributes greatly to their phonemic awareness and phonics knowledge. Writers also must learn how texts are structured, because eventually they have to compose in different genres, and that knowledge of structure helps them to predict and make sense of the sections and sequencing of the texts they read. The experience of plotting a short story, organizing a research report, or making line breaks in a poem permits the writer, as a reader, to approach new reading experiences with more informed eyes.

Additionally, reading is a vital source of information and ideas. For writers fully to contribute to a given topic or to be effective in a given situation, they must be familiar with and draw on what previous writers have said. Reading also creates a sense of what one’s audience knows or expects on a topic.

One way teachers help students become better writers is to make sure they have lots of extended time to read, in school and out. Teachers also make sure students have access to and experience in reading material that presents both professionally published and student writing in various genres. If one is going to write in a genre, it is very helpful to have read in that genre first.

Overall, frequent conversations about the connections between what we read and what we write are helpful. These connections will sometimes be about the structure and craft of the writing itself, and sometimes about thematic and content connections.

• How writers read for the purposes of writing–with an eye toward not just what the text says but also how it is put together;
• The psychological and social processes reading and writing have in common;
• The ways writers imagine their intended readers, anticipating their responses and needs;
• That text structures are fluid enough to accommodate frequent exceptions, innovations, and disruptions;
• How writers can identify mentor or exemplar texts, both print and digital, that they may want to emulate in their own writing.

On Reading, Learning to Read, and Effective Reading Instruction

Reading and Writing Across the Curriculum: A Policy Research Brief

Assessment of writing involves complex, informed, human judgment.

Assessment of writing occurs for different purposes. The most fundamental and important assessment of writing is that of the writer, whose efficacy and growth demands that she or he determine and intend what to work on next, throughout the process of producing a single text and across experiences as she or he grows through a writing life. Sometimes, a teacher assesses in order to decide what the student has achieved and what he or she still needs to learn. Sometimes, an agency or institution beyond the classroom assesses a student’s level of achievement in order to say whether he or she can go on to some new educational level that requires the writer to be able to do certain things. At other times, school authorities require a writing test as a mechanism for requiring teachers to teach writing, or a certain kind or genre of writing. Still other times, as in a history or literature exam, the assessment of writing itself is not the point, but the quality of the writing is evaluated almost in passing.

In any of these assessments of writing, complex judgments are required. Human beings need to make these judgments, not software programmed to score essays, because only human beings can be sensitive enough to purposes, audience, quality and relevance of evidence, truth in content, and the like. Furthermore, such judgments should be made by professionals who are educated and informed about writing, writing development, the various ways writing can be assessed, and the ways such assessments can support writers.

Instructors of composition should know about various methods of assessment of student writing. Instructors must recognize the difference between formative and summative evaluation and be prepared to evaluate students’ writing from both perspectives. By formative evaluation here, we mean provisional, ongoing, in-process judgments about what students know and what to teach next—assessments that may be complex descriptions and not reduced to a grade or score and that are intended to support students’ writerly development. By summative evaluation, we mean final judgments about the quality of student work (typically reflected in a grade).

• How to find out what student writers can do, informally, on an ongoing basis;
• How to use that assessment in order to decide what and how to teach next;
• How to assess occasionally, less frequently, in order to form and report judgments about the quality of student writing and learning;
• How to assess ability and knowledge across multiple different writing engagements;
• What the features of good writing are, appropriate to the context and purposes of the teaching and learning;
• What the elements of a constructive process of writing are, appropriate to the context and purposes of the teaching and learning;
• What growth in writing looks like, the developmental aspects of writing ability;
• Ways of assessing student metacognitive process as they connect writing to reading;
• How to recognize in student writing (in both their texts and their actions) the nascent potential for excellence at the features and processes desired;
• How to deliver useful feedback, appropriate for the writer and the situation;
• How to analyze writing situations for their most essential elements, so that assessment is not of everything about writing all at once, but rather is targeted to outcomes;
• How to analyze and interpret both qualitative and quantitative writing assessments and make decisions about their usefulness;
• How to evaluate electronic texts;
• How to use portfolios to assist writers in their development and how to assess portfolios;
• How self-assessment and reflection contribute to a writer’s development and ability to move among genres, media, and rhetorical situations;
• How to employ a variety of technologies—including screencasting and annotation, embedded text and voice comments, and learning management systems–to provide timely, useful, and goal-oriented feedback to students.

Writing Assessment: A Position Statement of CCCC

NCTE Position Statement on Machine Scoring

NCTE Resolution on Grading Student Writing

This position statement may be printed, copied, and disseminated without permission from NCTE.

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