A saying I have grown up with is “School helps you gain more knowledge to go to college”, but I think school has helped me find my true passion to become an educator. A teacher is one who fulfills student’s goals and needs academically, developmentally, and personally. A teacher demonstrates scholarship, lifelong inquiry, leadership, and social responsibility. One is motivated to teach to be road map and help students succeed. To follow my passion, as a future educator, I have chosen this field to be a guide for students to be not only become successful in school, but outside the classroom. Since I knew the alphabet, and learning basic math applications, I wanted to be a teacher. When I was a toddler, I did not orally speak, or make up words.
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Since I declared my major in special education, I feel teaching is my destiny and a part of who I am. Growing up, I knew I wanted to become a teacher. As Belmonte writes in Teaching From the Deep End: Succeeding With Today’s Classroom Challenges, he says “Some misstate the process and call it teacher training. Dogs are trained. Teachers are prepared” (p. 4). I prepare myself to be the best future teacher I can be to my future students. I want to teach to help students succeed from inside the classroom to outside the …show more content…
A common thing most people can do is easily name off the best and the worst teachers, or professors. Personally, I have had teachers that sparked my interest to teach, and others who do not know how to effectively teach, especially teach to students with disabilities. For example, in my junior year in high school, I had a two-year experience algebra two teacher, and one day, he said he will have a new assigned seating, and I was upset about this. I sat next to my friend, who would help me out during class and vice-versa. At the end of the class, I told my teacher about my concern and I said this helps me accommodate for my disability. My teacher says, “You have to advocate and teach yourself.” I took personal offense to this because, it is rather difficult to teach myself because of my learning disability. In article, How pre-service teachers’ personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship refers to how teacher dispositions affects their teaching strategies and skills; the authors, Romi de Jong et al. (2014), reference: students appreciate their teachers providing clarity, structure, and rules t are imposed in a reasonable manner” (Woolfolk Hoy & Weinstein, 2006). To this day, I do appreciate what my teacher say to me, but I use this conflict to reflect of a teacher I
Since I declared my major in special education, I feel teaching is my destiny and a part of who I am. Growing up, I knew I wanted to become a teacher. As Belmonte writes in Teaching From the Deep End: Succeeding With Today’s Classroom Challenges, he says “Some misstate the process and call it teacher training. Dogs are trained. Teachers are prepared” (p. 4). I prepare myself to be the best future teacher I can be to my future students. I want to teach to help students succeed from inside the classroom to outside the …show more content…
A common thing most people can do is easily name off the best and the worst teachers, or professors. Personally, I have had teachers that sparked my interest to teach, and others who do not know how to effectively teach, especially teach to students with disabilities. For example, in my junior year in high school, I had a two-year experience algebra two teacher, and one day, he said he will have a new assigned seating, and I was upset about this. I sat next to my friend, who would help me out during class and vice-versa. At the end of the class, I told my teacher about my concern and I said this helps me accommodate for my disability. My teacher says, “You have to advocate and teach yourself.” I took personal offense to this because, it is rather difficult to teach myself because of my learning disability. In article, How pre-service teachers’ personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship refers to how teacher dispositions affects their teaching strategies and skills; the authors, Romi de Jong et al. (2014), reference: students appreciate their teachers providing clarity, structure, and rules t are imposed in a reasonable manner” (Woolfolk Hoy & Weinstein, 2006). To this day, I do appreciate what my teacher say to me, but I use this conflict to reflect of a teacher I