teacher as a profession essay

Teaching Profession Essay

Teaching profession as it has been described by some people is a noble career. I sometimes believe that it is more of a calling than a profession because it really involves transforming the lives of people. This is not an easy task but rather a feat that calls for commitment and willingness to offer the best so that the learners succeed. Often teachers are faced with many challenges that compel them to employ and portray a high degree of professionalism in handling. A successful handling of a problem that arises within the education system proves the capacity of a teacher handle situations effectively. This essay will describe a challenging experience that I had with students and how I dealt with it.

The most challenging experience that I had with students is when the students in a school I was teaching went on rampage. They vandalized school property and many attempts from teachers who tried to implore them to restrain from the damage they were causing did not succeed. The students eventually gave a condition that I was the only teacher they would listen to for them to air their grievances. This experience was one of the most challenging experiences in my teacher career since calm and normalcy of the school was squarely lying on my hands. The students were gathered outside in a field so I had to apply all my wit and appropriate strategies in talking to them. The strategy I used to handle the situation was first to calm the students down because they were ready to talk to me because of my affable nature. Once they were calm, I first started by explaining to them that there are better ways of solving problems rather than engaging in violence.

The strategy I used was to pick a few students who seemed very outspoken and who definitely looked very disappointed with whatever they were complaining about to air the grievances on behalf of the rest. The selected students raised their concerns and aired their grievances as I carefully noted them down in a notebook. The argued that these were issues they wanted to bring to the attention of the administration because they had been complaining for long with no appropriate action being taken. The irate students informed me that they wanted to be sure that their concerns should be addressed once and for all. Consequently they said that they would only go back to class after I took their concerns to the administration. I convincingly talked to the students and promised them that everything would be fine as I was committed towards ensuring that their concerns were addressed. The outcome of my efforts was that the students agreed to go back to class and calm returned in the school which had witnessed chaos for a whole day.

I had the greatest impact in the outcome of the student’s decision to go back to class because they had refused to talk to the rest of the teachers. Through my diligent talk with the students, they could see the sense of having problems solved amicably. I tried to change their line of thought by informing them that chaos were not the way to solve problems. I also impacted on the outcome of the solution by assuring the rowdy students that once they presented their grievances to me, I would ensure that the due attention they deserved would be given and that an immediate appropriate action will be taken to correct the situation.

After a few days of the situation calming down, I wanted to determine whether the outcome was successful or not. To do this, I secretly talked to the student leaders and asked them whether the rest of the students were satisfied with the corrective measures that the school administration took. They confirmed to me that the rest of the students were happy and contended with the solutions that were provided. This confirmed to me that the outcome of my strategy was a great success.

One thing I would do differently from what many teachers do I the approach teachers take when a crisis such like a strike emerges. Some teachers believe that students are always wrong and most of the issues they raise are not legitimate. This is always the case because while at times students may raise illegitimate concerns, most of the times their concerns are legitimate and attention should be paid to them. This is because if teachers only think that students cannot raise legitimate concerns, they will not treat them as they are supposed to and problems will continue escalating.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2021, March 22). Teaching Profession. https://ivypanda.com/essays/teaching-profession/

"Teaching Profession." IvyPanda , 22 Mar. 2021, ivypanda.com/essays/teaching-profession/.

IvyPanda . (2021) 'Teaching Profession'. 22 March.

IvyPanda . 2021. "Teaching Profession." March 22, 2021. https://ivypanda.com/essays/teaching-profession/.

1. IvyPanda . "Teaching Profession." March 22, 2021. https://ivypanda.com/essays/teaching-profession/.

Bibliography

IvyPanda . "Teaching Profession." March 22, 2021. https://ivypanda.com/essays/teaching-profession/.

• Fable's Moral Lesson on the Complaining
• Grievance Procedure in an Organization
• Grievance Negotiation: Benefits and Drawbacks
• More Employee Involvement Would Reduce Grievance in the Workplace
• Chauffeur Profession as a Dream Job
• A Teacher as a Legitimate Authority
• Legitimate Power
• Major Grievances of American People Expressed in Major Documents of the Nation
• Chaos Theory Studying and Developments
• Employee Relations in Practice: Disciplinary, Grievance and Engagement
• District-Level Education Leader Standards
• Highly Qualified Teaching Staff
• Supervision and Observation Process on Teaching Candidates
• Personal Employment Experience
• High School Social Studies Teacher Career

Blogs – Digital Class

• Online Teaching

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

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

• Undergraduate
• High School
• Architecture
• American History
• Asian History
• Antique Literature
• American Literature
• Asian Literature
• Classic English Literature
• World Literature
• Creative Writing
• Linguistics
• Criminal Justice
• Legal Issues
• Anthropology
• Archaeology
• Political Science
• World Affairs
• African-American Studies
• East European Studies
• Latin-American Studies
• Native-American Studies
• West European Studies
• Family and Consumer Science
• Social Issues
• Women and Gender Studies
• Social Work
• Natural Sciences
• Pharmacology
• Earth science
• Agriculture
• Agricultural Studies
• Computer Science
• IT Management
• Mathematics
• Investments
• Engineering and Technology
• Engineering
• Aeronautics
• Medicine and Health
• Alternative Medicine
• Communications and Media
• Advertising
• Communication Strategies
• Public Relations
• Educational Theories
• Teacher's Career
• Chicago/Turabian
• Company Analysis
• Education Theories
• Shakespeare
• Canadian Studies
• Food Safety
• Relation of Global Warming and Extreme Weather Condition
• Movie Review
• Admission Essay
• Annotated Bibliography
• Application Essay
• Article Critique
• Article Review
• Article Writing
• Book Review
• Business Plan
• Business Proposal
• Capstone Project
• Cover Letter
• Creative Essay
• Dissertation
• Dissertation - Abstract
• Dissertation - Conclusion
• Dissertation - Discussion
• Dissertation - Hypothesis
• Dissertation - Introduction
• Dissertation - Literature
• Dissertation - Methodology
• Dissertation - Results
• GCSE Coursework
• Grant Proposal
• Marketing Plan
• Multiple Choice Quiz
• Personal Statement
• Power Point Presentation
• Power Point Presentation With Speaker Notes
• Questionnaire

Reaction Paper

Research Paper

• Research Proposal
• SWOT analysis
• Thesis Paper
• Online Quiz
• Literature Review
• Movie Analysis
• Statistics problem
• Math Problem
• All papers examples
• How It Works
• Money Back Policy
• Terms of Use
• Privacy Policy
• We Are Hiring

Teaching as a Profession, Essay Example

Pages: 1

Words: 353

Hire a Writer for Custom Essay

Use 10% Off Discount: "custom10" in 1 Click 👇

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.

Stuck with your Essay?

Get in touch with one of our experts for instant help!

Ford Motor Company and Honda Motors, Research Paper Example

Gregg vs. Georgia, Reaction Paper Example

Time is precious

don’t waste it!

Plagiarism-free guarantee

Privacy guarantee

Secure checkout

Money back guarantee

Related Essay Samples & Examples

Voting as a civic responsibility, essay example.

Words: 287

Utilitarianism and Its Applications, Essay Example

Words: 356

The Age-Related Changes of the Older Person, Essay Example

Pages: 2

Words: 448

The Problems ESOL Teachers Face, Essay Example

Pages: 8

Words: 2293

Should English Be the Primary Language? Essay Example

Pages: 4

Words: 999

The Term “Social Construction of Reality”, Essay Example

Words: 371

• Our Mission

Redefining the Role of the Teacher: It’s a Multifaceted Profession

A closer look at what being an educator really means.

Imagine a school where teaching is considered to be a profession rather than a trade. The role of teachers in a child's education -- and in American culture -- has fundamentally changed. Teaching differs from the old "show-and-tell" practices as much as modern medical techniques differ from practices such as applying leeches and bloodletting.

Instruction doesn't consist primarily of lecturing to students who sit in rows at desks, dutifully listening and recording what they hear, but, rather, offers every child a rich, rewarding, and unique learning experience. The educational environment isn't confined to the classroom but, instead, extends into the home and the community and around the world. Information isn't bound primarily in books; it's available everywhere in bits and bytes.

Students aren't consumers of facts. They are active creators of knowledge. Schools aren't just brick-and-mortar structures -- they're centers of lifelong learning. And, most important, teaching is recognized as one of the most challenging and respected career choices, absolutely vital to the social, cultural, and economic health of our nation.

Today, the seeds of such a dramatic transformation in education are being planted. Prompted by massive revolutions in knowledge, information technology, and public demand for better learning, schools nationwide are slowly but surely restructuring themselves.

Leading the way are thousands of teachers who are rethinking every part of their jobs -- their relationship with students, colleagues, and the community; the tools and techniques they employ; their rights and responsibilities; the form and content of curriculum; what standards to set and how to assess whether they are being met; their preparation as teachers and their ongoing professional development; and the very structure of the schools in which they work. In short, teachers are reinventing themselves and their occupation to better serve schools and students.

New Relationships and Practices

Traditionally, teaching was a combination of information-dispensing, custodial child care and sorting out academically inclined students from others. The underlying model for schools was an education factory in which adults, paid hourly or daily wages, kept like-aged youngsters sitting still for standardized lessons and tests.

Teachers were told what, when, and how to teach. They were required to educate every student in exactly the same way and were not held responsible when many failed to learn. They were expected to teach using the same methods as past generations, and any deviation from traditional practices was discouraged by supervisors or prohibited by myriad education laws and regulations. Thus, many teachers simply stood in front of the class and delivered the same lessons year after year, growing gray and weary of not being allowed to change what they were doing.

Many teachers today, however, are encouraged to adapt and adopt new practices that acknowledge both the art and science of learning. They understand that the essence of education is a close relationship between a knowledgeable, caring adult and a secure, motivated child. They grasp that their most important role is to get to know each student as an individual in order to comprehend his or her unique needs, learning style, social and cultural background, interests, and abilities.

This attention to personal qualities is all the more important as America continues to become the most pluralistic nation on Earth. Teachers have to be committed to relating to youngsters of many cultures, including those young people who, with traditional teaching, might have dropped out -- or have been forced out -- of the education system.

Their job is to counsel students as they grow and mature -- helping them integrate their social, emotional, and intellectual growth -- so the union of these sometimes separate dimensions yields the abilities to seek, understand, and use knowledge; to make better decisions in their personal lives; and to value contributing to society.

They must be prepared and permitted to intervene at any time and in any way to make sure learning occurs. Rather than see themselves solely as masters of subject matter such as history, math, or science, teachers increasingly understand that they must also inspire a love of learning.

In practice, this new relationship between teachers and students takes the form of a different concept of instruction. Tuning in to how students really learn prompts many teachers to reject teaching that is primarily lecture based in favor of instruction that challenges students to take an active role in learning.

They no longer see their primary role as being the king or queen of the classroom, a benevolent dictator deciding what's best for the powerless underlings in their care. They've found they accomplish more if they adopt the role of educational guides, facilitators, and co-learners.

The most respected teachers have discovered how to make students passionate participants in the instructional process by providing project-based, participatory, educational adventures. They know that in order to get students to truly take responsibility for their own education, the curriculum must relate to their lives, learning activities must engage their natural curiosity, and assessments must measure real accomplishments and be an integral part of learning.

Students work harder when teachers give them a role in determining the form and content of their schooling -- helping them create their own learning plans and deciding the ways in which they will demonstrate that they have, in fact, learned what they agreed to learn.

The day-to-day job of a teacher, rather than broadcasting content, is becoming one of designing and guiding students through engaging learning opportunities. An educator's most important responsibility is to search out and construct meaningful educational experiences that allow students to solve real-world problems and show they have learned the big ideas, powerful skills, and habits of mind and heart that meet agreed-on educational standards. The result is that the abstract, inert knowledge that students used to memorize from dusty textbooks comes alive as they participate in the creation and extension of new knowledge.

New Tools and Environments

One of the most powerful forces changing teachers' and students' roles in education is new technology. The old model of instruction was predicated on information scarcity. Teachers and their books were information oracles, spreading knowledge to a population with few other ways to get it.

But today's world is awash in information from a multitude of print and electronic sources. The fundamental job of teaching is no longer to distribute facts but to help children learn how to use them by developing their abilities to think critically, solve problems, make informed judgments, and create knowledge that benefits both the students and society. Freed from the responsibility of being primary information providers, teachers have more time to spend working one-on-one or with small groups of students.

Recasting the relationship between students and teachers demands that the structure of school changes as well. Though it is still the norm in many places to isolate teachers in cinderblock rooms with age-graded pupils who rotate through classes every hour throughout a semester -- or every year, in the case of elementary school -- this paradigm is being abandoned in more and more schools that want to give teachers the time, space, and support to do their jobs.

Extended instructional periods and school days, as well as reorganized yearly schedules, are all being tried as ways to avoid chopping learning into often arbitrary chunks based on limited time. Also, rather than inflexibly group students in grades by age, many schools feature mixed-aged classes in which students spend two or more years with the same teachers.

In addition, ability groups, from which those judged less talented can rarely break free, are being challenged by a recognition that current standardized tests do not measure many abilities or take into account the different ways people learn best.

One of the most important innovations in instructional organization is team teaching, in which two or more educators share responsibility for a group of students. This means that an individual teacher no longer has to be all things to all students. This approach allows teachers to apply their strengths, interests, skills, and abilities to the greatest effect, knowing that children won't suffer from their weaknesses, because there's someone with a different set of abilities to back them up.

To truly professionalize teaching, in fact, we need to further differentiate the roles a teacher might fill. Just as a good law firm has a mix of associates, junior partners, and senior partners, schools should have a greater mix of teachers who have appropriate levels of responsibility based on their abilities and experience levels. Also, just as much of a lawyer's work occurs outside the courtroom, so, too, should we recognize that much of a teacher's work is done outside the classroom.

New Professional Responsibilities

Aside from rethinking their primary responsibility as directors of student learning, teachers are also taking on other roles in schools and in their profession. They are working with colleagues, family members, politicians, academics, community members, employers, and others to set clear and obtainable standards for the knowledge, skills, and values we should expect America's children to acquire. They are participating in day-to-day decision making in schools, working side-by-side to set priorities, and dealing with organizational problems that affect their students' learning.

Many teachers also spend time researching various questions of educational effectiveness that expand the understanding of the dynamics of learning. And more teachers are spending time mentoring new members of their profession, making sure that education school graduates are truly ready for the complex challenges of today's classrooms.

Reinventing the role of teachers inside and outside the classroom can result in significantly better schools and better-educated students. But though the roots of such improvement are taking hold in today's schools, they need continued nurturing to grow and truly transform America's learning landscape. The rest of us -- politicians and parents, superintendents and school board members, employers and education school faculty -- must also be willing to rethink our roles in education to give teachers the support, freedom, and trust they need to do the essential job of educating our children.

Judith Taack Lanier is a distinguished professor of education at Michigan State University.

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

3.3: Is Teaching a Profession

• Last updated
• Save as PDF
• Page ID 73119

Is Teaching A Profession? By Jessica M. Vasiliou

Table of Contents

Introduction

Teaching as a profession has become a huge concern in our society. I would think all parents would want their children to be taught by a professional. However, teaching as a profession is the question that remains to be answered clearly. The academic society needs to spell out a sense of professionalism in order to ease this concern. “Unlike other professions where you make ‘machines’ work, this profession allows one to deal with the most complex phenomena on earth. Ranging from most studious to most mischievous students, the teachers need to maintain a balanced attitude and approach in transforming them to mature individuals” (Kishore, 2000, paragraph 4). Professionalization of the teaching workforce is a major concern that needs to be addressed because it is a field of significant knowledge. The process of teaching can influence the lives of many students.

The Definition of Profession

Eliot Freidson, author of Professional Powers (1986), cautions, “a word with so many connotations and denotations cannot be employed in precise discourse without definition” (Freidson, 1986, p. 35). In trying to break down the debate about teaching as a profession, we must first look at the concept of “profession.” Originating from the Latin, professio , profession originally meant “the declaration of belief in or acceptance of religion or a faith” usually related to religious beliefs (Dictionary.com). However, by the sixteenth century, this rather narrow meaning expanded to include “body of persons engaged in some occupation” (Dictionary.com). The meaning of profession seems to be very unclear which is why people still cannot determine if teaching can be known as a profession.

The noun profession, referring to an occupation, also dates back to at least the sixteenth century, and is equally vague. Profession as a noun is defined as “a vocation requiring knowledge of some department of learning or science” (Dictionary.com). It is compared to a “learned profession” such as that of medicine and law (Freidson, 1986). “Inherent within this context is the elite and prestigious connotation many hold of ‘the professions’ to this day” (Freidson, 1986, p. 3). As Freidson said, “the original professionals addressed each other and members of the ruling elite who shared some of their knowledge and belief in its virtues. They did not address the common people or the common, specialized trades. So it is our time” (Freidson, 1986, p. 3).

If we as teachers are going to be “professionals” in our occupation, we need to realize that professionalism is for the most part a state of mind. Preparation is vital in the teaching world in order to provide every student with a proper education. Hence, one who calls themselves a professional teacher would want to conduct their classroom with character and dignity. A professional teacher would take the time to produce an intellectual exchange within their classroom. Professionals in education would want students to learn from the methods, ideas and lessons presented in their classroom.

A Professional Teacher

It is not easy to find someone who is opposed to the concept of teacher professionalism. Juliane Brown, a teacher in Lancaster, Pennsylvania said, “I believe I am a professional because I am a master at what I do, I love what I do and I make a living at what I do. I engage in this activity known as teaching so much that it is what I live for. Therefore, I believe that I am a professional.” Teachers are no longer being seen as people who simply transport packages of knowledge. Rather, teachers are evolving in a way that they are seen as information-holders and knowledge-makers, possessing much skill, which newcomers to the world of teaching must strive to obtain through experience, study, thought and reflection. Professionalism of teachers will insure our students with the finest education yet.

Teaching-Not a True Profession?

Some people have concluded that teachers need more training. For example, a Bolton-born education expert claims, “Teaching should not be considered as a profession because not enough training is given to those who go into it” (Bolton-born education expert, Teaching not true profession, 2005, paragraph 1). Possibly to get to the point of teaching being a true profession more in depth education may be needed. Many think that teaching cannot compare to that of a career in medicine and law in terms of professionalism because it “has a shorter qualification route” (Phil Revell, Teaching not true profession, 2005, paragraph 2). Perhaps in the future more years of education will be needed to become a teacher.

Professional Versus Non-professional

A professional could be said to be a person who has an extremely developed talent or skill (Buijs, 2005). All professionals whether it be a professional dancer or doctor receive pay for what they are doing. On the other hand, a non-professional or amateur may not receive pay (Buijs, 2005). A more significant contrast is that “being a professional conveys the connotation, not only of a high level, but of a consistent level, of performance. Professional athletes or professional entertainers, for instance, can be counted on to perform in diverse, and sometimes adverse, circumstances; they can, and often do, perform regardless of personal mood, motivation, or even injury. Neither the expectations nor the level of performance of a professional is demanded of an amateur” (Buijs, 2005, p. 331). What is trying to be explained here is the fact that there is a certain standard of performance for professionals that should be met, but does not have to be met by that of an amateur or a non-professional.

What is the American Government Doing?

The American government is very involved in improving the education systems (Denlinger, 2002). However, the government may not be concerned with the right issues when it comes to teacher professionalism. “Instead of looking at the real problem-poor working conditions and low salaries- the government is arguing that we need to become tougher on our teachers, demand more in terms of work, and do more testing to see if teachers are doing their jobs” (Denlinger, 2002, p. 116). Low wages is the true dilemma in this field, which our leaders are refusing to admit (Denlinger, 2002). “Bush has proved this by his approach to another, similar problem: low morale in the armed forces. To cure that problem, has he argued that we need to demand more of our soldiers? No… Instead, Bush has decided that we need to increase the salaries of our armed forces” (Denlinger, 2002, p. 116). Denlinger went on to say, “His business logic is self-evident; the only way to draw the best talent is to pay the best wages. It’s not that the talent isn’t there to staff our armed forces-they’ve just chosen to go where the pay and appreciation matches the job’s demands” (Denlinger, 2002, p. 116). This is happening with our college graduates who are graduating with a teaching degree. These graduates choose to enter a higher-paying job and a career that they will have competitive wages, are appreciated and gain rewards. If the salaries became more competitive in education perhaps there would not be such a scarcity of teachers and “the quality of education would improve markedly” (Denlinger, 2002, p. 117).

In the world of education, teachers are a guiding light to students. I think teachers are miracle workers when it comes to trying to get every student to pass a test. Do doctors get all their patients to pass their tests in terms of being healthy and physically fit? If they did, I would consider doctors miracle workers as well. Teachers are also knowledge workers, transporting much knowledge while shaping the minds of our youth and thus have a responsibility and image to uphold. In today’s work force, there are many options available and college graduates are choosing careers simply because of the pay rather than choosing something that they love to do. Whether looked at as a profession or not, teachers should be respected for what they are doing just as doctors and lawyers are. In order to maintain some structure of professionalism in the educational environment, education systems need to take steps to make sure they handle this task efficiently.

According to Valeri R. Helterbran, EdD, an associate professor in the Department of Professional Studies in Education at Indiana University of Pennsylvania, Indiana, “identifying and engaging in professional strategies to develop one’s own level of professionalism is important to the overall understanding of this topic and may be the lynchpin that makes the difference in determining whether or not a teacher is a professional. Teachers must decide who they are and how they want to be perceived in the classroom. Becoming increasingly professional implies a commitment to change, to strengthen, and to grow as a person and as an educator. It is equally apparent that it is imperative for teachers, individually and collectively, to consider what they can do to ensure that they are practicing the art and craft of teaching in a manner that is of service to children’s achievement and society. A more thorough understanding of the attributes of professionalism can serve as an introduction for preservice teachers and a reminder to both novice and seasoned teachers to ensure that they conduct themselves as professionally as possible. Professionals take ownership of their job responsibilities, assignments, and personal conduct. Being a professional is a matter of personally emulating and modeling the qualities we demand of our students and colleagues as scholars, contributors, and owners of personal destiny. (Valeri R. Helterbran, Professionalism: Teachers Taking the Rein, 2008, p. 126)”

Multiple Choice Questions

1.Many times people do not see teaching as a profession because of?

A. Low wages

B. Poor training

C. Summers off

D. Teachers not communicating

2. Angela loved to dance. She especially liked ballet and knew she wanted to concentrate on that style of dance while she

was growing up. When she became old enough she tried out for the American Ballet in New York City. She got the role as Victoria

Page in the famous ballet The Red Shoes. Angela gets a weekly salary for what she loves to do most in life, which is ballet

dancing. According to the Wikibook article, Angela is now considered a person who has

A. An exciting pass time

B. A neat hobby

C. A job performing ballet

D. A professional career

3.Profession as a noun is defined as?

A. A person who teaches or instructs useful information.

B. A vocation requiring knowledge of some department of learning or science.

C. A person or thing that leads and develops ideas and skills.

D. A person who speaks about what they are educated in.

4.Instead of entering a career in education, many colleges graduates are choosing to enter a ___________ and a career that they

will have competitive wages and gain rewards.

A. Higher-paying job

B. Job that involves traveling

C. Job that involves working with animals

D. Job that involves traveling

5.Education systems as well as teachers should take steps to handle the responsibility of teachers being professional in the

classroom. Which answer listed below is not one of these steps?

A. Pay teachers adequately

B. Maintain schools properly

C. Treat teachers with respect

D. Give good benefits

Answers 1.A 2.D 3.B 4.A 5.D

Bolton Evening News. (2005, April). Teaching not true profession. http://archive.asianimage.co.uk/2005/4/1/438290.html .

Brown, J. (2008, January 28). Teacher. (J. Vasiliou, Interviewer)

Buijs, Joseph A., (2005). TEACHING: PROFESSION OR VOCATION? [Electronic Version]. 331. Retrieved Jan. 29, 2008 from Wilson Web database.

Denlinger, Steven L., (2002). Teaching as a profession: a look at the problem of teacher deficits [Electronic Version]. 116-117. Retrieved Jan. 29, 2008 from Wilson Web database.

Dictionary.Com. 2008. Lexico Publishing Group, LLC. 30 Jan. 2008 <dictionary.reference.com>.

Freidson, Eliot. (1986). Professional Powers: A Study of the Institutionalization of Formal Knowledge. Chicago: University of Chicago Press, 3, 35.

Kishore, C.S. (2000, January). A Noble Profession. Retrieved January 28, 2008, from http://www.cskishore.com/teaching.htm .

Helterbran, Valeri R., Professionalism: Teachers Taking the Reins, Clearing House; Jan/Feb2008, Vol. 81 Issue 3, p123-127, 5p.

• Foundations of Education and Instructional Assessment. Authored by : Jennifer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, and the students of Old Dominion University's ECI301. Provided by : Old Dominion University. Located at : https://en.wikibooks.org/wiki/Foundations_of_Education_and_Instructional_Assessment . License : CC BY-SA: Attribution-ShareAlike

The Teaching Profession in 2020 (in Charts)

• Share article

Teaching in 2020 can be largely summed up in a few words: Exhausting. Challenging. Unpredictable.

In the spring, teachers had to scramble to learn how to deliver their lessons and connect with students over the computer. Some have transitioned back into at least some in-person instruction, while others have stayed completely remote. In addition to the pandemic, teachers have had to contend with a historic and divisive presidential election that President Donald Trump has yet to concede. And as high-profile police killings of Black Americans sparked a nationwide movement against societal racism, teachers have had to both support their students of color and take a hard look at the practices in their schools and classrooms.

The research published this year paints a picture of a profession under pressure. In some ways, the work of teaching has never been tougher—or more critical, as students suffer major mental health stressors and pandemic-related learning loss.

Here are some of the most significant findings related to teachers. Much of this research is from EdWeek’s own in-house surveys, which went out to nationally representative samples of teachers, principals, and district leaders on a regular basis over the course of the pandemic to gauge their opinions on issues related to remote learning, the coronavirus pandemic, and other major events.

Chart #1: Teacher Morale Has Plummeted Since Prior to the Pandemic

Teachers say that teaching during the coronavirus pandemic—and adjusting to remote, hybrid, or socially distanced instruction—has been stressful. Teachers say they’re working more hours since before the pandemic, and they’re having more difficulties engaging and connecting with students.

The EdWeek Research Center has been tracking teacher morale for months and has found a near-steady decline.

Chart #2: Teachers Fear Getting COVID-19 at Work

One reason some school districts have yet to resume in-person instruction? Fierce opposition from teachers and their unions .

Teachers across the country have voiced concerns about going back to their classrooms, saying they feel like their health and safety would be put at risk. About a quarter of teachers are estimated to be at high-risk for serious illness due to COVID-19, and many other teachers live with a high-risk family member.

So far, some early data have shown that school reopenings have not led to many COVID-19 outbreaks, but many teachers say they can’t trust that the appropriate safety measures will be put in place before they’re asked to return to school buildings. And as coronavirus cases surge across the country, teachers are becoming even more concerned about their health and safety.

A Gallup survey taken at several points over the summer sheds some light on teachers’ fears about getting sick at work—showing they’re more apprehensive than other workers as a whole.

Chart #3: Teachers Say They Want to Quit—But So Far They Haven’t En Masse

Surveys published over the summer showed that 1 in 5 teachers said they were unlikely to return to in-person instruction in the fall , and that the same percentage said they were more likely to quit at the end of last school year than they were before the pandemic.

Yet an EdWeek analysis found that the predicted wave of leavers did not materialize across the nation . Teacher attrition this year was higher in some places, lower in others, and indeterminate in many more. Experts say workers—including teachers—are unlikely to quit their jobs or retire during an economic downturn.

EdWeek Research Center data found that most school and district leaders say the number of teacher retirements and resignations in 2020 is comparable to the number in 2019.

Chart #4: Many Students Feel Less Motivated in Class

One big challenge for teachers during this pandemic: Students tend to be less engaged and absent more often.

According to an EdWeek Research Center survey of a nationally representative sample of middle and high school students, 29 percent of students who say they are absent more often indicate that it’s because school has gotten more boring during the pandemic, and 31 percent say it’s because they have more trouble understanding what they’re learning.

The EdWeek Research Center also found that middle and high school teachers are more likely than their students to think student motivation levels have declined due to the pandemic.

Chart #5: The Pandemic Has Hurt Students’ Academic Growth, Especially in Math

Several studies have found evidence of a “COVID slide,” in which students have lost ground academically during school closures. Students have lost more ground in math than they have in reading , early data show. And students of color and those who are from low-income families have fallen even further behind than their white, affluent peers.

While there is still much left unknown about the most vulnerable students , since many of them were not tested this fall, the research so far has been grim. A December study from McKinsey & Co. estimates that students of color may have lost three to five months of learning in mathematics during the school closures in the spring, while white students lost one to three months.

Chart #6: Students Don’t Want to Turn Their Web Cameras On, But Most Schools Require It

For many teachers who are remote, the web cam has been a source of frustration and debate . Students often keep their cameras off for the whole class period, leaving teachers struggling to foster engagement and feeling like they’re speaking into an abyss. On the other hand, many educators say that requiring cameras can be an equity concern, making some students feel vulnerable or exposed with their homes on display.

An EdWeek Research Center survey found that more than three-quarters of teachers, principals, and district leaders whose schools or districts provide live remote instruction say that if students have working cameras, they must keep them on during class. Most of those educators say exceptions can be made based on the students’ age, preferences, and parental wishes. But 18 percent said cameras must be kept on, with no exceptions.

Teachers say even when they don’t require students to keep their cameras on, teaching to a screen full of black boxes can be disheartening. But their perceptions of why students keep their cameras off don’t always align with students’ own answers, according to EdWeek Research Center surveys of both middle and high school teachers and their students.

Chart #7: Many Teachers Are Not Prepared to Address Students’ Social-Emotional Needs

Students need more social-emotional support than ever before, experts say, given the stress and trauma of the pandemic. Many children have had family members lose work, become ill, or even die. Students are also missing their normal routines and social lives.

Yet EdWeek Research Center data from before the pandemic shows that only 29 percent of teachers said they have received ongoing training in social-emotional learning. And many new teachers are coming into classrooms without having learned how to support the social and emotional development of their students.

Chart #8: Teachers Avoided Discussing Trump’s Claims of Post-Election Voter Fraud

This fall, civics teachers said it had become difficult to teach a norm-breaking presidential election , especially when they couldn’t be face to face with their students. And the challenges continued after the last ballots were cast and Trump refused to concede to President-elect Joe Biden.

An EdWeek Research Center survey found that 86 percent of all teachers—including half of social studies teachers—said they had not had discussions with their students about Trump’s claims of widespread voter fraud. The nationally representative survey was administered Nov. 18 and 19, two weeks after Election Day.

Some of those teachers were worried that by having such conversations, they’d be subject to parent pushback or accusations of trying to “indoctrinate” students.

Chart #9: Teachers Say They Lack the Training and Resources to Implement an Anti-Racist Curriculum

This fall, many teachers wanted to address the Black Lives Matter movement with their students and work to make their classrooms anti-racist. But an EdWeek Research Center survey shows a big gap between the teachers who are willing to teach an anti-racist curriculum and those who have had the professional development and resources they need to do so.

But research shows that teachers have the same racial biases as everyone else , and experts say that teachers need continued professional development to run an anti-racist classroom.

“Teachers always have to ask themselves: Who is left out of the story? What are their perspectives?” LaGarrett King, an associate professor of social studies at the University of Missouri’s College of Education told Education Week . “Teachers have to understand that race is real and has influenced the lived realities of racialized people. And professional development cannot be just one time. It has to be constant throughout, and we have to allow teachers to grow.”

Chart #10: Teacher Pay Remains Low, and COVID-19 Has Thwarted Efforts to Raise It

Despite all the new burdens put on teachers this year, teachers are still paid less than similar professionals. And the coronavirus pandemic has halted legislative efforts to raise teacher salaries , after years of teacher activism over stagnant raises.

The Economic Policy Institute found that in 2019 , public school teachers earned 19.2 percent less in weekly wages relative to other college-educated workers, after accounting for factors such as education, experience, and state residence. The gap has grown substantially since the mid-1990s, although it did improve slightly from 2018 to 2019. EPI says the data are not yet sufficient to say if this improvement reflects the pay raises resulting from the teacher activism.

Data analysis for this article was provided by the EdWeek Research Center. Learn more about the center’s work.

Sign Up for EdWeek Update

Edweek top school jobs.

Sign Up & Sign In

Teaching as a Profession

• First Online: 01 January 2014

Cite this chapter

• A. Reis Monteiro 2  

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

1916 Accesses

5 Citations

According to international and national reports and studies, the overall status of the teaching profession is not very prestigious (and indeed far from it), as already mentioned. Underlying its widely degraded status—and being decisive for its future—is the crux of grasping its very identity. Teachers should consider themselves and be considered as professionals of the right to education and of pedagogic communication, the centre of gravity of their professionalism being interpersonal relationship. At the core of the teaching profession is its unique and far-reaching ethical dimension. The improvement of its quality should therefore begin at … the beginning. The human quality of the candidates to exercising the profession should be taken into account when deciding on the criteria for entering professional education and evaluating professional performance. Besides selection, education and evaluation, improving the quality of the teaching profession should also include other aspects of its professional and social status, such as working conditions, as well as pay and career perspectives, without overlooking the relevance of school management. The future of the teaching profession is obviously tied to that of the school. Teachers should become professionals of example. Professional exemplarity should be understood as an exceptional incarnation of a blend of qualities, values and knowledge. The teaching profession should be principally responsible for attracting the best human beings. How? by means of outstanding professional self-governing bodies, composed of people holding a passionate and inspiring vision.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---sector/documents/meetingdocument/wcms_162259.pdf .

www.metlife.com/assets/cao/foundation/MetLife-Teacher-Survey-2012.pdf .

http://plato.stanford.edu/entries/education-philosophy .

See the database of the Center for the Study of Ethics in the Professions (CSEP, created in 1976), Illinois Institute of Technology (USA) ( http://ethics.iit.edu/codes/coe.html ).

Kindly made electronically available by OAJ (February 2013).

www.cpa.ca/cpasite/userfiles/Documents/Canadian%20Code%20of%20Ethics%20for%20Psycho.pdf .

www.acm.org/serving/se/code.htm#full .

www.socialworkers.org/pubs/code/code.asp .

The European Federation of Psychologists’ Associations refers to its Code of Ethics as a “Meta-Code” ( www.efpa.be/ethics.php ).

www.acm.org/constitution/code.html .

www.cpa.ca/publications .

http://portal.unesco.org/en/ev.php-URL_ID=13084andURL_DO=DO_TOPICandURL_SECTION=201.html .

http://portal.unesco.org/en/ev.php-URL_ID=13144andURL_DO=DO_TOPICandURL_SECTION=201.html .

www.ei-ie.org/en/websections/content_detail/3270 .

EI is a world Federation of about 400 professional organizations in the education field, representative of about 30 million professionals in more than 170 countries and territories. www.ei-ie.org/worldcongress/docs/WC04Res_DeclarationProfEthics_e.pdf .

Teachercodes.iiep.unesco.org/index.php?lang = EN.

www.iiep.unesco.org/fileadmin/user_upload/Cap_Dev_Training/Virtual_Institute/pdf/Forums/IIEP-UNESCO_Forum_Teacher_Codes_Report.pdf .

The philosopher Olivier Reboul (1925–1992) said that “every teacher is a teacher of Morals, even without his or her knowing” ( 1971 , p. 109).

www.nbpts.org/UserFiles/File/what_teachers.pdf

The NBPTS webpage reads:

National Board for Professional Teaching Standards, known simply as National Board, is an independent, nonprofit organization. It was formed in 1987 to advance the quality of teaching and learning by developing professional standards for accomplished teaching, creating a voluntary system to certify teachers who meet those standards and integrating board-certified teachers into educational reform efforts. (See more at: http://www.nbpts.org/who-we-are#sthash.EMoRVWn1.dpuf )

Other organizations for voluntary certification, at federal level, include the American Board for Certification of Teacher Excellence (ABCTE), the National Center for Alternative Certification (NCAC) and the National Council for Accreditation of Teacher Education (NCATE).

www.bcteacherregulation.ca/documents/AboutUs/Standards/edu_stds.pdf .

The Royal Commission on Learning was established by the Province of Ontario, in May 1993, “to present a vision and action plan to guide Ontario’s reform of elementary and secondary education” for ensuring “that Ontario youth are well prepared for the challenges of the twenty-first century” (Order in Council). The Commission released its report, entitled For the Love of Learning , in January 1995.

Lewin, K. (1951). Field theory in social science: Selected theoretical papers by Kurt Lewin . New York: Harper and Row.

The Ontario’s New Teacher Induction Program (NTIP) is a good example.

They are organized according to the rules of the European Higher Education Area (EHEA), created by the Bologna Process, and the European Credit Transfer and Accumulation System (ECTS, each one corresponding to 25–30 h of learning work, and each academic year consisting of 60 ECTS).

Accountability is an ancient English term whose etymology is ‘count’, but has gained a broader meaning that entered the dictionaries and encyclopedias only in the 1980s, following Dario Castiglione ( 2006 ).

An OECD ( 2011b ) Report comments: “Given the ‘teacher-bashing’ engaged in by the previous government, this show of trust in the competence and professionalism of the teaching force was an essential ingredient in repairing the rupture that had developed between the profession and the government” (p. 76).

In connexion with this, the Report of the 2013 International Summit on the Teaching Profession notes:

Jaakko Meretniemi, a teacher from Finland, struck a different note. He said that teachers in Finland are well educated – all have master’s degrees. He did not see the need for a formal teacher-evaluation system. Teachers get plenty of feedback from their students and colleagues. He worried that the Summit was going in the wrong direction, that increasing teacher inspections might kill teachers’ passion for their work. (Asia Society 2013 , p. 17).

http://core.roehampton.ac.uk/digital/froarc/comgre/ .

Translation: http://unesdoc.unesco.org/images/0012/001202/120260e.pdf (p. 123).

Karl Marx (1818–1883) put it this way in “Theses on Feuerbach”, first published as an appendix to Ludwig Feuerbach and the End of Classical German Philosophy (1886): “The materialist doctrine concerning the changing of circumstances and upbringing forgets that circumstances are changed by men and that it is essential to educate the educator himself”. ( www.marxists.org/archive/marx/works/download/Marx_Ludwig_Feurbach_and_the_End_of_German_Classical_Philosop.pdf ). This is a problem similar to the political one highlighted by Tom Campbell ( 2006 ): “The eternal problem of political philosophy is how we can guard the guardians” (p. 100).

www.oecd.org/dataoecd/53/16/46335575.pdf .

Learning to be — The world of education today and tomorrow is the title of an influential Report prepared by an International Commission appointed by UNESCO, published in 1972.

For instance, the Teachers’ Code of Ethics and Practice of the Council for the Teaching Profession in Malta, adopted in 2012, which elaborates on six “Key Principles”, refers three times to ‘role model’ (defined as “any person who serves as an example and whose behaviour is emulated by others”), namely: “A teacher shall endeavour to be a role model and shall act within the community in a manner which enhances the prestige of the profession”. Teachers should “behave in keeping with their unique position of trust and status as role models”. They shoul:

Be mindful of their position as a role models to students; and Both in their personal and professional life, be mindful of their behaviour and attitude, being that these may have an impact on the profession they represent.

( http://education.gov.mt/en/resources/documents/teachers%20resources/teachers%20code%20of%20ethics%20en.pdf ).

www.alberteinsteinsite.com/quotes/einsteinquotes.html .

www.gutenberg.org/ebooks/1200 .

Aldrich, R. (1995). John Locke (1632–1704). In UNESCO, Penseurs de l’éducation — Volume 3 (pp. 65–82). Paris: UNESCO/BIE. www.ibe.unesco.org/fileadmin/user_upload/archive/publications/ThinkersPdf/lockee.PDF .

Aristotle. (1925). The Nicomachean ethics (Translated with an Introduction by David Ross, Revised by J. L. Ackrill and J. O. Urmson). Oxford: University Press (1998).

Google Scholar  

Asia Society. (2011). The international summit on the teaching profession — improving teacher quality around the world . http://asiasociety.org/files/lwtw-teachersummitreport0611.pdf .

Asia Society. (2012). The 2012 international summit on the teaching profession — teaching and leadership for the twenty-first century . http://asiasociety.org/files/2012teachingsummit.pdf .

Asia Society. (2013). The 2013 international summit on the teaching profession — teacher quality . http://asiasociety.org/files/teachingsummit2013.pdf .

Bæchler, J. (1994). Précis de la démocratie . Paris: Calman-Lévy/Éditions UNESCO.

Barber, M., Donnelly, K., & Rizvi, S. (2012). Oceans of innovation — the Atlantic, the Pacific, global leadership and the future of education . London: Institute of Public Policy Research. www.ippr.org/images/media/files/publication/2012/09/oceans-of-innovation_Aug2012_9543.pdf .

Britzman, D. P. (2009). The very thought of education: psychoanalysis and the impossible professions . New York: State University of New York.

Campbell, E. (2008). Teaching ethically as a moral condition of professionalism. In L. Nucci & D. Narvaez (Ed.), International handbook of moral and character education . New York and London: Routledge. Retrieved January 2013 from http://sitemaker.umich.edu/tei/files/campbell_teaching_ethically.pdf .

Campbell, T. (2006). Rights—A critical introduction . London: Routledge.

Castiglione, D. (2006). Accountability. In Encyclopedia of governance . California: SAGE Publications.

Darling-Hammond, L., & Rothman, R. (2011). Lessons learned from Finland, Ontario, and Singapore. In L. Darling-Hammond, & R. Rothman (Ed.), Teacher and leader effectiveness in high-performing education systems (pp. 1–11). Washington, DC: Alliance for Excellent Education and Stanford Center for Opportunity Policy in Education. www.all4ed.org/files/TeacherLeaderEffectivenessReport.pdf .

Department for Education. (2010). The importance of teaching — the schools white paper 2010. Presented to Parliament by the Secretary of State for Education by Command of Her Majesty, November 2010. www.education.gov.uk/publications/eOrderingDownload/CM-7980.pdf .

Dulot, A. et al. (2012). Refondons l’École de la République — Rapport de la concertation . www.refondonslecole.gouv.fr/wp-content/uploads/2012/10/refondons_l_ecole_de_la_republique_rapport_de_la_concertation1.pdf .

European Commission. (2012). Supporting the teaching professions for better learning outcomes . Commission Staff Working Document—Accompanying the Document: Communication from the Commission—Rethinking Education: Investing in Skills for Better Socio-Economic Outcomes (SWD (2012) 374 final). Retrieved July 2014 from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=SWD:2012:0374:FIN:EN:PDF .

Figazzolo, L. (2013). The use and abuse of teacher appraisal — an overview of cases in the developed world . Brussels: Education International. http://download.ei-ie.org/Docs/WebDepot/TeacherAppraisal.pdf .

House of Commons. (2012). Great teachers: attracting, training and retaining the best ninth report of session 2010 – 12, volume I: Report, together with formal minutes. London: Education Committee. www.publications.parliament.uk/pa/cm201012/cmselect/cmeduc/1515/1515.pdf .

ILO. (2012). Handbook of good human resource practices in the teaching profession . Geneva: International Labour Organization—Sectoral Activities Department. www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---sector/documents/publication/wcms_187793.pdf .

Immordino-Yang, M. (2009). Social neuroscience and its application to education. In S. Feifer, & G. Rattan (Eds.), Emotional disorders: A neuropsychological, psychopharmacological, and educational perspective (pp. 15–22). Middletown, MD: School Neuropsychology Press. Retrieved September 2012 from www.bcf.usc.edu/~immordin/papers/Immordino-Yang_2009_SocialNeuroscienceEdApplications.pdf .

Immordino-Yang, M. (2011). Implications of affective and social neuroscience for educational theory. Educational Philosophy and Theory, 43 (1), 98–103. Retrieved September 2012 from www.bcf.usc.edu/~immordin/papers/Immordino-Yang_EPAT_2011.pdf .

Immordino-Yang, M., & Fischer, K. (2010). Neuroscience bases of learning. In V. G. Aukrust (Ed.), International encyclopedia of education (3rd ed., pp. 310–316). Oxford: Elsevier. Retrieved September 2012 from www-bcf.usc.edu/~immordin/papers/Immordino-Yang+Fischer_2009_NeuroscienceBasesofLearning.pdf .

Jetsonen, S. (2011). Setting the scene for learning. In The best school in the world. Helsinki: Museum of Finnish Architecture. http://issuu.com/suomen-rakennustaiteen-museo/docs/bestschoolintheworld_book#download .

Johansson, E. (2011). Introduction. In The best school in the world . Helsinki: Museum of Finnish Architecture. http://issuu.com/suomen-rakennustaiteen-museo/docs/bestschoolintheworld_book#download .

Kane, R., & Mallon, M. (2006). Perceptions of teachers and teaching . New Zealand: Ministry of Education. Retrieved January 2013 from www.teacherscouncil.govt.nz/research/percept-teachersteaching.pdf .

Kant, I. (1803). On education (‘Über Pädagogik’, Translated by Annette Churton, with an Introduction by C. A. Foley Rhys Davids, M.A.). Boston, U.S.A.: D. C. Heath and Co., Publishers, 1906. http://archive.org/details/kantoneducationu00kantuoft .

Leslie, C. (Ed.). (2013). Towards a royal college of teaching — raising the status of the profession . London: The Royal College of Surgeons of England. Retrieved July 2014 from http://filestore.aqa.org.uk/news/pdf/AQA-NEWS-TOWARDS-A-ROYAL-COLLEGE.PDF .

MacBeath, J. (2012). Future of teaching profession . Education International Research Institute, University of Cambridge—Faculty of Education, Leadership for Learning—The Cambridge Network. http://download.ei-ie.org/Docs/WebDepot/EI%20Study%20on%20the%20Future%20of%20Teaching%20Profession.pdf .

McRuer, J. C. (1968–1971). Report of the royal commission inquiry into civil rights—Report number one, volume . Toronto: Queens’ Printer.

National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform (Washington) . http://datacenter.spps.org/uploads/SOTW_A_Nation_at_Risk_1983.pdf .

Nuikkinen, K. (2011). Learning spaces: How they meet evolving educational needs. In The best school in the world . Helsinki: Museum of Finnish Architecture. http://issuu.com/suomen-rakennustaiteen-museo/docs/bestschoolintheworld_book#download .

OECD. (2005). Teachers matter—Attracting, developing and retaining effective teachers . Paris: OECD Publishing.

OECD. (2011a). Building a high-quality teaching profession—Lessons from around the world—Background report for the international summit on the teaching profession . Paris: OECD Publishing. Retrieved January 2013 from www2.ed.gov/about/inits/ed/internationaled/background.pdf .

OECD. (2011b). Strong performers and successful reformers in education—Lessons from PISA for the United States . Paris: OECD Publishing. Retrieved June 2014 from www.oecd.org/pisa/46623978.pdf .

OECD. (2013). Teachers for the 21st century—Using evaluation to improve teaching — Background report for the 2013 international summit on the teaching profession . Paris: OECD Publishing. Retrieved April 2013 from www.oecd.org/site/eduistp13/TS2013%20Background%20Report.pdf .

OECD. (2014). Equity, excellence and inclusiveness in education—Policy lessons from around the world . Paris: OECD Publishing, by Andreas Schleicher. Retrieved June 2014 from http://teachfirstnz.org/images/uploads/Documents/OECD.pdf .

Pearson. (2012). Lessons in country performance in education—2012 report . London: The Learning Curve, Economist Intelligence Unit. http://thelearningcurve.pearson.com/the-report .

Plato. (1997). In: J. M. Cooper & D. S. Hutchinson (Eds.), Complete works . Indianapolis/Cambridge: Hackeht Publishing Company.

Ramsey, G. (2000). Quality matters—Revitalising teaching: Critical times, critical choices—Report of the review of teacher education . New South Wales. www.det.nsw.edu.au/teachrev/reports/reports.pdf .

Ravitch, D. (2012). Schools we can envy. The New York Review of Book . 8 March. Retrieved January 2013 from www.nybooks.com/articles/archives/2012/mar/08/schools-we-can-envy/?pagination=false .

Reboul, O. (1971). La philosophie de l’éducation . Paris: PUF (1981, 3è éd.).

Rousseau, J.-J. (1993a). Émile (Translated by Barbara Foxley, Introduction by P. D. Jimack). Vermont: Everyman (2004).

Rousseau, J.-J. (1993b). The social contract and discourses (Translated and introduced by G. D. H. Cole, updated by P. D. Jimack). Vermont: Everyman.

Royal Commission on Learning. (1995). For the love of learning . www.edu.gov.on.ca/eng/general/abcs/rcom/full/royalcommission.pdf .

Sahlberg, P. (2010). The secret to Finland’s success: Educating teachers . Stanford University, School of Education, Stanford Center for Opportunity Policy in Education—Research brief. http://edpolicy.stanford.edu/sites/default/files/publications/secret-finland%E2%80%99s-success-educating-teachers.pdf .

Shulman, L. (2005). The signature pedagogies (Delivered at the math science partnerships (MSP) workshop: ‘Teacher education for effective teaching and learning’, hosted by the National Research Council’s Center for Education, February 6–8, 2005, Irvine, California). Retrieved January 2013 from http://hub.mspnet.org/media/data/Shulman_Signature_Pedagogies.pdf?media_000000005488.pdf .

The Holmes Group. (1986). Tomorrow’s teachers . New York. Retrieved January 2013 from www.canterbury.ac.uk/education/tf-mentors/ProfessionalDev/Documents/TomorrowsTeachers.pdf .

UNESCO. (1998). World education report—1998—Teachers and teaching in a changing world . www.unesco.org/education/information/wer/PDFeng/wholewer98.PDF .

Whitty, G. (2006). “Teacher professionalism in a new era”, text of the first General Teaching Council for Northern Ireland Annual Lecture delivered at Queen’s University, Belfast, March 14, 2006. Retrieved January 2013 from www.gtcni.org.uk/publications/uploads/document/Annual%20Lecture%20Paper.pdf .

World Bank. (2012). What matters most in teacher policies?—A framework for building a more effective teaching profession . Human Development Network, SABER: Systems Approach for Better Education Results. http://siteresources.worldbank.org/EDUCATION/Resources/278200-1290520949227/SABER-Teachers-Framework-Updated_June14.2012.pdf .

Download references

Author information

Authors and affiliations.

University of Lisbon, Lisbon, Portugal

A. Reis Monteiro

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to A. Reis Monteiro .

Rights and permissions

Reprints and permissions

Copyright information

© 2015 The Author(s)

About this chapter

Monteiro, A.R. (2015). Teaching as a Profession. In: The Teaching Profession. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-12130-7_5

Download citation

DOI : https://doi.org/10.1007/978-3-319-12130-7_5

Published : 04 November 2014

Publisher Name : Springer, Cham

Print ISBN : 978-3-319-12129-1

Online ISBN : 978-3-319-12130-7

eBook Packages : Humanities, Social Sciences and Law Education (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

• Ms. Gorham’s Philosophy of Education
• Teaching Internship
• Educational Psychology
• Inclusive Practices
• Kids Who Read Succeed: Everything Literacy
• Search for: Search

Ms. Gorham’s ABCs of Teaching and Learning

"If you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid."

Essay: Teaching as a Full Profession

This reflection explores the ways in which teaching aligns as a profession based on current definitions from four reputable sources. To prove that teaching is a full profession, I have compared and contrasted it to the profession of medicine. This reflection includes practical examples of what it means to be a professional teacher on a daily basis. I believe that through the professional mindset and behaviors of educators, we will be able to shift the mindset that teaching is a semi-profession. Teaching is a full profession and with that right is the responsibility to ensure that all learners exceed and become self-motivated, respectful citizens and adults.

Keywords – full profession, Code of Ethics, professionalism, specialized knowledge, autonomy

Teaching as a Full Profession

 Whether or not educators are professionals is a highly contested topic. The argument against being that, teaching differs from other professions, such as doctors. This argument coupled with the fact that “governments have historically resisted efforts to afford teachers professional autonomy” has resulted in teaching “to be classified as a “semi-profession” (Young, 2007, p. 275). However, I would argue that teaching is a full profession and shares as many similarities to other professions as it does differences.

In order to understand how teaching compares to being an attorney or doctor, we must understand what it means to be a professional. Krishnaveni and Anitha (2007) define a full profession as a career that requires specific knowledge acquired through further, lifelong education, high standards and qualifications, and follows policies, procedures and Codes of Ethics. Furthermore, a high level of consistent and quality work must be displayed (149). Contrary to popular belief that anybody can be a teacher, the skillset needed to understand, motivate and be able to mentor children with various needs, abilities and interests is an extremely rare and specialized skill. Teachers acquire this specific knowledge through teaching programs, internship placements, and volunteer experiences.  This educational journey is lifelong, as teachers attend professional development events, collaborate with their colleagues, are part of professional organizations and unions, collect data about their students, consult research from reputable journals and many go on to receive their masters degree. I intend to get my Inclusive Education Certificate and pursue a masters degree in Educational Psychology; my learning journey is only just beginning and I know that each and every day I will learn from my students.

Krishnaveni and Anitha (2007) believe that “teaching not only requires expert knowledge and specialized skills but it calls for a sense of personal and corporate responsibility for student’s education, welfare and clarity in character” (p. 158). Educators are role models for the next generation and make professional decisions on a daily basis. To ensure that qualified decisions are being made, teachers are required to keep data about their students and explain assessment practices to parents and students. Educators are also responsible to follow the Saskatchewan curriculum, albeit with the freedom to teach the outcomes in a way that meets their learners’ needs.  Furthermore, with initiatives like Response to Intervention, teachers are held accountable for the success of all learners. Lastly, teachers are bound by the moral guidelines outlined in the Code of Ethics. Krishnaveni and Anitha (2007) suggest that this is “the most fundamental tenet of professionalism and the most challenging” because it requires teachers to solve their problems ethically (p. 156). For these reasons teaching meets and often exceeds the definition of professionalism that Krishnaveni and Anitha defined.

Young, Levin and Wallin (2007) describe professionalism in a similar way but they also note that “a profession is an essential service that is held in high regard by society at large; as such, its members are usually afforded high status in society” and professionals “exercise independent judgement in carrying out their work” (p. 276). Teaching is obviously an essential service as it leads to every other career, professional or not, that our society relies on. Teachers are also part of the process of socializing students to be responsible citizens and adults. However, whether or not teaching is valued by Canadian society as a whole relies on many perspectives and in this sense, teaching as a profession could be debated. Young, Levin and Wallin note that “centralization of curriculum, assessment, and [outside] decision making” interfere with the autonomy of most professions. On the other hand, these structures and standards are vital to the overall organization and consistency of education in Saskatchewan. They ensure that every student has an equal opportunity, no matter where their families reside. Although the curriculum is centralized, teachers can teach the outcomes in a way that will meet the needs of their learner. They can differentiate their instruction, assessment measures, environments and tasks using their professional judgement. Teachers also have the opportunity to join curriculum review committees and all teachers have a voice when it comes to what is valued in our classrooms; it was teachers who recently suggested that the curriculum changes were happening too fast and as a result, curriculum changes have slowed down. Since Canada is a democracy, teachers also have the power to elect a party that they believe will improve education. Young, Levin and Wallin suggest that “teachers should take a stand on important issues” (2007, p. 288) and we see this on a daily basis as teachers advocate for resources, smaller class sizes, inclusion and student needs.

Even though teaching meets almost all of the defined criteria, some people argue that teaching is not a full profession. Fenstermacher (1990) believes that teaching differs because we do not “lock away [our] specialized knowledge,” students “must expend effort,” and most importantly, “students are not “cases”” (Young et al., 2007, p. 282). Michael A. Morehead discusses that “as an educator, it is often necessary to step into a professional role” – when dealing with parents, for example – “just like an attorney or a doctor” (1998, p. 24). I would argue that locking away specialized knowledge goes against the professional criteria of lifelong learning and development. Furthermore, if your doctor sends you to a specialist, information is shared. If cancer was cured by a doctor, this information would be incorporated into general practice. Current practices are often assessed by the media and reports are released frequently on things like vaccinations. In this regard, the sharing of specialized knowledge happens similarly in both professions, especially with our globalized world.  I would also argue that, just like students, patients must expend an effort. When doctors give us advice, for instance to stop smoking, it requires patience to listen in order to maintain their optimal health. It is true that teachers do not treat students like clients but this is out of respect for their journey to adulthood and the relationship building that is required to teach effectively, rather than a lack of professionalism.

I find it ironic that although some people argue that teachers are semi-professionals they hold teachers to a higher set of values. Although acting professionally and being a professional are two different things – for instance, I act professionally at my summer camp job but it is not a profession – I believe that these two concepts go hand-in-hand. Young, Levin and Wallin note that “teachers’ private lives are… relevant to their employment” (2007, p. 288). Similarly, because of the caring nature of the job Morehead notes that “students, parents and peers hold educators to a different set of expectations. Teachers are often criticized for the very actions that students or parents may themselves undertake” (1998, p. 25). I believe that regardless of what the general public thinks or the partial stories that the media portrays, educators must believe that they are professionals. Phelps suggests that “we reveal our professionalism when we uphold the highest standards of ethical behaviour and exhibit integrity” (2003, p. 10); teachers are in the public eye – whether we like it or not – and in order to change minds we must first play the part.

I intend to act professionally on a daily basis. This will include dressing appropriately, coaching sports, tutoring students and informing parents of things in a positive way that utilizes my vocabulary. One situation where I think ethics and professionalism comes to play is during graduation planning. Students often make post-graduation plans that involve illegal and risky behaviors. As an educator, I will have nothing to do with these plans. Furthermore, I would encourage and arrange dry or safe grad options. Another example would be if I was out at an event and saw one of my students drinking there. Based on my professional judgement, I would confront the student and call them a cab home. I most likely would not have their parents’ number and I think threatening to call parents would only make students jump into a vehicle, when they most likely should not drive. This does not mean I would not inform parents, but in the moment I would arrange a cab ride. Talking to the students and hearing their side of the story is vital, just like it is when dealing with colleagues. Since I intend to become a Learning Resource Teacher the majority of my time will be spent working with teachers, who may have varying teaching philosophies, to make their classrooms and instruction inclusive. This often results in tension but I would handle these situations by listening to their needs, wants and fears and then providing a solution and support. Instead of getting mad, it is always best to listen and assess why people are acting the way they are so that they can get the help they need.

Beyond dressing appropriately, conducting myself in a professional manner when speaking to parents and furthering my education, I also believe in maintaining professional behavior in my personal life. For instance, I try very hard to make my Facebook posts and pictures appropriate. I do not post negative things about individuals and I am very careful about what photos I am tagged in; even if the photo is of me drinking a pop, if I feel it can be misinterpreted, I delete it. Drinking is not illegal but it is not something I want to promote to the minors in my class. I believe I should be able to enjoy a beer if I am out for a family supper but there is no reason to share this information. I do not want to give anyone any reason to think I am not a professional and even though this is a tension of teaching, I think we must accept the challenges with the positives. Morehead notes that teaching goes beyond the walls of our classroom and for educators to be considered full professionals they must “accept [these] responsibilities related to the profession” (1998, p. 26).

Teaching meets almost all of the defined criteria for a profession, aside from public perspectives in some cases. In many ways, for example, lifelong education, Code of Ethics and specialized skills, teaching is comparable to being a doctor. Even when differences are present, I believe all educators should conduct themselves in a professional manner and view themselves as professionals; these attitudes and actions are the key to changing contrasting perspectives about teaching as a profession. Also, professionalism ensures that the students’ best interests are being accounted for. Phelps believes that “we must renew our dedication and perseverance to move our profession to a higher level of respect” (p. 11). Our professional behaviors must extend beyond the four walls of our classrooms so that they become internalized behaviors. Teaching is the only job that leads to all other professions and careers and it should never be represented as less than a full profession.

Krishnaveni R., & Anitha, J. (2007). Educators’ professional characteristics. Quality Assurance in Education, 15(2), 149-161.

Morehead, M. A. (1998). Professional behaviors for the beginning teacher. American Secondary Education, 26(1), 22-26.

Phelps, P. H. (2003). Teacher professionalism. Kappa Delta Pi Record, 40(1), 10-11.

Young, J., Levin, B., & Wallin, D. (2007). Understanding Canadian schools: An introduction to educational administration . (4 th ed.). Toronto: Thomson.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Notify me of followup comments via e-mail

Home — Essay Samples — Education — Teaching — Teaching as a Profession: The Strategies To Improve Efficiency

Teaching as a Profession: The Strategies to Improve Efficiency

• Categories: Teacher Teaching Teaching Philosophy

About this sample

Words: 1813 |

10 min read

Published: May 17, 2022

Words: 1813 | Pages: 4 | 10 min read

• 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
• https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf
• https://en.wikipedia.org/wiki/Reflective_practice#cite_ref-Shapiro_18-0

Cite this Essay

Let us write you an essay from scratch

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Get high-quality help

Dr Jacklynne

Verified writer

• Expert in: Education

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

1 pages / 516 words

5 pages / 2213 words

3 pages / 1509 words

3 pages / 1538 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Teaching

Community teaching plays a crucial role in promoting health and wellbeing by providing essential education and resources to individuals and communities. This essay aims to provide a comprehensive overview of a community teaching [...]

In this autobiography, I will talk about my life until this point in time. I am John Smith. I was born on February 8th, 1997, in the state of Miami. Being half German, my mother is from Germany, as my father is an American. In [...]

The importance of flexible learning has become increasingly evident in the rapidly evolving landscape of education. In an era marked by technological advancements, diverse learning styles, and changing work environments, the [...]

The pursuit of teaching as vocation is a journey that transcends mere profession; it embodies a profound commitment to nurturing minds and shaping futures. In an era marked by rapid technological advancements and changing [...]

Effective assessment plays a vital role in demonstrating how a teacher teaches and how pupils learn; it also allows a teacher to reflect on the quality of their own schooling as well as meeting with other teachers to share [...]

Dictionaries play a key role in language acquisition and teaching as they enhance learners’ autonomy. In this regard, in order to avoid asking a teacher frequently, a dictionary which is chosen meticulously may well be a wise [...]

Related Topics

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

EnglishGrammarSoft

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.

More on essays

• How to Write an Essay | Structure of Essay (Comprehensive Guide)
• Essay on Happiness is a State of Mind
• Essay on Education
• Essay on importance of education
• An Essay on School Life
• Essay on Friendship
• Essay about Anxiety and Stress
• Essay on Time Management
• Essay on 7 Cs of Communication
• Essay on 8 Business Functions
• Essay on Social Media and Its Impact
• Essay on Personality Development
• Essay on Leadership
• Essay on Importance of water in life
• Essay on Pollution
• Essay on Environment Protection
• Essay on Corruption

Essay on Why Trees are Important in our Life

• 500 Words Essay on Nature in English
• Essay on Global Warming Causes and Effects
• Essay on Deforestation
• Essay on Smoking is bad for health
• A Short Essay on Mothers Day
• Essay on Health is Wealth

Similar Posts

Essay about Traveling (1000 Words)

Traveling is an experience that anyone should have at least once in their life. It gives you the opportunity to meet new people, learn about…

List of 50+ Collective Nouns for Food and Drink

Collective Nouns for Food, Drink and Vehetables Here is a list of nouns pertaining to different kinds of food items. Let’s dive into it! Collective…

20 Idioms in English with Meaning

Idioms are phrases that mean something different from the actual words that make up the phrase. For example, “the cat’s out of the bag” means…

Essay on Why Trees are Important in our life? A tree is a plant that consists of wood trunk, branches, leaves, and roots. Trees are…

What is Epigram in Figure of Speech? Definition, Examples, Sentences

Epigram It was first known use in 15th Century. Etymology of epigram Middle English epigrame, from Latin epigrammat-, epigramma, from Greek, from epigraphein to write…

Worksheet for Past Perfect Tense [with Answers]

Worksheet for Past Perfect Tense These are some cool worksheets for you. Take out their print and solve them by applying the formula of past…

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• NAEYC Login
• Member Profile
• Hello Community
• Accreditation Portal
• Online Learning
• Online Store

Popular Searches:   DAP ;  Coping with COVID-19 ;  E-books ;  Anti-Bias Education ;  Online Store

Becoming a Teacher: What I Learned about Myself During the Pandemic

You are here

Introduction to the Article by Andrew Stremmel

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

About the Author

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

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

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

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

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

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

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

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

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

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

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

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

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

Print this article

Essay on I Chose Teaching as a Profession

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

Let’s take a look…

100 Words Essay on I Chose Teaching as a Profession

Why teaching.

Teaching is a noble profession. I chose it because it lets me share knowledge and shape the future. It’s a job that brings joy and satisfaction.

Impact on Students

As a teacher, I can inspire students to reach their potential. I can guide them towards their dreams and help them overcome challenges.

Continuous Learning

Teaching is a profession where I keep learning. Every day, I learn from my students and improve myself. It’s a journey of constant growth and development.

Teaching is more than a job. It’s a mission to create a better world through education. I’m proud to be a teacher.

250 Words Essay on I Chose Teaching as a Profession

Introduction.

Teaching, often regarded as a noble profession, is a path I consciously chose. It is not merely a job, but a commitment to shape future generations, and I consider it my life’s mission.

The Spark of Inspiration

My decision was heavily influenced by a handful of my own teachers. Their passion for imparting knowledge, their dedication to nurturing young minds, and their unwavering belief in their students’ potential inspired me to consider teaching as a profession. I realized that through teaching, I could make a significant impact on society.

Teaching: A Platform for Change

Teaching provides a platform to foster change, to stimulate critical thinking, and to promote creativity. As a teacher, I can help students understand the world around them, and more importantly, equip them with the necessary skills to navigate it.

The Joy of Enlightenment

There is an unparalleled joy in witnessing the enlightenment of a student when they grasp a concept or idea. This moment of comprehension signifies not just academic progress, but also the growth of a student’s intellectual curiosity.

Choosing teaching as a profession is my commitment to lifelong learning, to the pursuit of knowledge, and to the empowerment of future generations. It is a journey that I cherish, a responsibility I am proud to bear, and a calling I am honored to answer.

500 Words Essay on I Chose Teaching as a Profession

Introduction: a calling not just a profession.

Teaching is often regarded as a divine profession, a vocation that transcends being a mere job. It is an opportunity to shape minds, influence the future, and leave an indelible impact on society. My choice to embrace teaching as a profession was not a random decision but a carefully considered one, a calling that resonated with my innate love for learning and sharing knowledge.

Passion for Learning and Sharing Knowledge

My journey towards teaching started with my own passion for learning. I was always fascinated by the world around me and had an insatiable curiosity to understand it better. This hunger for knowledge led me to explore various subjects and disciplines, which in turn, fostered a desire to share these insights with others. This passion for learning and sharing knowledge is the cornerstone of my decision to become a teacher.

Impact on Future Generations

Another compelling reason for choosing teaching as a profession is the potential to influence the lives of young people positively. Teachers are often the first role models students encounter outside their family. They shape students’ perspectives, attitudes, and values, thereby playing a crucial role in molding the future generation. The opportunity to make a significant impact on students’ lives and, by extension, society at large, is a responsibility I find both humbling and inspiring.

The Joy of Teaching

Teaching brings a unique joy that few other professions can offer. It lies in the eyes of a student who finally grasps a challenging concept, in the excitement of a classroom discussion, or in the satisfaction of seeing students grow and succeed. This joy, coupled with the deep sense of fulfillment it brings, is a significant factor that drew me towards teaching.

Continuous Personal and Professional Growth

Teaching is not a one-way street; it also offers immense opportunities for personal and professional growth. As a teacher, I am continually learning, adapting, and evolving. Whether it’s keeping abreast of the latest developments in my field, adapting to new teaching methodologies, or learning from the unique perspectives of my students, teaching provides a dynamic and stimulating environment that fosters continuous growth.

Conclusion: A Commitment to Enlightenment

In conclusion, my decision to choose teaching as a profession was driven by my passion for learning and sharing knowledge, the opportunity to influence future generations, the joy that teaching brings, and the continuous personal and professional growth it offers. Teaching is more than a profession to me; it’s a commitment to enlightenment, a devotion to nurturing minds, and a pledge to contribute to the betterment of society. I am proud to be a teacher, and I look forward to the journey ahead, filled with opportunities, challenges, and above all, learning.

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

If you’re looking for more, here are essays on other interesting topics:

• Essay on I Chose Nursing as a Profession
• Essay on Civilization
• Essay on Weekend

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

•   Monday, May 6, 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.

Home / Essay Samples / Education / Teacher / Unveiling the Roles and Challenges of Teaching Profession

Unveiling the Roles and Challenges of Teaching Profession

• Category: Life , Education
• Topic: Career , Career Goals , Teacher

Pages: 2 (1014 words)

• Downloads: -->

--> ⚠️ Remember: This essay was written and uploaded by an--> click here.

Found a great essay sample but want a unique one?

are ready to help you with your essay

You won’t be charged yet!

Studying Abroad Essays

Indian Education Essays

Graduation Essays

Academic Interests Essays

Brittany Stinson Essays

Related Essays

We are glad that you like it, but you cannot copy from our website. Just insert your email and this sample will be sent to you.

By clicking “Send”, you agree to our Terms of service  and  Privacy statement . We will occasionally send you account related emails.

Your essay sample has been sent.

In fact, there is a way to get an original essay! Turn to our writers and order a plagiarism-free paper.

samplius.com uses cookies to offer you the best service possible.By continuing we’ll assume you board with our cookie policy .--> -->