introduction about my education

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Common was updated by Rachelle Enns on October 26th, 2021. Learn more here.

Question 17 of 30

Tell me about your education.

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Hiring companies commonly ask this question of recent graduates. The interviewer wants to know how your education or training has prepared you to succeed in the job. The goal of your response is to highlight your education and training. Then, make a connection between the knowledge you gained and how you will apply that knowledge to succeed in the role.

There are many ways to gain education, so avoid underestimating the training you've received by stating that you don't have any education to discuss. Whether it be formal (college, university courses, or career training modules) or informal education (self-learning, self-guided courses), the hiring company wants assurance that you have the training or knowledge required to do the job successfully.

If you do not have a formal post-secondary education, that is okay! Self-learning is education, too. Perhaps you recently gained skills through an online course or masterclass that will help you perform very well in this new role. If that's the case, be proud of your accomplishment and be prepared to talk about how this training will ensure your competency and success.

Whether or not the hiring company requires a certain education level, it's essential to show the interviewer that you have the necessary knowledge to do the job correctly. When outlining your training, be sure to discuss the learning opportunities and experiences most relevant to the position. You will also want to highlight any particular involvement, awards, or accolades you received along the way. If you attended post-secondary studies, you likely learned core skills transferable to any career path. For instance, if you worked on group projects in school, you could share how your education improved your ability to collaborate in challenging environments. In addition to the core knowledge gained from your diploma, certificate, or degree, think about the soft skills that you have earned: - Time Management - Creative Thinking - Proposal Writing - Public Speaking - Presentation Building - Independent Learning - Academic Research - Self-Motivation Confidently discuss what you learned and highlight how you will apply the knowledge to benefit the hiring company.

"I graduated from USD with my Bachelor of Science, major in computer science in 2007. I received various scholarships due to my strong grades, and I was on the Dean's List for three out of four years. My best grades were in algorithms courses, and I did very well with learning complex concepts. My education helped build a strong foundation and professional discipline, allowing me to continue to develop in-demand skills while working for the fastest-growing tech companies in the world."

"My post-secondary education was in communications and journalism. The courses in this program helped me to develop stronger business relationships through professional correspondence. I also learned persuasive writing skills, which have proven to be incredibly helpful when editing client proposals."

"I received my Master's in Computer Engineering and Computer Science in 2009. Before that, my undergraduate degree was in computer science. These valuable educational experiences helped me build my career in an in-demand and competitive industry. One area where I particularly flourished was in Computer Science Project Management, making me well-suited for leadership roles where I oversee developers and engineers."

"I have a Bachelor of Arts in English and a minor in Spanish from UBC. I graduated with a 3.8 GPA, which I am very proud to have earned. I worked full-time while going to school, so I learned a lot about time management and discovered that I work best under some degree of pressure. The skills that I learned during university have helped me grow my career quickly. I have above-average communication skills, and since graduating, I have continued to refine many competencies. This continued education includes learning the art of negotiation and building my confidence in public speaking. I look forward to bringing my knowledge and professional skills to your company and complimenting your incredible team."

"I have my associate's degree in fashion merchandising and a bachelor's degree in media and communications. I received a scholarship for my excellent grades, and I was involved in various student body groups. My fashion merchandising knowledge helps me in my current job, as I plan a store's displays, assist with curating collections, and develop social media campaigns. My training in media and communications helps me to build better connections online and in person. Whether working alongside a customer, our seasonal buyers, or going to a local fashion event, I can fit in easily and contribute to critical goals by utilizing the knowledge that I gained from my formal post-secondary education."

"In 2011, I completed my Bachelor of Education degree with a minor in kinesiology. I graduated from UofS with honors and made the Dean's List for three years. During university, I played competitive sports and was the volleyball team captain in my final year. Currently, I am entertaining the idea of furthering my education to include a Master of Education, which I can complete online through Yorkville University. As a teacher, I value continuous learning and want to ensure that I set an exceptional example to the high school students that I teach."

"I earned my business degree with a major in economics from UW, where I also took part in their international exchange program. This exchange took me to Singapore for 12 weeks, which was an incredible experience. I even learned how to speak a little bit of Malay and Mandarin Chinese. So, while I focused my education on macroeconomics and the global trading system, I also gained valuable soft skills in culture and communication. Additional soft skills that I gained, which will certainly help me in this new role, are time management, cross-collaboration, and how to be intrinsically motivated."

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How to Answer: Tell me about your education.

17. tell me about your education..

Written by Rachelle Enns on January 8th, 2022

Anonymous Interview Answers with Professional Feedback

Essay on Education for School Students and Children

500+ words essay on education.

Education is an important tool which is very useful in everybody’s life. Education is what differentiates us from other living beings on earth. It makes man the smartest creature on earth. It empowers humans and gets them ready to face challenges of life efficiently. With that being said, education still remains a luxury and not a necessity in our country. Educational awareness needs to be spread through the country to make education accessible. But, this remains incomplete without first analyzing the importance of education. Only when the people realize what significance it holds, can they consider it a necessity for a good life. In this essay on Education, we will see the importance of education and how it is a doorway to success.

Importance of Education

Education is the most significant tool in eliminating poverty and unemployment . Moreover, it enhances the commercial scenario and benefits the country overall. So, the higher the level of education in a country, the better the chances of development are.

In addition, this education also benefits an individual in various ways. It helps a person take a better and informed decision with the use of their knowledge. This increases the success rate of a person in life.

Subsequently, education is also responsible for providing with an enhanced lifestyle. It gives you career opportunities that can increase your quality of life.

Similarly, education also helps in making a person independent. When one is educated enough, they won’t have to depend on anyone else for their livelihood. They will be self-sufficient to earn for themselves and lead a good life.

Above all, education also enhances the self-confidence of a person and makes them certain of things in life. When we talk from the countries viewpoint, even then education plays a significant role. Educated people vote for the better candidate of the country. This ensures the development and growth of a nation.

Get the huge list of more than 500 Essay Topics and Ideas

Doorway to Success

To say that education is your doorway to success would be an understatement. It serves as the key which will unlock numerous doors that will lead to success. This will, in turn, help you build a better life for yourself.

An educated person has a lot of job opportunities waiting for them on the other side of the door. They can choose from a variety of options and not be obligated to do something they dislike. Most importantly, education impacts our perception positively. It helps us choose the right path and look at things from various viewpoints rather than just one.

With education, you can enhance your productivity and complete a task better in comparison to an uneducated person. However, one must always ensure that education solely does not ensure success.

It is a doorway to success which requires hard work, dedication and more after which can you open it successfully. All of these things together will make you successful in life.

In conclusion, education makes you a better person and teaches you various skills. It enhances your intellect and the ability to make rational decisions. It enhances the individual growth of a person.

Education also improves the economic growth of a country . Above all, it aids in building a better society for the citizens of a country. It helps to destroy the darkness of ignorance and bring light to the world.

FAQs on Education

Q.1 Why is Education Important?

A.1 Education is important because it is responsible for the overall development of a person. It helps you acquire skills which are necessary for becoming successful in life.

Q.2 How does Education serve as a Doorway to Success?

A.2 Education is a doorway to success because it offers you job opportunities. Furthermore, it changes our perception of life and makes it better.

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education, community-building and change

What is education? A definition and discussion

Picture: Dessiner le futur adulte by Alain Bachellier. Sourced from Flickr and reproduced under a Creative Commons Attribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0) licence. http://www.flickr.com/photos/alainbachellier/537180464/

Education is the wise, hopeful and respectful cultivation of learning and change undertaken in the belief that we all should have the chance to share in life.

Mark k smith explores the meaning of education and suggests it is a process of being with others and inviting truth and possibility., contents : introduction • education – cultivating hopeful environments and relationships for learning • education, respect and wisdom • education – acting so all may share in life • conclusion – what is education • further reading and references • acknowledgements • how to cite this piece, introduction.

When talking about education people often confuse it with schooling. Many think of places like schools or colleges when seeing or hearing the word. They might also look to particular jobs like teacher or tutor. The problem with this is that while looking to help people learn, the way a lot of schools and teachers operate is not necessarily something we can properly call education. They have chosen or fallen or been pushed into ‘schooling’ – trying to drill learning into people according to some plan often drawn up by others. Paulo Freire (1973) famously called this banking – making deposits of knowledge. Such ‘schooling’ too easily descends into treating learners like objects, things to be acted upon rather than people to be related to.

Education, as we understand it here, is a process of inviting truth and possibility, of encouraging and giving time to discovery. It is, as John Dewey (1916) put it, a social process – ‘a process of living and not a preparation for future living’. In this view educators look to learning and being with others rather than acting upon them. Their task is to educe (related to the Greek notion of educere ), to bring out or develop potential both in themselves and others. Such education is:

Deliberate and hopeful. It is learning we set out to make happen in the belief that we all can ‘be more’;
Informed, respectful and wise. A process of inviting truth and possibility.
Grounded in a desire that at all may flourish and share in life . It is a cooperative and inclusive activity that looks to help us to live our lives as well as we can.

In what follows we will try to answer the question ‘what is education?’ by exploring these dimensions and the processes involved.

Education – cultivating hopeful environments and relationships for learning

It is often said that we are learning all the time and that we may not be conscious of it happening. Learning is both a process and an outcome. As a process, it is part of being and living in the world, part of the way our bodies work. As an outcome, it is a new understanding or appreciation of something.

In recent years, developments in neuroscience have shown us how learning takes place both in the body and as a social activity. We are social animals. As a result, educators need to focus on creating environments and relationships for learning rather than trying to drill knowledge into themselves and others.

Teachers are losing the education war because our adolescents are distracted by the social world. Naturally, the students don’t see it that way. It wasn’t their choice to get endless instruction on topics that don’t seem relevant to them. They desperately want to learn, but what they want to learn about is their social world—how it works and how they can secure a place in it that will maximize their social rewards and minimize the social pain they feel. Their brains are built to feel these strong social motivations and to use the mentalizing system to help them along. Evolutionarily, the social interest of adolescents is no distraction. Rather, it is the most important thing they can learn well. (Lieberman 2013: 282)

The cultivation of learning is a cognitive and emotional and social activity (Illeris 2002)

Alison Gopnik (2016) has provided a helpful way of understanding this orientation. It is that educators, pedagogues and practitioners need to be gardeners rather than carpenters. A key theme emerging from her research over the last 30 years or so that runs in parallel with Lieberman, is that children learn by actively engaging their social and physical environments – not by passively absorbing information. They learn from other people, not because they are being taught – but because people are doing and talking about interesting things. The emphasis in a lot of the literature about parenting (and teaching) presents the roles much like that of a carpenter.

You should pay some attention to the kind of material you are working with, and it may have some influence on what you try to do. But essentially your job is to shape that material into a final product that will fit the scheme you had in mind to begin with.

Instead, Gopnik argues, the evidence points to being a gardener.

When we garden, on the other hand, we create a protected and nurturing space for plants to flourish. It takes hard labor and the sweat of our brows, with a lot of exhausted digging and wallowing in manure. And as any gardener knows, our specific plans are always thwarted. The poppy comes up neon orange instead of pale pink, the rose that was supposed to climb the fence stubbornly remains a foot from the ground, black spot and rust and aphids can never be defeated.

Education is deliberate. We act with a purpose – to build understanding and judgement and enable action. We may do this for ourselves, for example, learning what different road signs mean so that we can get a license to drive; or watching wildlife programmes on television because we are interested in animal behaviour. This process is sometimes called self-education or teaching yourself. We join with the journey that the writer, presenter or expert is making, think about it and develop our understanding. Hopefully, we bring that process and understanding into play when we need to act. We also seek to encourage learning in others (while being open to learning ourselves). Examples here include parents and carers showing their children how to use a knife and fork or ride a bike; schoolteachers introducing students to a foreign language; and animators and pedagogues helping a group to work together.

Sometimes as educators, we have a clear idea of what we’d like to see achieved; at others, we do not and should not. In the case of the former, we might be working to a curriculum, have a session or lesson plan with clear objectives, and have a high degree of control over the learning environment. This is what we often mean by ‘formal education’. In the latter, for example, when working with a community group, the setting is theirs and, as educators, we are present as guests. This is an example of informal education and here two things are happening.

First, the group may well be clear on what it wants to achieve e.g. putting on an event, but unclear about what they need to learn to do it. They know learning is involved – it is something necessary to achieve what they want – but it is not the main focus. Such ‘incidental learning’ is not accidental. People know they need to learn something but cannot necessarily specify it in advance (Brookfield 1984).

Second, this learning activity works largely through conversation – and conversation takes unpredictable turns. It is a dialogical rather than curricula form of education.

In both forms, educators set out to create environments and relationships where people can explore their, and other’s, experiences of situations, ideas and feelings. This exploration lies, as John Dewey argued, at the heart of the ‘business of education’. Educators set out to emancipate and enlarge experience (1933: 340). How closely the subject matter is defined in advance, and by whom, differs from situation to situation. John Ellis (1990) has developed a useful continuum – arguing that most education involves a mix of the informal and formal, of conversation and curriculum (i.e. between points X and Y).

The informal-formal education continuum - John Ellis

Those that describe themselves as informal educators, social pedagogues or as animators of community learning and development tend to work towards the X; those working as subject teachers or lecturers tend to the Y. Educators when facilitating tutor groups might, overall, work somewhere in the middle.

Acting in hope

Underpinning intention is an attitude or virtue – hopefulness. As educators ‘we believe that learning is possible, that nothing can keep an open mind from seeking after knowledge and finding a way to know’ (hooks 2003: xiv) . In other words, we invite people to learn and act in the belief that change for the good is possible. This openness to possibility isn’t blind or over-optimistic. It looks to evidence and experience, and is born of an appreciation of the world’s limitations (Halpin 2003: 19-20).

We can quickly see how such hope is both a part of the fabric of education – and, for many, an aim of education. Mary Warnock (1986:182) puts it this way:

I think that of all the attributes that I would like to see in my children or in my pupils, the attribute of hope would come high, even top, of the list. To lose hope is to lose the capacity to want or desire anything; to lose, in fact, the wish to live. Hope is akin to energy, to curiosity, to the belief that things are worth doing. An education which leaves a child without hope is an education that has failed.

But hope is not easy to define or describe. It is:

An emotion . Hope, John Macquarrie (1978 11) suggests, ‘consists in an outgoing and trusting mood toward the environment’. We do not know what will happen but take a gamble. ‘It’s to bet on the future, on your desires, on the possibility that an open heart and uncertainty is better than gloom and safety. To hope is dangerous, and yet it is the opposite of fear, for to live is to risk’ (Solnit 2016: 21).

A choice or intention to act . Hope ‘promotes affirmative courses of action’ (Macquarrie 1978: 11). Hope alone will not transform the world. Action ‘undertaken in that kind of naïveté’, wrote Paulo Freire (1994: 8), ‘is an excellent route to hopelessness, pessimism, and fatalism’. Hope and action are linked. Rebecca Solnit (2016: 22) put it this way, ‘Hope calls for action; action is impossible without hope… To hope is to give yourself to the future, and that commitment to the future makes the present inhabitable’.

An intellectual activity . Hope is not just feeling or striving, according to McQuarrie it has a cognitive or intellectual aspect. ‘[I]t carries in itself a definite way of understanding both ourselves – and the environing processes within which human life has its setting’ ( op. cit. ).

This provides us with a language to help make sense of things and to imagine change for the better – a ‘vocabulary of hope’. It helps us to critique the world as it is and our part in it, and not to just imagine change but also to plan it (Moltman 1967, 1971). It also allows us, and others, to ask questions of our hopes, to request evidence for our claims. (See, what is hope? ).

Education – being respectful, informed and wise

Education is wrapped up with who we are as learners and facilitators of learning – and how we are experienced by learners. In order to think about this, it is helpful to look back at a basic distinction made by Erich Fromm (1979), amongst others, between having and being. Fromm approaches these as fundamental modes of existence. He saw them as two different ways of understanding ourselves and the world in which we live.

Having is concerned with owning, possessing and controlling. In it we want to ‘make everybody and everything’, including ourselves, our property (Fromm 1979: 33). It looks to objects and material possessions.

Being is rooted in love according to Fromm. It is concerned with shared experience and productive activity. Rather than seeking to possess and control, in this mode, we engage with the world. We do not impose ourselves on others nor ‘interfere’ in their lives (see Smith and Smith 2008: 16-17).

These different orientations involve contrasting approaches to learning.

Students in the having mode must have but one aim; to hold onto what they have ‘learned’, either by entrusting it firmly to their memories or by carefully guarding their notes. They do not have to produce or create something new…. The process of learning has an entirely different quality for students in the being mode… Instead of being passive receptacles of words and ideas, they listen, they hear , and most important, they receive and they respond in an active, productive way. (Fromm 1979: 37-38)

In many ways, this difference mirrors that between education and schooling. Schooling entails transmitting knowledge in manageable lumps so it can be stored and then used so that students can pass tests and have qualifications. Education involves engaging with others and the world. It entails being with others in a particular way. Here I want to explore three aspects – being respectful, informed and wise.

Being respectful

The process of education flows from a basic orientation of respect – respect for truth, others and themselves, and the world. It is an attitude or feeling which is carried through into concrete action, into the way we treat people, for example. Respect, as R. S. Dillon (2014) has reminded us, is derived from the Latin respicere , meaning ‘to look back at’ or ‘to look again’ at something. In other words, when we respect something we value it enough to make it our focus and to try to see it for what it is, rather than what we might want it to be. It is so important that it calls for our recognition and our regard – and we choose to respond.

We can see this at work in our everyday relationships. When we think highly of someone we may well talk about respecting them – and listen carefully to what they say or value the example they give. Here, though, we are also concerned with a more abstract idea – that of moral worth or value. Rather than looking at why we respect this person or that, the interest is in why we should respect people in general (or truth, or creation, or ourselves).

First, we expect educators to hold truth dearly . We expect that they will look beneath the surface, try to challenge misrepresentation and lies, and be open to alternatives. They should display the ‘two basic virtues of truth’: sincerity and accuracy (Williams 2002: 11). There are strong religious reasons for this. Bearing false witness, within Christian traditions, can be seen as challenging the foundations of God’s covenant. There are also strongly practical reasons for truthfulness. Without it, the development of knowledge would not be possible – we could not evaluate one claim against another. Nor could we conduct much of life. For example, as Paul Seabright (2010) has argued, truthfulness allows us to trust strangers. In the process, we can build complex societies, trade and cooperate.

Educators, as with other respecters of truth, should do their best to acquire ‘true beliefs’ and to ensure what they say actually reveals what they believe (Williams 2002: 11). Their authority, ‘must be rooted in their truthfulness in both these respects: they take care, and they do not lie’ op. cit.).

Second, educators should display fundamental respect for others (and themselves) . There is a straightforward theological argument for this. There is also a fundamental philosophical argument for ‘respect for persons’. Irrespective of what they have done, the people they are or their social position, it is argued, people are deserving of some essential level of regard. The philosopher most closely associated with this idea is Immanuel Kant – and his thinking has become a central pillar of humanism. Kant’s position was that people were deserving of respect because they are people – free, rational beings. They are ends in themselves with an absolute dignity

Alongside respect for others comes respect for self. Without it, it is difficult to see how we can flourish – and whether we can be educators. Self-respect is not to be confused with qualities like self-esteem or self-confidence; rather it is to do with our intrinsic worth as a person and a sense of ourselves as mattering. It involves a ‘secure conviction that [our] conception of the good, [our] plan of life, is worth carrying out’ (Rawls 1972: 440). For some, respect for ourselves is simply the other side of the coin from respect for others. It flows from respect for persons. For others, like John Rawls, it is vital for happiness and must be supported as a matter of justice.

Third, educators should respect the Earth . This is sometimes talked about as respect for nature, or respect for all things or care for creation. Again there is a strong theological argument here – in much religious thinking humans are understood as stewards of the earth. Our task is to cultivate and care for it (see, for example, Genesis 2:15). However, there is also a strong case grounded in human experience. For example, Miller (2000) argues that ‘each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace’. Respect for the world is central to the thinking of those arguing for a more holistic vision of education and to the thinking of educationalists such as Montessori . Her vision of ‘cosmic education’ puts appreciating the wholeness of life at the core.

Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe. The universe is an imposing reality, and an answer to all questions. We shall walk together on this path of life, for all things are part of the universe, and are connected with each other to form one whole unity. This idea helps the mind of the child to become fixed, to stop wandering in an aimless quest for knowledge. He is satisfied, having found the universal centre of himself with all things’. (Montessori 2000)

Last, and certainly not least, there is a basic practical concern. We face an environmental crisis of catastrophic proportions. As Emmett (among many others) has pointed out, it is likely that we are looking at a global average rise of over four degrees Centigrade. This ‘will lead to runaway climate change, capable of tipping the planet into an entirely different state, rapidly. Earth would become a hell hole’ (2013: 143).

Being informed

To facilitate learning we must have some understanding of the subject matter being explored, and the impact study could have on those involved. In other words, facilitation is intelligent.

We expect, quite reasonably, that when people describe themselves as teachers or educators, they know something about the subjects they are talking about. In this respect, our ‘subject area’ as educators is wide. It can involve particular aspects of knowledge and activity such as those associated with maths or history. However, it is also concerned with happiness and relationships, the issues and problems of everyday life in communities, and questions around how people are best to live their lives. In some respects, it is wisdom that is required – not so much in the sense that we know a lot or are learned – but rather we are able to help people make good judgements about problems and situations.

We also assume that teachers and educators know how to help people learn. The forms of education we are exploring here are sophisticated. They can embrace the techniques of classroom management and of teaching to a curriculum that has been the mainstay of schooling. However, they move well beyond this into experiential learning, working with groups, and forms of working with individuals that draw upon insights from counselling and therapy.

In short, we look to teachers and educators as experts, We expect them to apply their expertise to help people learn. However, things don’t stop there. Many look for something more – wisdom.

Wisdom is not something that we can generally claim for ourselves – but a quality recognized by others. Sometimes when people are described as wise what is meant is that they are scholarly or learned. More often, I suspect, when others are described as ‘being wise’ it that people have experienced their questions or judgement helpful and sound when exploring a problem or difficult situation (see Smith and Smith 2008: 57-69). This entails:

appreciating what can make people flourish
being open to truth in its various guises and allowing subjects to speak to us
developing the capacity to reflect
being knowledgeable, especially about ourselves, around ‘what makes people tick’ and the systems of which we are a part
being discerning – able to evaluate and judge situations. ( op. cit. : 68)

This combination of qualities, when put alongside being respectful and informed, comes close to what Martin Buber talked about as the ‘real teacher’. The real teacher, he believed:

… teaches most successfully when he is not consciously trying to teach at all, but when he acts spontaneously out of his own life. Then he can gain the pupil’s confidence; he can convince the adolescent that there is human truth, that existence has a meaning. And when the pupil’s confidence has been won, ‘his resistance against being educated gives way to a singular happening: he accepts the educator as a person. He feels he may trust this man, that this man is taking part in his life, accepting him before desiring to influence him. And so he learns to ask…. (Hodes 1972: 136)

Education – acting so that all may share in life

Thus far in answering the question ‘what is education?’ we have seen how it can be thought of as the wise, hopeful and respectful cultivation of learning. Here we will explore the claim that education should be undertaken in the belief that all should have the chance to share in life. This commitment to the good of all and of each individual is central to the vision of education explored here, but it could be argued that it is possible to be involved in education without this. We could take out concern for others. We could just focus on process – the wise, hopeful and respectful cultivation of learning – and not state to whom this applies and the direction it takes.

Looking beyond process

First, we need to answer the question ‘if we act wisely, hopefully, and respectfully as educators do we need to have a further purpose?’ Our guide here will again be John Dewey. He approached the question a century ago by arguing that ‘the object and reward of learning is continued capacity for growth’ (Dewey 1916: 100). Education, for him, entailed the continuous ‘reconstruction or reorganization of experience which adds to the meaning of experience, and which increases the ability to direct the course of subsequent experience. (Dewey 1916: 76). His next step was to consider the social relationships in which this can take place and the degree of control that learners and educators have over the process. Just as Freire (1972) argued later, relationships for learning need to be mutual, and individual and social change possible.

In our search for aims in education, we are not concerned… with finding an end outside of the educative process to which education is subordinate. Our whole conception forbids. We are rather concerned with the contrast which exists when aims belong within the process in which they operate and when they are set up from without. And the latter state of affairs must obtain when social relationships are not equitably balanced. For in that case, some portions of the whole social group will find their aims determined by an external dictation; their aims will not arise from the free growth of their own experience, and their nominal aims will be means to more ulterior ends of others rather than truly their own. (Dewey 1916: 100-101)

In other words, where there are equitable relationships, control over the learning process, and the possibilities of fundamental change we needn’t look beyond the process. However, we have to work for much of the time in situations and societies where this level of democracy and social justice does not exist. Hence the need to make clear a wider purpose. Dewey (1916: 7) argued, thus, that our ‘chief business’ as educators is to enable people ‘to share in a common life’. I want to widen this and to argue that all should have a chance to share in life.

Having the chance to share in life

We will explore, briefly, three overlapping approaches to making the case – via religious belief, human rights and scientific exploration.

Religious belief. Historically it has been a religious rationale that has underpinned much thinking about this question. If we were to look at Catholic social teaching, for example, we find that at its heart lays a concern for human dignity . This starts from the position that, ‘human beings, created in the image and likeness of God (Genesis 1:26-27), have by their very existence an inherent value, worth, and distinction’ (Groody 2007). Each life is considered sacred and cannot be ignored or excluded. As we saw earlier, Kant argued something similar with regard to ‘respect for persons’. All are worthy of respect and the chance to flourish.

To human dignity a concern for solidarity is often added (especially within contemporary Catholic social teaching). Solidarity:

… is not a feeling of vague compassion or shallow distress at the misfortunes of so many people, both near and far. On the contrary, it is a firm and persevering determination to commit oneself to the common good; that is to say, to the good of all and of each individual, because we are all really responsible for all. On Social Concern ( Sollicitudo rei Socialis . . . ), #38

Another element, fundamental to the formation of the groups, networks and associations necessary for the ‘common life’ that Dewey describes, is subsidiarity . This principle, which first found its institutional voice in a papal encyclical in 1881, holds that human affairs are best handled at the ‘lowest’ possible level, closest to those affected (Kaylor 2015). It is a principle that can both strengthen civil society and the possibility of more mutual relationships for learning.

Together, these can provide a powerful and inclusive rationale for looking beyond particular individuals or groups when thinking about educational activity.

Human rights. Beside religious arguments lie others that are born of agreed principle or norm rather than faith. Perhaps the best known of these relate to what have become known as human rights. The first article of the Universal Declaration of Human Rights puts it this way:

All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

Article 26 further states:

(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms….

These fundamental and inalienable rights are the entitlement of all human beings regardless of their nation, location, language, religion, ethnic origin or any other status (Article 2).

Scientific exploration. Lastly, I want to look at the results of scientific investigation into our nature as humans. More specifically we need to reflect on what it means when humans are described as social animals.

As we have already seen there is a significant amount of research showing just how dependent we are in everyday life on having trusting relationships in a society. Without them even the most basic exchanges cannot take place. We also know that in those societies where there is stronger concern for others and relatively narrow gaps between rich and poor people are generally happier (see, for example, Halpern 2010). On the basis of this material we could make a case for educators to look to the needs and experiences of all. Political, social and economic institutions depend on mass participation or at least benign consent – and the detail of this has to be learnt. However, with our growing appreciation of how our brains work and with the development of, for example, social cognitive neuroscience, we have a different avenue for exploration. We look to the needs and experience of others because we are hard-wired to do so. As Matthew D. Lieberman (2013) has put it:

Our basic urges include the need to belong, right along with the need for food and water. Our pain and pleasure systems do not merely respond to sensory inputs that can produce physical harm and reward. They are also exquisitely tuned to the sweet and bitter tastes delivered from the social world—a world of connection and threat to connection. (Lieberman 2013: 299)

Our survival as a species is dependent upon on looking to the needs and experiences of others. We dependent upon:

Connecting: We have ‘evolved the capacity to feel social pains and pleasures, forever linking our well-being to our social connectedness. Infants embody this deep need to stay connected, but it is present through our entire lives’ ( op. cit. : 10) Mindreading: Primates have developed an unparalleled ability to understand the actions and thoughts of those around them, enhancing their ability to stay connected and interact strategically… This capacity allows humans to create groups that can implement nearly any idea and to anticipate the needs and wants of those around us, keeping our groups moving smoothly ( op. cit. : 10) Harmonizing: Although the self may appear to be a mechanism for distinguishing us from others and perhaps accentuating our selfishness, the self actually operates as a powerful force for social cohesiveness. Whereas connection is about our desire to be social, harmonizing refers to the neural adaptations that allow group beliefs and values to influence our own. ( op. cit. : 11)

One of the key issues around these processes is the extent to which they can act to become exclusionary i.e. people can become closely attached to one particular group, community or nation and begin to treat others as somehow lesser or alien. In so doing relationships that are necessary to our survival – and that of the planet – become compromised. We need to develop relationships that are both bonding and bridging (see social capital ) – and this involves being and interacting with others who may not share our interests and concerns.

Education is more than fostering understanding and an appreciation of emotions and feelings. It is also concerned with change – ‘with how people can act with understanding and sensitivity to improve their lives and those of others’ (Smith and Smith 2008: 104). As Karl Marx (1977: 157-8) famously put it ‘all social life is practical…. philosophers have only interpreted the world in various ways; ‘the point is to change it’. Developing an understanding of an experience or a situation is one thing, working out what is good and wanting to do something about it is quite another. ‘For appropriate action to occur there needs to be commitment’ (Smith and Smith 2008: 105).

This combination of reflection; looking to what might be good and making it our own; and seeking to change ourselves and the world we live in is what Freire (1973) talked about as praxis. It involves us, as educators, working with people to create and sustain environments and relationships where it is possible to:

Go back to experiences . Learning doesn’t take place in a vacuum. We have to look to the past as well as the present and the future. It is necessary to put things in their place by returning to, or recalling, events and happenings that seem relevant.
Attend and connect to feelings . Our ability to think and act is wrapped up with our feelings. Appreciating what might be going on for us (and for others) at a particular moment; thinking about the ways our emotions may be affecting things; and being open to what our instincts or intuitions are telling us are important elements of such reflection. (See Boud et. al. 1985).
Develop understandings . Alongside attending to feelings and experiences, we need to examine the theories and understandings we are using. We also need to build new interpretations where needed. We should be looking to integrating new knowledge into our conceptual framework.
Commit . Education is something ‘higher’ according to John Henry Newman. It is concerned not just with what we know and can do, but also with who we are, what we value, and our capacity to live life as well as we can . We need space to engage with these questions and help to appreciate the things we value. As we learn to frame our beliefs we can better appreciate how they breathe life into our relationships and encounters, become our own, and move us to act.
Act . Education is forward-looking and hopeful. It looks to change for the better. In the end our efforts at facilitating learning have to be judged by the extent to which they further the capacity to flourish and to share in life. For this reason we need also to attend to the concrete, the actual steps that can be taken to improve things.

As such education is a deeply practical activity – something that we can do for ourselves (what we could call self-education), and with others.

Conclusion – so what is education?

It is in this way that we end up with a definition of education as ‘the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life’. What does education involve?

We can begin with what Aristotle discusses as hexis – a readiness to sense and know. This is a state – or what Joe Sachs (2001) talks about as an ‘active condition’. It allows us to take a step forward – both in terms of the processes discussed above, and in what we might seek to do when working with learners and participants. Such qualities can be seen as being at the core of the haltung and processes of pedagogues and educators (see below). There is a strong emphasis upon being in touch with feelings, attending to intuitions and seeking evidence to confirm or question what we might be sensing. A further element is also present – a concern not to take things for granted or at their face value (See, also, Pierre Bourdieu on education , Bourdieu 1972|1977: 214 n1).

Beyond that, we can see a guiding eidos or leading idea. This is the belief that all share in life and a picture of what might allow people to be happy and flourish. Alongside is a disposition or haltung (a concern to act respectfully, knowledgeably and wisely) and interaction (joining with others to build relationships and environments for learning). Finally, there is praxis – informed, committed action (Carr and Kemmis 1986; Grundy 1987).

The process of education

At first glance, this way of answering the question ‘what is education?’ – with its roots in the thinking of Aristotle , Rousseau , Pestalozzi and Dewey (to name a few) – is part of the progressive tradition of educational practice. It seems very different from ‘formal tradition’ or ‘traditional education’.

If there is a core theme to the formal position it is that education is about passing on information; for formalists, culture and civilization represent a store of ideas and wisdom which have to be handed on to new generations. Teaching is at the heart of this transmission; and the process of transmission is education…

While progressive educators stress the child’s development from within, formalists put the emphasis, by contrast, on formation from without— formation that comes from immersion in the knowledge, ideas, beliefs, concepts, and visions of society, culture, civilization. There are, one might say, conservative and liberal interpretations of this world view— the conservative putting the emphasis on transmission itself, on telling, and the liberal putting the emphasis more on induction, on initiation by involvement with culture’s established ideas.(Thomas 2013: 25-26).

As both Thomas and Dewey (1938: 17-23) have argued, these distinctions are problematic. A lot of the debate is either really about education being turned, or slipping, into something else, or reflecting a lack of balance between the informal and formal.

In the ‘formal tradition’ problems often occur where people are treated as objects to be worked on or ‘moulded’ rather than as participants and creators i.e. where education slips into ‘schooling’.

In the ‘progressive tradition’ issues frequently arise where the nature of experience is neglected or handled incompetently. Some experiences are damaging and ‘mis-educative’. They can arrest or distort ‘the growth of further experience’ (Dewey 1938: 25). The problem often comes when education drifts or moves into entertainment or containment. Involvement in the immediate activity is the central concern and little attention is given to expanding horizons, nor to reflection, commitment and creating change.

The answer to the question ‘what is education?’ given here can apply to both those ‘informal’ forms that are driven and rooted in conversation – and to more formal approaches involving a curriculum. The choice is not between what is ‘good’ and what is ‘bad’ – but rather what is appropriate for people in this situation or that. There are times to use transmission and direct teaching as methods, and moments for exploration, experience and action. It is all about getting the mix right and framing it within the guiding eidos and disposition of education.

Introduction to Education (BETA)

(8 reviews)

Jennifer Beasley, University of Arkansas

Myra Haulmark, University of Arkansas

Publisher: University of Arkansas

Language: English

Formats Available

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Reviewed by Jessica Urbaniak, Assistant Professor, University of Wisconsin - Superior on 10/30/23

Nearly all content is included in the textbook. Here were some areas that I thought there could be some improvement: It does not go in-depth on the history of education, which other textbooks do. The textbook has an effective table of contents. read more

Comprehensiveness rating: 4 see less

Nearly all content is included in the textbook. Here were some areas that I thought there could be some improvement: It does not go in-depth on the history of education, which other textbooks do.

The textbook has an effective table of contents.

Content Accuracy rating: 1

Problematic language portrays bias: "Alcohol can cause mental retardation, slower physical development, severe learning, and cognitive disabilities." Sadly, the use of the r-word in a current textbook makes this unacceptable to ask students to read.

Relevance/Longevity rating: 2

In almost all cases except the use of the r-word. There is person-first language in other areas of the book. I'm not sure how this slipped through. This, in my view, makes the test obsolete.

Clarity rating: 3

There are links to videos where it may be more helpful for the reader if they were embedded.

Consistency rating: 5

I did not see any inconsistencies.

Modularity rating: 4

The book is cleanly organized into sections and subsections. