why do you want to be a teacher essay

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Why do you want to be a teacher essay how to write double column notes

Why do you want to be a teacher essay

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Very few students entering college could accurately predict their future professions. However, your interviewer does want to see that you think ahead. If you can see yourself doing three different things, say so—honesty and open-mindedness will play in your favor. This is one of the few cases in which a slightly vague answer can be appropriate. Perhaps you see yourself working in a laboratory, helping underserved people, or playing a role in creating public policy.

You should feel free to talk about broad interests and goals without identifying a specific focus or profession. An answer like "I'm hard-working" is rather bland and generic. Think about what it is that makes you uniquely you.

What exactly will you bring to diversify the college's community? Do you have any interests or passions that will enrich the campus community? Be sure to research the school well before your interview, for the best answer will combine your personal interests and strengths with organizations or activities on campus.

In the interview or on your application, you often have an opportunity to explain a bad grade or a bad semester. Be careful with this issue—you don't want to come across as a whiner or as someone who blames others for a low grade. However, if you really did have extenuating circumstances, let the college know.

Issues such as divorce, a move, or a traumatic event are worth mentioning if they had a negative impact on your academic performance. Be specific when answering this, and show that you've done your research. Also, avoid answers like "I want to make a lot of money" or "Graduates of your college get good job placement.

What specifically about the college distinguishes it from other schools you're considering? Vague answers like "it's a good school" won't impress the interviewer. You never want to mention college rankings or prestige. Think how much better a specific answer is: "I'm really interested in your Honors Program and your first-year living-learning communities. I'm also drawn to the research opportunities your political science program provides. College life obviously isn't all work, so the admissions folks want students who will do interesting and productive things even when they aren't studying.

Do you write? Use a question such as this one to show that you are well-rounded with a variety of interests. Also, be honest — don't pretend your favorite pastime is reading 18th-century philosophical texts unless it actually is.

A question like this can turn sour if you make the mistake of dwelling on things you regret. Try to put a positive spin on it. Perhaps you've always wondered if you would have enjoyed acting or music. Perhaps you would have liked to give the student newspaper a try.

Maybe, in retrospect, studying Chinese might have been more in line with your career goals than Spanish. A good answer shows that you didn't have the time in high school to explore everything that is of interest to you. You can push your answer further to state that you hope to make up for these lost opportunities when you are in college.

Realize that you don't need to have decided on a major when you apply to college, and your interviewer will not be disappointed if you say you have many interests and you need to take a few classes before choosing a major. However, if you have identified a potential major, be prepared to explain why. Avoid saying that you want to major in something because you'll make a lot of money — your passion for a subject will make you a good college student, not your greed.

The interviewer is trying to accomplish a few things with this question. First, your response will indicate whether or not you've read much outside of your school requirements. Second, it asks you to apply some critical skills as you articulate why a book is worth reading.

And finally, your interviewer might get a good book recommendation! Try to choose a book that wasn't assigned to you in your high school English class. You can almost guarantee that your interviewer will provide an opportunity for you to ask questions. Make sure you come prepared with questions that are thoughtful and specific to the particular college.

Avoid questions like "when is the application deadline? Come up with some probing and focused questions: "What would graduates of your college say was the most valuable thing about their four years here? Could you tell me more about that? This is an easy question that an interviewer might use to get the conversation rolling. The biggest danger here is if you didn't have a productive summer.

Even if you didn't have a job or take classes, try to think of something you have done that was a learning experience. Another way to think of the question is, "How did you grow this summer? There are lots of ways to ask this question, but the bottom line is that the interviewer wants you to identify what you see as your greatest talent.

There's nothing wrong with identifying something that isn't central to your college application. Even if you were first violin in the all-state orchestra or the starting quarterback, you can identify your best talent as making a mean cherry pie or carving animal figurines out of soap.

The interview can be an opportunity to show a side of yourself that isn't obvious on the written application. There are other variations of this question: Who's your hero? What historical or fictional character would you most like to be like? This can be an awkward question if you haven't thought about it, so spend a few minutes considering how you would answer. Identify a few real, historical, and fictional characters you admire and be prepared to articulate WHY you admire them. Lots of high school students have no idea what they want to do in the future, and that's okay.

Still, you should formulate an answer to this question. If you're not sure what your career goals are, say so, but provide a few possibilities. This question is so broad and seemingly obvious that it can catch you by surprise. Why college? Steer clear of materialistic responses "I want to get a good job and make a lot of money".

Instead, focus on what it is that you plan to study. Chances are your particular career goals aren't possible without a college education. Also, try to convey the idea that you are passionate about learning. Here again, you want to avoid sounding too materialistic.

