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Teaching essays are a great way to share your knowledge and experiences with others. Whether you are a seasoned educator or a student studying to become a teacher, there are countless topics that can be explored in the field of education. If you are struggling to come up with ideas for your teaching essays, fear not! Here are 100 teaching essay topic ideas and examples to help get your creative juices flowing:

The importance of incorporating technology in the classroom
Strategies for creating a positive classroom environment
The benefits of project-based learning
The impact of social media on education
How to promote diversity and inclusion in the classroom
The role of standardized testing in education
The benefits of flipped classrooms
Strategies for fostering critical thinking skills in students
The importance of teaching empathy and emotional intelligence
The impact of teacher expectations on student performance
The benefits of incorporating mindfulness practices in education
The role of creativity in the classroom
Strategies for promoting student engagement in the classroom
The impact of parental involvement on student success
The benefits of incorporating outdoor education into the curriculum
The role of play in early childhood education
Strategies for addressing bullying in schools
The impact of teacher burnout on student achievement
The benefits of incorporating service-learning into the curriculum
The role of restorative justice in school discipline
Strategies for promoting digital literacy in the classroom
The impact of poverty on educational outcomes
The benefits of differentiated instruction
The role of feedback in student learning
Strategies for promoting growth mindset in students
The impact of teacher-student relationships on academic success
The benefits of interdisciplinary teaching
The role of student choice in the classroom
Strategies for promoting self-regulation in students
The impact of trauma on student learning
The benefits of teacher collaboration
The role of cultural responsiveness in education
Strategies for promoting resilience in students
The impact of school funding on educational equity
The benefits of inclusive education
The role of technology in special education
Strategies for promoting positive behavior in the classroom
The impact of school climate on student achievement
The benefits of project-based learning in STEM education
The role of parent-teacher communication in student success
Strategies for promoting social-emotional learning in schools
The impact of teacher professional development on student outcomes
The benefits of utilizing restorative practices in schools
The role of cultural competence in teacher education
Strategies for promoting global citizenship in the classroom
The impact of teacher diversity on student achievement
The benefits of incorporating environmental education into the curriculum
The role of student voice in school decision-making
Strategies for promoting inclusive language in the classroom
The impact of gender bias in education
The benefits of teaching financial literacy in schools
The role of mentorship in teacher retention
Strategies for promoting digital citizenship in students
The impact of teacher leadership on school improvement
The benefits of incorporating mindfulness practices in teacher education
The role of community partnerships in education
Strategies for promoting positive school culture
The impact of student mental health on academic success
The benefits of trauma-informed teaching practices
The role of school counselors in student support
Strategies for promoting self-care among teachers
The impact of teacher self-efficacy on student outcomes
The benefits of inclusive physical education programs
The role of student motivation in academic achievement
Strategies for promoting positive peer relationships in schools
The impact of teacher autonomy on job satisfaction
The benefits of utilizing technology for assessment
The role of student agency in project-based learning
Strategies for promoting social justice in education
The impact of teacher mindset on student engagement
The benefits of incorporating outdoor learning spaces in schools
The role of school leaders in promoting teacher well-being
Strategies for promoting cultural awareness in the classroom
The impact of teacher recruitment and retention on student achievement
The benefits of utilizing virtual reality in education
The role of student-led conferences in promoting agency
Strategies for promoting growth mindset in teachers
The impact of teacher collaboration on school culture
The benefits of incorporating arts education into the curriculum
The role of student empowerment in project-based learning
Strategies for promoting social-emotional well-being in schools
The impact of teacher professional learning communities on student outcomes
The benefits of utilizing project-based learning in language arts
The role of student leadership in school improvement
Strategies for promoting restorative justice in school discipline
The impact of teacher evaluation systems on job satisfaction

These are just a few examples of the many topics that can be explored in teaching essays. Whether you are interested in curriculum development, classroom management, educational technology, or social justice in education, there is a wealth of ideas to choose from. So, pick a topic that resonates with you and start writing! Your insights and experiences could have a profound impact on the field of education and inspire others to make a positive difference in the lives of students.

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405 Essay Teaching Topics for Students

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Doctors and Teachers Comparison
My Personal Development Plan as a Future Teacher
How to Become a Good Teacher
Teaching Experience Review
Role of the Teacher in Student Moral Development
Effective Techniques of Pronunciation Teaching
Philosophy of Education for a Special Education Teacher
Lesson Plans for Teaching Economics It is difficult to envisage an ideally conducted lesson or lecture plan, but it is an important tool for teachers.
Mathematics Teacher’s Career Goal One of the goals of teaching high school mathematics is to equip the learners with the basic principles, facts, theories, skills, concepts, and approaches in mathematics.
Teacher’s Impact on Student’s Personal Life The influence of teachers, as it is known, is not noticeable immediately but only over time when students demonstrate good abilities and skills that were timely identified.
Teaching Methods and Philosophies A personal philosophy of teaching is essential since it guides educators to analyze their students’ needs to address them using the most appropriate methods.
Critical Incidents in Teaching The academic readings considered are valuable auxiliary resources that allow evaluating existing concepts and approaches to teaching self-reflection and contribute to assessing personal decisions objectively.
Health Teaching Plan Elements for Adolescents Given the significance of adolescence to overall well-being, healthcare professionals should seize the opportunity to promote health and offer preventive services.
Teacher’s Influence on Student’s Personality This paper discusses the example of a teacher who made the greatest influence on an individual, as on a student, and as a person.
Observation of Seminar in Teaching and Learning in Higher Education Upon observing Christine teaching students on “Human Behavior and the Social Environment”, this paper is a summary of her strengths and areas that need improvement.
Colour-Coding in Teaching Grammar in EFL Classroom Researchers and practitioners try to make use of learners’ cognitive and psychological peculiarities that are instrumental in enhancing people’s ability to learn.
Teacher Helping Develop Social and Emotional Skills The current paper is concerned with the exploration of the teacher’s role in helping children develop social and emotional skills with the focus made on an elementary school.
Grammar and the Language Teaching Grammar is an aspect of studying English that causes much debate and disagreement, both in policies of teaching and in the description of the subject on the whole.
Learning Theories in Language Teaching Curriculum This paper explores the learning theories and their application in developing a curriculum for learning and teaching language including epistemology and motivation.
The Teacher and School Responsibility Issues Answering the question of whether the teacher and school are responsible for the result of the children’s tests, one should think – what should the school do at all?
Heroification: Loewen’s Term “Heroification” From ‘Lies My Teacher Told Me’ The word heroification is best described in James Loewen’s book ‘Lies My Teacher Told Me’ using various prominent examples.
Jesus’s Teaching Methods and Messages Jesus’s teachings are a vast number of messages correlating with biblical ethics, values, and morals. However, said messages are effectively shared, which makes them memorable.
Teaching Methodologies for Various Learning Styles There are a considerable number of teaching methods developed specially and formed throughout human history. Teachers must develop their style based on the studied techniques.
Learning and Teaching Styles Methods used to teach always vary from one instructor to the other because they have different preferences. Analysis of the different learning styles and different teaching styles.
Nasogastric Tube Insertion Teaching Plan A nasogastric tube insertion teaching plan is paramount, as it serves the purpose of reducing the consequences that result from poor insertion and maintenance.
Online Teaching and Asynchronous Learning Asynchronous learning involves learning at one’s convenient time. Some learners might find it difficult to manage time.
Teacher Contracts and Their Legal Aspects Teacher contracts are lawfully mandating arrangements among the school quarter and the educator. Teacher contracts characteristically identify an educator’s annual wage.
Buddhism and the Life Teaching of Siddhartha Most scholars observe that the roots of Buddhism are very deep, and though Siddhartha contributed a lot to the development of the religion.
Caregivers, Teachers, and Children in “Matilda” Film Based on the film “Matilda,” this paper discusses the roles of caregivers, teachers, and children and the interventions parents can use to improve their relationship with children.
Patient Falls and Teaching Program in Nursing Home: SWOT Analysis Staff training is an essential part of the responsibilities that are assigned to advanced practice nurses since it provides the opportunity to educate nurses and improve care services.
Theories and Strategies to Learn English Research facts have pointed out that CLD student’s achievement is poor in academic areas when measured up to their mainstreamed peers.
Teachers’ Practical Theories of Teaching Teachers’ practice theories of teaching involve special techniques and practices used in education and during learning processes. They give direction to practice.
Effective Teacher-Student Ratios and Class Sizes Effective school education is one of the basic foundations for building a developed, healthy, educated, and empathetic society.
Teaching, Caring, and Transformation Caring and transformation are vital concepts in the teaching process that allow educators to understand their students and adjust their learning practices.
Teaching Detective Stories to ESL Students The research explains the effect of inclusion of detective stories in the curriculum as the less complex and interesting for intermediate level ESL students.
Teaching Philosophy and Its Impact on Learners All instructors have their own teaching philosophy, whether they develop it themselves or learn it from other sources.
Teacher’s Impact on Student’s Career Choice It could be stated with certainty that teachers have an immense influence on the development of various outcomes of their students.
Effective Teaching Methods by Gary D. Borich The paper discusses Effective Teaching Methods by G. Borich, focusing on chapters “The Effective Teacher”, “Goals, Standards, and Objectives”, “Unit and Lesson Planning”.
Teaching: Rewards and Challenges Being a teacher is indeed accompanied by many privileges; however, an objective analysis of the career also entails anticipating difficulties that may be encountered.
Diversity in Education and Inclusive Teaching Every child should get a high-quality and affordable education in the modern world regardless of their social, ethical, and economic backgrounds.
Authentic Leadership in Early Childhood Teaching The context of early childhood education (ECE) has been challenged by the fact that many leaders within the sphere have been unlikely to engage in formal leadership preparation.
Educational Psychology in Teaching Identity development in children can be supported in the school environment. Erikson’s perspective on the subject matter would pertain to the theory of psychosocial development.
Benefits for Teachers: Social and Medical Insurance If an education system can provide health and other security to the teachers, they will provide sustainable development through remarkable improvement in work efficiency.
Social Studies: Teaching Civic Values This paper examines the role of civic values in Social Studies curriculum and how textbooks and technological resources can be used in a manner that adds value to students.
The Impact of Using Technology in Teaching English as a Second Language “The impact of using technology in teaching English as a second language” emphasizes the different applications of technology to enhance English learning.
Pre-Teaching Conceptualization and Teaching Practice: Simile In this pre-teaching conceptualization, the students will be learning figures of speech and they will eventually focus on similes.
Critical Incident Analysis in Teaching Tripp provides a powerful framework for teachers to reason, reflect on and learn from their day to day teaching experiences.
Contextual Teaching and Learning The educational process in modern pedagogical practice is usually constructed out through either learning through information, or based on learning through activity.
Understanding the Teaching Strategies and Models With Regard to Nasogastric Tube Insertion This paper reflects on the author’s effectiveness in teaching students in the clinical setting, considering learning theories, models, and strategies.
Efficiency of Online Teaching Strategies The recent pandemic has restricted many traditional venues for teaching; thus it is important to evaluate the efficiency of online teaching strategies about traditional methods.
Instructional Methods for Teaching Science The best instructional methods for teaching science should take into account the objectives and goals students are expected to achieve.
Reflection About Teaching Patriotism in Schools The paper argues that in the Brighouse book (2006) effectively proves that teaching patriotism in the school setting is virtually impossible.
Professional Development of Teachers’ Skills This paper aims at discussing the causes of teachers’ negative perceptions of professional development and describing the best-related practices that the author has experienced.
Teacher Profession and Motivation to Choose It My decision of becoming a teacher solely comes from my family background and my own personal interests as I grew up.
Teaching Plan: Immunizations and Vaccinations In an immunization schedule, provided by the Centers for Disease Control and Prevention, eighteen diseases are marked as possible to prevent with the help of appropriate vaccinations.
The Importance of Teaching in Nursing The main aspects nurses can teach their patients are self-care rules, recognition of first warning signs and first aid.
Improving Teaching through Reflection Teachers’ responsibilities involve making decisions while attempting to promote student learning. The choices belong to three categories: implementing, planning, and assessing.
Teacher Beliefs and Views on Educational System The ideal education system would involve both teachers and students in the learning process equally. This is one of the core concepts of Plato’s writings on education.
Challenges in Teaching English as a Foreign Language This paper identifies a common problem in teaching English as a foreign language and the best ways to deal with it.
Observation on the Teacher and Students This observation on the teacher and students a 1st grade, by narrating what environmental factors, methods of teaching, group work and discussion facilitated on knowing the topic.
Teaching of Political Science Political science background offers numerous opportunities for students in different spheres of life, this is why the teaching of political sciences turns out to be crucially important at any time.
Study Method Preferences in Teachers and Students Foreign language teaching is a complex process that has to take into account the perception of the studying process not only by the teachers but by the students as well.
Rita F. Pierson and The TED Talk on Education and the Teacher’s Relationship With the Children Rita F. Pierson: the TED talk on education and the teacher’s relationship with the children they teach and discuss its traits as well as those of the speaker.
Teaching Charts as Effective Strategies Teachers use teaching charts in order to look at the target behaviors differently, see behavior more objectively and see gradual improvement easier.
Teaching and Learning Concepts and Techniques This paper discusses the main concepts and techniques in teaching and learning, focusing on conceptual framework elements and teaching activities role for professional development.
Mathematics Teachers’ Self-Efficacy, Its Importance, and Effects The study explores the impact of mathematics methodology courses on teachers’ self-efficacy, as well as to examine the factors responsible for their teaching-efficacy beliefs.
Good Observation in Teacher’s Career and Policies Observation has a significant role in the improvement of teacher’s professional capabilities and for the development of appropriate policies.
A Leader’s Roles of Designer, Teacher, and Steward Those organizational leaders who act as designers perhaps have more responsibilities than those who prefer teacher and steward styles.
Teaching English as an International Language When learning Standard English, it is important to be aware of these variations, which include slight differences in grammar, vocabulary, punctuation
Head Start Teacher’s Qualification and Challenges A head start teacher is an educator who offers his/ her services under the head start development program for children from low-income households under the age of five.
Teaching Science, Technology, Society and Environment Using Out-of-School This paper looks at STSE in both contexts of theory and practical application. The STSE is, therefore, an advantageous and evidently a defensible objective in real practice.
Color Coding in Teaching Grammar to Saudi Learners This research study will seek to establish whether incorporating the use of colors in the EFL class enables minimization of the existing challenges.
Decision-Making in an English Teacher’s Career This is a case of a professional with 20-years of experience in teaching high school English in Japan. To analyse his decisions, this paper applies two decision-making theories.
Teaching Students With Attention Deficit Hyperactivity Disorder Attention Deficit Hyperactivity Disorder is a psychiatric disorder characterized by impulsive actions that are not related proportionally to the age of the affected person.
Types of Portfolios and Models of Teaching Educators encounter unique challenges with standardized grading systems in practice. Instructors have to revise the reporting system to align it with standards-based instruction and learning.
Curriculum Development in Language Teaching One curriculum ideology is that the design of the education structure focuses on developing a system that imparts an individual with education.
Curriculum Development in Language Teaching by Jack Richards The paper reviews chapters Planning Goals and Learning Outcomes and Course Planning and Syllabus Design of the book Curriculum Development in Language Teaching by R. Jack.
Teaching Strategies in Special Education Inclusive education is no longer a horror story for teachers and parents. Modern teaching techniques for children with special needs have proven to be effective.
Importance of the Teacher Leadership Teacher leadership is highly ambiguous as it mandates STLS to perform various functions, including quasi-experiment responsibilities and instructional duties.
Language Learning and Teaching Philosophy It is important for foreign students to consider the sociocultural factors that influence their language learning, which impacts and shapes the teaching philosophy of teachers.
The Philosophy of Teaching Reading The literature-based approach best fits in with the philosophy of teaching reading. Reading teaches not only language skills, but also the ability to think.
Forces as Magnetism: Nurses as Teachers Professional nurses play the role of educators and they take the new nurses through the system informing them of how processes are carried out.
Categorical Imperatives: Case of School Teacher Jenny The case under analysis suggests that a high school teacher, Jenny, gives false information to her students in order to scare them away from drugs and prevent drug addiction among students.
Aristotle’s Biography: Philosopher’s Teaching and Outlook The path Aristotle followed as a philosopher was by large predetermined by his family background and circumstances of early years.
Teaching Profession and Career Possibilities This report covers a thorough discussion of the teaching profession, the nature of work, work conditions, educational requirements, compensation, etc.
Action-Based Teaching, Autonomy and Identity “Action-Based Teaching, Autonomy, and Identity” examines different agency aspects, including the relations between process and structure, classroom democracy, and control and power issues.
Teachers’ Attitude Impact on the Educational System Success Shaping the curriculum is critical to the further progress of learners and their ability to develop the necessary skills.
Developing a Teaching Plan for Immunizations A healthcare provider can give evidence of the number of non-immunization negative outcomes as opposed to immunization.
Realism Philosophy in Teaching Literacy The paper considers the realism context of teaching literacy and explains why North American teachers should follow this philosophy and how it differs in other regions.
Instructional Leadership and Teaching Practices Instructional leadership is a form of leadership that enhances teaching and learning by promoting best practices.
Secular Combatants: Teaching Secular Worldviews in a Post-Secular Age Investigating the connection between psychology and Christianity is a problematic and passionate task. One school of thought claims that psychology is opposed to Christianity.
“Teaching Strategies for Preschool Educators” Summary When analyzing the possibilities of preschool educators, there are three main fields of learning that might be acquired at the basic level during the studies.
STEM Education: Resources and Teaching Reflection STEM education is a phenomenon based on interdisciplinarity and meta-subject, the use of technological solutions in cognition and transformation of the world.
CPC Paper Draft: Teaching Students to Swim The application of Vygotsky’s theory of childhood development will help to recognize the significance of interactions in the development of swimming skills.
Teaching American Literature to Non-native Speakers The following research is aimed at analyzing various challenges encountered by educators while teaching American literature to non-native contexts.
Authentic Leadership in the Teaching Environment The principle of authentic leadership is based on a foundation developed from moral purpose and core values that are lived each day who are interested in shaping a positive culture
Teaching Special Education in the General Education Classroom This literature review will seek to critically review the dynamic that comprises teaching special education within the general education classroom.
Research Methods for Teaching The purpose of this paper is to explore several different ways in which students approach research and how they present their educational material incorporating technology.
Health for All: Community Teaching Plan The teaching plan will be of interest mainly to uninsured or underinsured people. They will be informed on preventive measures allowing to promote their health.
EFL Teacher Training and Development The proposal suggests an analysis of the teacher-training programs and analysis of the most appropriate strategies that can be applied to the countries of the Middle East region.
Pronunciation Teaching: Key Aspects This paper reviews literature on pronunciation teaching focusing on the: importance of pronunciation, using technology and factors affecting pronunciation learning.
Country-Club Leadership Style in Teaching Profession The leadership style could be defined as country-club management. This approach is characterized by a high concern for the atmosphere and relationships.
“My Best Teacher” the Article by Martyn Denscombe The article, “My Best Teacher” observes Denscombe’s ground rule that research should have aims and questions that are clearly stated.
Teaching English Language to Hindi Speakers A teacher needs to know and acquire the techniques he or she may apply to mitigate the problems faced in the pedagogy of English as a foreign language to Hindi speakers.
Christian Disciple, Obedience, and Teaching This paper discusses the issues pertaining discipleship in Christianity, including obedience to Christ, teaching, and helping others obey and become Disciples of Christ.
Teacher Effectiveness and Performance Assessment This research paper aims to illuminate on the most effective methods to evaluate teacher’s effectiveness and performance.
Content Enhancement Strategies and Tools in Teaching This paper discusses the usefulness of content enhancement tools and methods and focuses on the efficiency of one of the most popular instructional adaptations.
Women’s Health Teaching Proposal: on Healthy Lifestyle Choices, Diet and Activity It is a well-known fact that upon entering the middle-age stage of their life, women notice significant changes in their health.
The Yoga Ethics in a Student-Teacher Relationship The yoga ethics in the student/teacher relationship arises from an idea of various boundaries ranging from an array of personal upbringing and regular life experiences.
Teaching English to Second Language Learners Achieving excellence in teaching English as Second Language Learners requires adherence to specific principles and practices by teachers and instructors.
Research in Teacher Decision Making Work as a teacher involves a wide range of knowledge in various fields. Teachers should be professionals in their area of specialization.
Genetic and Environmental Impacts on Teaching Work If students do not adopt learning materials and the fundamentals of the curriculum well, this is a reason for reviewing the current educational regimen.
Postpartum Teaching Plan Assignment The discharge with a newborn leads women and their families to significant changes in their daily lives, and it is crucial to teach them the basics to maintain well-being.
Book Clubs: Professional Development Among Teachers This research project aims to examine a group of teachers who share their narratives through interactions in book clubs and define the relationship between this intervention.
Teaching Strategies and Their Application The paper provides several strategies that teachers can use to help students learn how to write and read, hence performing well academically.
Instructional Methods in Teaching Practice Instructional methods describe activities that relate to learning objectives and the transmission of educational information between the instructors and their students.
Teaching Intelligent Design at Schools The question of whether Intelligent Design can be introduced in schools has invited numerous reactions, some very vitriolic, from diverse quarters like the church, school boards.
Physical Education Teacher: Educational Scenario Being a physical education teacher I have had to analyze a number of situations putting in all my experiences and learning.
Sexually Transmitted Diseases: Community Teaching Plan This paper is a summary and reflection of my personal teaching experience for the prevention of sexually transmitted diseases.
Smoking Cessation and Patient Teaching Plan The key purpose of this patient teaching plan is to collaborate with him regarding the improvement of his lifestyle, smoking cessation, awareness related to smoking damages.
Teaching Practice and Professional Activities This paper presents a reflection on professional activities, their impact on teaching practice, and outlines changes to enhance future teaching.
The Need for Lesson Planning and Teaching Planning a lesson involves many relative issues that include the requirement of the learner, the needs of the learner, and the ability of the learner.
Diversity and Inclusivity as Teaching Philosophy Being an educator is an important task, as it provides an exciting opportunity to influence others and share valuable knowledge.
Diversity Teaching Scenarios: Fractions Lesson Plan The following paper is going to discuss four potential lesson plans and analyze them in terms of diversity.
Teachers’ Expectancies: Determinants of Pupils’ IQ Gains Rosenthal and Jacobson explore whether expectancies have a positive effect on the increase of IQ levels if to compare with the usual approach or not.
HIV/AIDS Education and Teaching Plan There is a lot of evidence that even adolescent students can be involved in risky behavior, and many students are already infected with HIV.
Teaching Empathy to Pre School Children The study of children, though less than 200 years old, has been a fascinating one for developmental psychologists.
The Whole Class Teaching Analysis The whole class teaching brings together students, teachers, techniques, and a shared learning goal through explicit, direct instruction.
Nursing Teaching About Legal and Ethical Issues Nurse educators have to teach their students about plagiarism and how to avoid unintentional cases of plagiarizing someone else’s work.
The Teaching of Developmental Psychology This paper analyzes the teaching of developmental psychology. The research concepts integrate interpersonal spirituality with developmental systems.
Teaching Computer Science to Non-English Speakers Learning computer science presents many challenges. The paper investigates significant barriers to CS education and how the process could be improved.
Books on Teaching Children in Church Dunlop’s Follow Me as I Follow Christ book is a guide for educators teaching children in a church setting. Thomas’ Teaching was a valuable reading for my professional development.
Integrating Communicative Approach Into My Current Teaching Philosophy The communicative approach, also referred to as Communicative Language Teaching (CLT), has occupied the central part of language teaching discussions since the late 1960s.
Teaching Methods for Diabetic Patients With Hearing and Vision Impairments This essay examines effective methods of teaching diabetic patients with hearing loss and visual impairment concerning self-management of diabetes mellitus.
Teachers and the Facilitation of Curiosity in Learning The central goal is to highlight the importance of curiosity in the learning process and review the techniques used to promote it.
Core Classroom Management Competencies and Skills of High-School Teachers in the Digital Era The modern educational field is continuously undergoing the influence of multiple factors within the social, political, economic, and technological environments.
The Impact of Teacher Unionization Upon the Education of Students Teacher unions were formed basically to give teachers a collective bargaining power and a way to air their views. An estimated 45% of the teachers in public schools are members of any union.
How Can Teachers Help Improving the School for Young Learners? The topic of improving the schools for young learners is disputed among scholars worldwide. There are different opinions as for the leading factors that can provide for this improvement.
Sight Words Method: Teaching Strategy The visual method of teaching that is based on Sight Words is very flexible and effective. It may be used with all students in order to enrich their vocabulary.
Theories of Cognitive Approaches to Teaching and Learning The present paper will discuss two key theories of cognitive development and explore the implications for teaching and learning.
Sexual Health: Teaching Plan for Students This paper presents a teaching plan about sexual health to improve students’ understanding of central challenges in sexual health promotion.
Teaching Experience in Disaster Management Among Teenage Students The significance of the role that a nurse plays in disaster management (DM) is often overlooked yet is crucial to the safety and security of community members.
Saudi Heritage on Improving Teaching of English In the elementary classroom setting, the drawings by young learners create a cognitive corridor towards nurturing their own understanding.
Social and Emotional Competence for Teachers It was on a Friday, November 6, 2015, at the Chinese University of Hong Kong. I had visited the University for a Conference on introduction to statistics.
Teaching Grammar: Subjunctive Mood The grammar point to be illustrated through this text is the subjunctive mood. The mood indicates that the action expressed by the verb is not a real fact.
Sociolinguistics: Language Teaching and Age During babyhood and childhood, people are more likely to adopt the elements of a foreign language. Adults attempt to adjust to the linguistic norms within a certain social group.
Teaching Comparative Politics for College Students The topics of the semester are related to the political systems of different nations. The course is based on fundamental processes and concepts of comparative politics.
Teaching Early Childhood: Preschool Curriculum This paper presents a weeklong plan that demonstrates the ability to develop a curriculum for a preschool program targeting children between 3 and 4 years.
Teachers’ Professionalism: Evaluation and Analysis This paper analyzes research works that help to understand the basic concepts and ideas of teachers` functioning and the way they improve their professional skills.
Teaching Literature for ESL Students Teaching literature in a language course to ESL students has been a topic of a lasting debate. The use of literature implies discussion and reflection on various topics revealed in the texts.
Teachers Expectation and Pupil Learning Teaching as a career has distinct features that make it stand out among other career fields. Teaching as a profession has a myriad of responsibilities.
Patient Teaching Plan: Hypertension as a Modifiable Risk Factor for Kidney Disease The patient has been diagnosed with renal failure. The present assignment shall focus on hypertension as a modifiable risk factor for kidney disease.
Multicultural Teaching Strategies: Curriculum Design The curriculum design is implemented in a secondary classroom setting in the US state where multi-race students are able to get their education and improve their level of knowledge.
Teaching Strategies and Classroom Management The paper analyzes the teaching strategies observed in grades 3 and 5. They included a demonstration, collaboration, hands-on and the traditional lecture.
Teaching Architecture and Freehand Drawing The experience of Sue Ferguson Gussow in teaching freehand drawing to architecture students is the central theme of the article. This article diagnosed the freehand drawing experience.
Teaching Home Depot Employees Business Etiquette in Nigeria Nigerian business etiquette differs from the norms in most other nations. Learning it will assist the company’s visibility in the Nigerian market.
Teaching Children With Neuromotor Disorders The paper states that it is important to identify the features of teaching children with these disorders in educational institutions.
Aspects of Teaching and Learning Styles The most effective teaching style is the facilitator. It is necessary for students to create a situation in which they can independently come to a decision.
The Role of the Teacher in a Differentiated Classroom The idea of a teacher facilitating a differentiated classroom appeals to me. This method focuses on providing students with personalized education.
Kelly Denny, a Special Education Teacher Besides the fact that Kelly Denny knows how to work with children with disabilities, she also loves her job and feels happy helping children develop.
Neuroscience and Cognition in Teaching Practices One thing that neuroscience might tell about cognition and its impact on teaching practice is the worth of new techniques to improve thinking processes.
Designing an Inclusive Teaching Philosophy The word inclusive teaching means designing a mode of learning for students that meets an equally comfortable environment catering to all needs of learners.
Teaching Students With Autism Spectrum The bibliography analyzes educators’ current practices, approaches, tactics, and strategies for teaching students with autism.
Teacher Transformational Management and Student Progress: A Review The creative environment of an organization is inextricably linked to the transformational initiative, which encourages learners to go above and beyond for tremendous effort.
Prioritizing Teachers’ Wellbeing Raising awareness on the topic of teachers’ well-being and informing workers in the education system on the issue can result in additional support for teachers from co-workers.
Aspects of Witnessing in Teaching The paper states that witnessing is a great responsibility during potlatch because it is given to non-indigenous guests to supervise all gift transactions.
Teaching Professionalism Article by Cruess & Cruess Cruess & Cruess suggest that professionalism in the health industry is threatened by social changes and weak healthcare standards.
Retaining Teachers: Public Education System
Underrepresentation of the LGBTQ (Queer) Community in English Language Teaching
Entrepreneurial Profile of Private Music Teacher
Teaching Teens With Major Depressive Disorder
Catholic Social Teaching and Vaccine
Effects of Parent-Based Teaching of Alcohol Use
Meetings between Parents and Teachers: Ted Talk Discussion
The Parent-Teacher-Youth Mediation Program
“Mathematical Mindsets” by Jo Boaler for Teachers
Teaching an Alien to Cook: Thinking Process
Communication Skills Teaching Methods
Teaching Disciplinary Literacy to Adolescents
Teacher’s Emotional Intelligence in Early Childhood
Research Project on the Teaching and Training of Evidence-Based Practices
Discussion of Teaching Sacramental
Pediatric Physician Office: Teaching and Learning in Medicine
Teacher Career: The Role of Self-Efficacy
St. Thomas’s Natural Law Teaching and Aristotle’s Teaching in Ethics
Teaching Foreign Languages in the Online School
“Are Public School Teachers Overpaid?” by Burke
Importance of High Teachers’ Educational Level
Teacher Blogs as Tools to Enhance Learning Outcomes
Teaching Children About Work Using Household Chores
Teaching Children Languages and Literacy
The History of Technology in Teaching History
Professional Value Statements in Teaching
Dealing With a Difficult Boss and Teacher
The Brightest Figures In Life: My Teacher
Diabetes: Community Teaching
“Responsive Teaching”: Adapting to the New Learning Environment
The Trial of Anne Hutchinson: Heretical Teacher or Guardian of Religious Liberty
Problem Scenario: Workplace Bullying in Teaching
Low Teacher Retention: How to Alleviate This Issue
Children of Neglect and Teaching Family Model
Patient Teaching in Health Care
The Online Technology in the Experiences of EFL Pre-Service Teachers
Ethical Dilemma of Reporting Teacher Misconduct
Targeted Teaching Intervention
Observing Children: Teaching Practice
Verbal Operants for Teaching a Child to Ask for What They Need
Teaching Plan Proposal on Heart Failure
How Technologies Can Enhance the Teaching Models
Evaluating Instructional Technology Resources for 21st Century Teaching Instructional Software
Online Teaching as the Major Concern in the Field of Instructional Technology
Administration, Teaching and Learning Implementation
Childhood Obesity Teaching Experience and Observations
Learning and Teaching: Management and Transformation
Clinical Teaching: Concept-Based Curriculum and Exemplars
Improving Student Learning: Teacher Effectiveness
Task-Based Language Teaching Applied in Elementary Classroom
Teacher Turnover and Workplace Spirituality
Effective Teaching Methods to Use with a Brain-Injured Individual
Teaching About Religion vs. Teaching Religion
The Voice of Classroom: Native and Non-native Educators in English Language Teaching
Diabetic Teaching, Self-Directed Learning Theory
Teaching for the Nurse Educators
Promoting Mental Health: Creating a Teaching Plan
Conceptual Teaching Plan
Help Our Planet Become More Beautiful: Community Teaching Work Plan Proposal
The Teaching and Learning of Ethics
Current Trends in Teaching and Patient Care
Health Promotion and Community Resource Teaching
Debate on Teaching of Values: Family Policies
Assessing Baldwin’s “A Talk to Teachers”
Breasts Health Teaching For Homeless Women
Allowing Armed Teachers on Campus as Safety Measures
“Bad Teaching Is Tearing America Apart”: Drawbacks of the Article
Turnover Around Teachers: Educational Research
Finance: Teaching and Evaluation Plan
The Article Analysis About Among Teachers in Ghana
Analysis of the Article “Evidence-Based Teaching Strategies for Students With EBD”
Classroom Management Areas for a New Teacher
Teaching, Scholarship, and Leadership
Styles in the Scholarship of Teaching and Learning
The Teaching Plan for Mental Illness
Workplace Burnout Among Teachers
Utnapishtim’s Teaching About Immortality
Fall in the Elderly: Community Teaching Work Plan Proposal
Patient Teaching Plan Overview
Mathematics’ Self-Efficacy Beliefs, and Practices of Pre-Service Elementary Teachers
North Shore Medical Center: Teaching Experience
Computer Science and Computational Thinking Teachers
Catholic Moral Teaching on Charity and Social Justice
Differentiation as a Teaching Method
Teaching the Faith Forming the Faithful
Active Participation by Teacher Impact on Students
Investigating International Education: Teachers’ Immigration
New Approaches in Teaching to Enhance Teaching
Teaching and Learning in Multicultural Schools
Important Concepts of Teacher Professional Development
Teaching Chemistry in Secondary Schools in the Kingdom of Saudi Arabia
Teaching Communication Skills for Elementary School Students With Autism
SIOP Lesson Plan: US History. Sample Lesson Plan for Teachers
“Classroom Discourse: The Language of Teaching and Learning”: Culturally Responsive Reading
Multiculturalism in the Classroom: Culturally Responsive Teaching
Teaching and Acquisition of a Second Language
Policies Running Use of Information and Communication Technologies in Teaching in America
Guided Reflection in Teacher Education
The Teacher-Led Action Research
Effective Assessment Practices: Objective Structured Clinical Examination, Written Assignments and Rubrics, and Teacher-Created Tests
The Importance of Teaching Literature in College
Teacher-Based Assessment of Literacy Learning
Discourse in Language Teaching: The Genre of Letter
Service Evaluation of Teaching Practice in the Workplace
Teaching English Language Learners
Common Currency for Teachers and Students
Second Language Paradigms: Understanding Teaching Patterns
Surveys on Students’ and Teachers’ Motivation
Multiple Intelligence in Teaching English
Clinical Teaching: Long- and Short-Term Goals
Teaching Argumentation: Planning and Instruction
Colleges of Education Preparation of Future Teachers
English Phonetics: Studying and Teaching
10-Hour Training Course for Teachers on Conflict Management
How to Attract the Best Teachers into Teaching
Teaching Percussion and the Middle School Band Organization
Funds of Knowledge, the Book for Teachers
Remembering Who You Were: The Profession of the Teacher
Teaching Practical Application of Theories and Research
Teaching Music in Middle Schools
Sociology of Education: Teaching Methodology in UK and Poland
Teacher Career and Personal Philosophy of Education
Teaching Students with Mild Disabilities: Instructional Technique
Teaching Music in the Middle Schools
Pay-for-Performance Scheme for Teachers
Teacher as Researcher: Cross-Age Peer Tutoring
Racial Disparities in Public Schools and Teacher Preparation
ELL Teacher Tasks: Programs and Implementations
Teachers’ Use of Assessment Data to Inform Instruction
Effective Attributes of an Expert Teacher
Tools to Develop the Best Teaching Strategy
Academic Achievement Gap and Teachers’ Perceptions
Teaching Sessions for African American Children With Asthma Issue
Smoking Management and Patient Teaching Plan
Inclusive Teaching and Training: Project Analysis
Why Teachers Like Apples: Tradition and Its Roots
General & Special Education Teacher Collaboration
Teaching Multiplication in Hybrid Learning Environment
The Socratic Method as a Particular Way of Teaching and Learning
The Prevention of Sexually Transmitted Diseases: Community Teaching Plan
Nursing Delegation and Management of Patient Care: The Teaching Plan
“Lies My Teacher Told Me” and “The Loudest Voice in the Room”
Teaching Strategies in a Classroom and Virtual Setting
Personal Teaching Philosophy and Its Development
Career Challenges in Teaching Language
Teaching Grammar: How to Build Sentence Types?
Preparing Teachers for Education
“Teaching to the Test” Strategy and Its Dangers
Student Assessment System and Teaching Strategies
Teachers’ Collaboration with Libraries for Testing
”50 Ways to Keep Your Co-Teacher” by Murawski & Dieker
Teaching Evaluation Using a Mixed-Methods Analysis
Using Blogs in Teaching and Learning
Teachers Difficulties in Working With Children
The Literacy Teaching: Literacy Training Techniques
Developing Learners: Teaching Video
Teacher Beliefs in Contemporary Science Education
Which Style of Teaching and Learning Do PMU Students Prefer
Male Teacher Recruitment Issues and Efforts
Teaching English to Arabs: Study Qualitative Methods
Teaching Strategies Promoting Active Learning
Hybrid Teaching Approach: Research Methodology
Curriculum Design and Innovation in Language Teaching
Student Experiences and Teaching Styles
Webquest for Teaching Geography and Social Studies
Teacher Merit-Pay System: Critique of Florida Case
College Teacher’s Personality and Skills
Teacher Behavior: Designing and Intervention Plan
Teacher Impact on the Learning Process
Nursing Teaching Exemplar: Risk Assessment
Teacher’s Reflection, Liberal Arts and Social Justice
Mind Mapping Usage in Vocabulary Teaching
Efficiency, Implementation, and Use of Co-Teaching
Novice Medical Specialists’ Learning and Teaching
Pre-Service Mathematics Teachers’ Self-Perceptions
Teaching Influence: Science and Culture Class
Kindliness and Its Importance in Teaching
Heart Disease Prevention and Patient Teaching Plan
Effective Patient Teaching to Reduce Readmission Rates
Math Methodology Effect on Teachers’ Self-Efficacy
Teaching Algebra to English-Language Learners
Instructional Models of Teaching and Assessment Techniques
Obesity Prevention and Patient Teaching Plan
Teaching Social Studies for Younger Students
Clinical Teaching Strategies in Nursing
Teaching English Speaking Classes for Non-Natives
Older Adult Falls Prevention: Teaching Experience
Patient-Centered Individual Approach: Treatment and Teaching Plan
Diabetes and High Blood Pressure Patient Teaching
Student-Teacher Interaction in Inclusive Education
How Can Teachers Effectively Collaborate?
Mathematics Methodology Courses Effect on Teachers
Teaching Strategies in Instructing ELLs
Lupus: Teaching and Nursing Care Plan
Difficulties Facing Foreign English Teachers in ELI
Math Methodology for Elementary Teachers
Disabled Children: Intervention and Skills Teaching
Teacher Efficacy of Pre-service Elementary Teachers
HIV and AIDS Prevention: Teaching Plan
Patient-Centered Care Teaching Exemplar
National Education Association in Teachers’ Strike
Preschool Teachers’ Professionalism & Initiatives
Health Teacher Profession: Overview, Educational Qualifications, and Current Issues
Educators’ Attitudes to Teaching Approaches
“Teaching to the Test?” by James Popham
Chronic Heart Failure, Care and Teaching Plan
Dialogic Reading as a Teaching Approach
Learning Features and Connecticut Teaching Standards
Teacher Preparation and Outcome-Focused Evaluation
Jesus’ Teaching About the Kingdom and About Himself
Preservice Teachers’ Perceptions of Their Teaching
The Teaching Plan for the Patient’s Nutrition
Teaching Statements and Beliefs
The COMTA Teaching Model for Adult Learners
Balanced Literacy Teaching Method
Curriculum Planning: Students’ Teaching Reading
Mathematics and Pre-Service Teacher Self-Efficacy
Attach the Block and the Bad Teacher Movie
Christian Teaching by Saint Augustine
Teaching Communication Skills for Students with Autism
Teaching Literacy and Reading Lesson Plan
Impacts of Teaching Detective Stories to ESL Students
The Role of Effective Teaching in Shaping Future Generations
Value of Lifelong Learning for Teachers and Its Impact on Student Engagement
The Importance of Creativity and Imagination in Effective Teaching
Significance of Teacher Well-Being and Self-Care in Preventing Burnout
The Benefits of Interactive Learning in Enhancing Student Engagement and Retention
Role of Professors in Fostering Critical Thinking and Problem-Solving Skills
The Significance of Inclusive Education in Creating Equal Opportunities for All Students
The Value of Teachers in Fostering a Love for Reading and Literature in Students
Enhancing Student Engagement and Participation Through Interactive Classroom Activities
Importance of Teacher Training Programs for New Pedagogical Approaches
The Meaning of Collaborative Learning and Group Work in Enhancing Student Learning Outcomes
Effective Strategies for Implementing Interactive Learning in Classroom Settings
The Influence of Teaching Ethics and Values in Developing Responsible Citizens

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These essay examples and topics on Teaching were carefully selected by the StudyCorgi editorial team. They meet our highest standards in terms of grammar, punctuation, style, and fact accuracy. Please ensure you properly reference the materials if you’re using them to write your assignment.

This essay topic collection was updated on June 24, 2024 .

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

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Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction. Allyn & Bacon.
Gagne, R. M. (2013). Instructional technology: Foundations. Routledge.
Pollard, A., & Collins, J. (2005). Reflective teaching. A&C Black.
Reflective practice. (2005, August 29). Wikipedia, the free encyclopedia. Retrieved November 4, 2020, from https://en.wikipedia.org/wiki/Reflective_practice#cite_ref-Shapiro_18-0
https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf
https://en.wikipedia.org/wiki/Reflective_practice#cite_ref-Shapiro_18-0

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Essay on Teaching

Students are often asked to write an essay on Teaching 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 Teaching

What is teaching.

Teaching is the act of helping someone learn. It involves sharing knowledge, skills, and experience with others. Teachers help students understand new concepts, develop new skills, and think critically. They also help students learn how to work together and solve problems.

Why is Teaching Important?

Teaching is important because it helps people learn. Learning new things helps people grow and develop. It also helps people get better jobs and live more fulfilling lives. Teachers play a vital role in helping people learn and grow.

Who Can Be a Teacher?

Anyone can be a teacher. It doesn’t matter how old you are, what your background is, or what your experience is. If you have knowledge, skills, or experience that you can share with others, you can be a teacher.

How Can I Become a Teacher?

There are many ways to become a teacher. You can get a degree in education, or you can take a teacher certification program. You can also become a teacher through experience. If you have worked in a field for many years, you may be able to become a teacher without a degree or certification.

What Makes a Good Teacher?

250 words essay on teaching.

Teaching is a way to transfer knowledge, abilities, and skills from one person to another. A teacher helps students learn and grow by explaining new concepts, providing guidance, and offering support. Teaching can take place in many settings, such as schools, colleges, workplaces, and even at home.

The Importance of Teaching

Teaching is essential for the progress of society. It is through teaching that we pass on our knowledge and culture to future generations. Teaching helps students develop the skills they need to live and work in the modern world. It also helps them learn how to think critically, solve problems, and be creative.

The Qualities of a Good Teacher

Good teachers are patient, kind, and understanding. They are able to explain new concepts in a clear and concise way. They are also able to create a positive and supportive learning environment. Good teachers are passionate about their subject matter and they are always looking for new ways to engage their students.

The Challenges of Teaching

Teaching can be a challenging profession. Teachers often have to deal with large classes, limited resources, and unmotivated students. They may also face pressure from parents and administrators. However, the rewards of teaching are great. Teachers have the opportunity to make a real difference in the lives of their students.

Teaching is a vital profession that plays a crucial role in the development of society. Good teachers are patient, kind, and understanding. They are able to explain new concepts in a clear and concise way. They are also able to create a positive and supportive learning environment. Teaching can be a challenging profession, but it is also a rewarding one. Teachers have the opportunity to make a real difference in the lives of their students.

500 Words Essay on Teaching

Teaching: a journey of inspiration and knowledge, the power of a teacher.

Teachers are the guiding stars that illuminate the path of knowledge for their students. They possess the power to unlock the potential within each child and help them discover their strengths and talents. With patience, understanding, and encouragement, they nurture the minds of their students and help them grow into well-rounded individuals.

The Art of Communication

Teaching is an art form that requires effective communication skills. Teachers must be able to convey complex concepts in a clear and engaging manner, adapting their teaching methods to suit the different learning styles of their students. They use a variety of techniques, including lectures, discussions, demonstrations, and hands-on activities, to ensure that students comprehend the material and develop a love for learning.

Nurturing Critical Thinking and Problem-Solving Skills

Building character and values.

In addition to academic knowledge, teachers play a crucial role in shaping the character and values of their students. They teach the importance of honesty, integrity, responsibility, and respect. They create a positive and supportive classroom environment where students feel safe to express themselves and learn from their mistakes. By instilling these values, teachers help their students become ethical and responsible citizens.

The Impact of Teaching

The impact of a good teacher can be profound and long-lasting. Teachers have the ability to inspire their students to pursue their dreams, overcome challenges, and make a positive contribution to society. They ignite a passion for learning that can last a lifetime and empower their students to achieve great things.

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

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

Chapter 1: The Teaching Profession

Unlearning Box

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

“It’s easy to become a teacher.”

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

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

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

Chapter Outline

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

Maintaining a Teaching License

InTASC Standards

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

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

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

Female elementary students work on a poster.

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

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

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

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

High school English teacher with three students

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

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

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

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

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

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

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

Becoming a Teacher

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

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

Stop & Investigate

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

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

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

This graph compares demographics of teachers approximately 20 years apart.

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

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

Seventh-grade social studies teachers gather for a meeting.

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

Critical Lens: Naming Races

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

Pathways Toward Teacher Certification

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

Traditional Preparation: Educator Preparation Program (EPP)

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

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

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

Critical Lens: Bias in Standardized Assessments

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

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

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

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

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

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

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

Alternative Preparation

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

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

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

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

Maintaining A Teaching License

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

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

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

Characteristics of Effective Teachers

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

Pause & Ponder

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

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

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

A high school student is outside with her teacher, examining a plant.

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

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

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


Orientation
Structuring
Questioning	, discussed in )
Teaching modeling
Application
The classroom as a learning environment
Management of time
Assessment

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

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

Table 1.2: InTASC Standards by Categories

This category recognizes that before we can teach, we must understand our learners.

This category focuses on the depth of knowledge teachers need to possess in their corresponding content areas in order to support students in their accurate learning of content.

After mastering the content knowledge itself, effective teachers need to understand how to deliver instruction by weaving together assessment, planning, and instructional strategies.

In this category, a teacher’s role as a life-long learner is the focus. Learning can occur through professional development (like trainings and classes), reflection, taking on leadership roles, and collaborating with various stakeholders.

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

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

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

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

Critical Lens: Linguicism

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

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

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

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

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

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

Intersectionality considers how different characteristics, such as race, ethnicity, or gender, intersect.

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

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

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

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

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

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

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

Programs offered through colleges or universities to earn teaching credentials.

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

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

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

The art and science of teaching.

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

Series of teacher certification tests offered by ETS.

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

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

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

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

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

Council for the Accreditation of Educator Preparation.

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

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

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

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

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

Interpersonal skills expected of teachers as professionals.

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

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

Judging or evaluating another culture based on your own culture.

Sweeping, oversimplified generalizations about a group.

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

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Teaching as a Profession 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

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.

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.

Greater Good Science Center • Magazine • In Action • In Education

What Teachers Really Need to Thrive

American teachers are increasingly stepping away from their jobs because of the educational systems and structures that prevent them from engaging in good teaching, which involves professional judgment, attunement to students’ multidimensional needs, and a connection to one’s purpose and values. The barriers to good teaching include overwork and underpay, in a profession that is increasingly undervalued—but that is not the whole story.

The results of a massive survey, America’s Teachers on Teaching in an Era of Change , indicate a strong correlation between teachers’ job satisfaction and feeling that their voices are heard.

Ninety-eight percent of the 20,000 respondents believe that teaching is more than a profession; it is how they make a difference in the world. The survey also suggested that new teachers, in particular, have comparatively higher needs for both content and social support . A frequently cited challenge for teachers was finding time to collaborate with colleagues, and rural and small-town teachers feel significantly more isolated and in need of support, connection, and collaboration.

While self-care strategies such as mindfulness, gratitude, and self-compassion have been shown to support individual well-being , they are insufficient to support teachers who believe that their institutions are not in alignment with their values. These educators need the support and connection of an authentic learning community to give meaning, purpose, and direction to their work. Such communities are of particular importance for reengaging those suffering from demoralization, helping them regain their self-efficacy , which can lead to increased job satisfaction and commitment to students and the profession. There is power and hope when we work together.

With this context in mind, we’ve taken steps at the Greater Good Science Center to provide opportunities for connection and collaboration to further support the over 1.1 million educators, from every U.S. state and over 200 countries, who actively utilize our resources at Greater Good in Education . We are dedicated to lifting up teacher voices, reconnecting educators to their purpose, and building a courageous community empowered to change the dominant narrative in education to one that values kindness, cooperation, and other prosocial qualities.

We recently completed the Greater Good Educators pilot program and received feedback from a diverse group of 60 participants, representing twelve U.S. states and nine countries. We provided them an opportunity to engage with one another and bring the science of a meaningful life into their lives, schools, and classrooms. Each month, we introduced a new well-being topic, via a digital platform, to learn about, practice, and apply in their school settings. Additionally, participants met online monthly for 90 minutes to make connections, solve problems, and share resources in a facilitated community of practice .

We used feedback from monthly surveys to inform the ongoing development of the program and employed a final comprehensive survey and targeted participant interviews to measure program impact. The final feedback was overwhelmingly positive, with 98% of the participants rating the overall program “very good” or “excellent.” They appreciated the opportunity to meet with colleagues across the globe who had similar goals and interests. As one participant explained: “I loved meeting with so many different people from around the country, and around the world, to hear varied perspectives, as well as international similarities!”

In meeting together regularly with others who shared their passion for building happier, kinder schools and classrooms where everyone belongs, participants identified three ways that the program provided them with the hope and courage to expand and magnify their good work.

Greater Good Educators Program (Fall 2024)

Exploring science-based practices for kinder, happier schools where everyone belongs

A sense of belonging. When we are understood, recognized, and affirmed by others, we feel we belong to a community. Researchers recognize this sense of belonging as an essential aspect of our well-being and central to a meaningful life . As we engaged in a collective exploration and dialogue around well-being themes and practices in the community of practice, participants reported a deepened understanding of content and a strengthening of group bonds. This sense of belonging was frequently expressed as feeling welcomed, heard, included, or accepted. As noted by a participant, “It was so nice to be in a community of like-minded people and to feel myself part of a global movement.”

Voice and agency. Feeling heard and experiencing agency is key to giving purpose and meaning to our life and work. When our thoughts and feelings are shared without fear of judgment, and we believe we can make a difference, we are more likely to take positive action. As indicated by another participant, “You can voice your values and essentially garner support amongst a community to enact change.” Being in a learning community where reflection and mindful listening are practiced allows educators to engage authentically, supporting their efforts to act courageously on their values to benefit students and whole school communities.

Social connection and support. Our brains are wired to connect . Scientific evidence strongly suggests that reaching out and interacting with others is a core psychological need . Feeling supported by others can even make us more resilient by lowering levels of cortisol, activating regions of the brain that bring us a sense of safety, and helping us handle stress. Recent research reveals that the personal benefits of belonging to a group with shared interests include not only feeling good, but also making people feel capable and in control of their lives and work. Since educators spend most of their days supporting the social and emotional lives of their students, with little time for themselves, participating in an ongoing community of practice provides a healing and inspiring space for social connection and support. “It’s really replenished my strength and kept me going this year and I’m grateful,” reflected another participant.

Being a teacher is hard work, and there is no denying that much of the burnout, demoralization, and attrition is a systemic problem , rather than an individual one. However, nurturing a sense of collective efficacy may offer us a way forward. As one educator said, “Courage is easier in community.” As our systems let us down, we can join with others for support, connection, and hope as we work to address the root causes of the problems.

This fall, we will be opening up registration for Greater Good Educators . Whether you are hoping for connection and community or learning and inspiration, we encourage you to join us in building kinder, happier schools where everyone belongs.

About the Author

Margaret Golden

Margaret Golden, Ed.D. , is the education community manager at the Greater Good Science Center. She is the coauthor of Teach Our Children Well: Essential Strategies for the Urban Classroom and editor of Teaching and Learning from the Inside Out: Revitalizing Ourselves and Our Institutions .

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Shaping the Future: My Decision to Pursue a Career in Teaching

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Chapter 1: The Teaching Profession

Chapter Outline

InTASC Standards

Becoming a Teacher

Stop & Investigate

Critical Lens: Naming Races

Pathways Toward Teacher Certification

Traditional Preparation: Educator Preparation Program (EPP)

Critical Lens: Bias in Standardized Assessments

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Potential for Growth

Role of a teacher

Academic Path For A Teacher

Nursery Teacher

Primary School Teacher

Secondary and Higher Secondary School Teachers

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Future Educators

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

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2. Help Disadvantaged Students

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by Katherine

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3. Helping Many People Is Achievable in Teaching

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