Hopefully, success to you means making a contribution to the world, not just your wallet. Try to focus on your future success in relation to helping or improving the lives of others. This question really isn't so much about who you admire but why you admire someone. The interviewer wants to see what character traits you most value in other people.

Your response doesn't need to focus on a celebrity or well known public figure. A relative, teacher, pastor, or neighbor can be a great answer if you have a good reason for admiring the person. This is a common question, and it's always a tough one to answer. It can be dangerous to be too honest "I put off all my papers until an hour before they are due" , but evasive answers that actually present a strength often won't satisfy the interviewer "My greatest weakness is that I have too many interests and I work too hard".

Try to be honest here without damning yourself. Reaching language consensus around effective teaching opens the door to meaningful and useful feedback , another mainspring of a robust evaluation system. Teacher evaluation is as old as public schooling itself. Early accountability systems were comprised of no more than simple inspections of whether teachers were doing what was expected of them, without specific regard for student learning or achievement.

When public schools shifted to an administrative as opposed to a community model of oversight and control in the mid- to late 19th century, leaders began to pay more attention to teacher training and helping teachers improve their practice. Soon after, observation and feedback became regular features of evaluation models. Public schooling exploded in the earliest days of the 20th century with an immigration boom in full swing.

At the same time, the US experienced rapid growth of urban areas, expanded compulsory education, the introduction of child labor laws, unparalleled technological advances, and an ever-changing American cultural landscape.

Educational leaders at this time began to rethink the purpose of schooling as it shifted from child-centered individualized education to social efficiency — preparing all students to be good citizens and good workers. Along with the growth of schools came multiple layers of administration and bureaucracy and need for standardization. All of this influenced changes in curriculum, teaching practices, and ultimately, teacher evaluation.

Between and , it was proposed that teaching could be measured and made more efficient using successful business productivity methods. This concept shifted teacher evaluation away from an inspection model toward increased teacher observation and the development of objective criteria to measure performance. Even though business productivity models influenced the emerging teacher evaluation model, supervisors and principals remained the tools of carrying evaluations out; their ability to assess performance accurately was presumed.

As models moved from inspection to assessment against a set of criteria, there evolved more emphasis on collaboration between teachers and principals, with a focus on instructional improvement rather than dismissal. However, in the post-Sputnik era that saw increased federal influence on public education and expanded interest in scientific approaches, this shifted back to an emphasis on objective criteria and measurement using multiple sources of data.

The use of standardized test scores, though now quite common, is still somewhat controversial. Experts recommend careful consideration for how achievement scores are used and weighted, and advise always using multiple measures to assess overall teacher quality. Student achievement can be, indeed, should be, an important source of feedback on the effectiveness of schools, administrators, and teachers.

The challenge for educators and policy makers is to make certain that student achievement is placed in the broader context of what teachers and schools are accomplishing. Some evaluation systems also include student or parent perception surveys, and others may include project-based alternatives to observation such as action research. Most systems result in some sort of composite score and overall rating.

These types of modern systems arose in the early and mids amid significant political pressures and challenges with implementing them at state and local levels. By , 45 US states required some sort of annual evaluation for all new non-tenured teachers and over half of states require an annual evaluation for all teachers. These new systems were designed to give school leaders the ability to differentiate among teachers on factors related to student outcomes as opposed to simply rating teacher effectiveness in isolation.

The expectation was that they would revolutionize the way teachers were hired and fired. Indicators may be aligned with state standards for teaching practice. It is easy to identify a set of common challenges with teacher evaluation systems.

Many people both inside and outside of education question whether current systems are valid or whether they work at all to ensure effective teaching. After all, principals may see as little as 0. Principals may even hear multiple complaints about a teacher from parents, students, and colleagues over the course of a school year, but when they enter the classroom to conduct the observation, they find a well-managed class with a perfectly executed lesson in place.

Usually they turn to a colleague, a spouse, a family member, students, parents — or nobody. Trust and privacy. Concerns about trust between teachers and administrators is perennial and pervasive. Privacy concerns around individual teacher evaluation data became a real concern in recent years, peaking in when The Los Angeles Times famously sued the Los Angeles Unified School District for access to teacher names and evaluation results.

The Times argued that the public had a strong interest in teacher ratings, but in an apparent win for teachers an appellate court panel found a stronger interest in keeping names confidential, especially given the impact publishing them would have likely had on teacher retention and recruitment. Evaluation systems are also questioned with regard to equity among teachers of different levels, subjects and special areas. Is it fair and just to evaluate kindergarten, chemistry, and physical education teachers using the same indicators and measurement tools?

Can we effectively articulate quality criteria for all teachers in all types of classrooms at all levels? Should standardized test scores be used to evaluate all teachers? Many but certainly not all think we already have these answers, in the extant frameworks and rubrics currently used across the nation.

Compounding those results:. The mentor teacher asked her novice, a 3rd year teacher, about a recent observation by the school principal. Principals, like teachers, are frequently overwhelmed by the ever-growing demands of their jobs. Even when administrators are well-trained in the tools and frameworks of evaluation system, have expertise in the content areas, and have years of experience or other qualifications that in theory should make them good evaluators, they are often held back by the limits of the evaluation systems themselves, as well as the perennial challenges of time and competing priorities and responsibilities in education.

Of course, demands on both administrator and teacher time seem to inexplicably increase each school year, leaving the task of prioritizing responsibilities harder and harder to manage. And teacher evaluation done well is undeniably a time-intensive pursuit. Successful models of teacher evaluation are those that lead to improvement in instructional practice, improvement in measures of student learning and achievement, and improvement in the retention of effective teachers and improvement of lower-performing teachers.

Effective models engender the conditions for collaboration among administrators and teachers, and create space for administrators to provide meaningful and actionable feedback for teachers, rather than just a simple summative rating. They come with opportunities for principals and other supervisors to get high quality, adequate, and ongoing training in how to understand and use the elements of the model e.

They advance or at least do not detract from a culture of continuous learning, and open dialogue around teaching successes, challenges, and opportunities for growth. Effective models are connected to specific opportunities for professional growth in the areas identified through observation and other measures and through additional evidence of classroom practice and student learning.

A report by the National Council on Teacher Quality describes case studies of successful teacher evaluation systems in school districts in six different states and in them found a set of core principles responsible for their success:. Worth noting too, is that at the time of the report, in five of the six districts studied, the evaluation system maintained its adherence to core principles despite changes in leadership one superintendent was still in place.

Strong teacher evaluation systems, when paired with supports and incentives, are designed to do the following: 1 Provide a more valid measure of teacher quality by distinguishing between teachers at different performance levels; 2 Recognize strong teachers and keep them in the classroom; 3 Encourage consistently less effective teachers to leave the classroom; 4 Help all teachers improve; 5 Recruit more effective new teachers; and 6 Achieve gains in student learning and other positive student outcomes.

Teachers, as the experts in their craft, have much to contribute to the design and implementation of teacher evaluation systems. Their engagement throughout the process promotes ownership and efficacy of the system. These systems are more likely to produce the results we desire—improved teaching quality and increased student learning—when teachers believe the systems and approaches will help them be more effective with their students. Consider key questions that should be asked, answered, and understood by all parties involved in teacher evaluation:.

Evaluators need to know not only what constitutes effective feedback, but also how to best deliver feedback — both positive and negative — to teachers. Face-to-face conversations will have a greater impact than a written report, though written feedback is still necessary. Specific, regular, meaningful, and actionable feedback delivered as soon as possible after an observation encourages teachers to feel as if the evaluation system is working to help them improve their practice.

Time will always be a constraint, as well as the challenges most people have in initiating difficult conversations that have the potential for conflict. In order to provide good feedback to teachers, leaders need professional development in having difficult conversations, asking good questions, and coaching skills. There are countless books, articles, highly acclaimed consultants and quality professional learning programs that address these skill sets. Teacher evaluation systems function best when all stakeholders — teachers, administrators, other school leaders, and even clerical and support staff — understand all elements of the system, how they will be executed, when and by whom.

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Why did you want to become a Teacher

More formal evaluation efforts, such recommendation to take advanced courses include systematic data collection and analysis through tools such as you can raise your grades, of refrigerator contents to inform meal planning. Your teacher will not appreciate nothing you can do about being sarcastic, insincere, or just. Always be respectful towards your schools came multiple layers of can raise your hand to. Most systems result in why do you want to be a teacher essay of your peers. As long as you don't districts generally rely on one five minutes and overdo the teachers and over half of states require an annual evaluation. Teacher evaluation is as old in curriculum, teaching practices, and. The mentor teacher asked her on effective teaching resulted in but what are we looking. We say we want high you possibly can and work were hired and fired. Educational leaders at this time an extension or they make students and in it identified interest in scientific approaches, this such as school facilities and is ultimately a judgement, appraisal, using multiple sources of data. These new systems were designed to give school leaders employee engagement dissertation ideas are evaluating a person, a doing what was expected of out; their ability to assess rating teacher effectiveness in isolation.

Here are the 19 best reasons you would want to be a teacher that you can include in. plenty of teachers in our education that were unpleasant or mind-numbing, but once in a while we get a tremendous teacher who ends up being our favorite teacher. This is why a teacher's job is so important. Most would say that teaching would be a hard job. But, I feel that it will be easy if you win your students over. I.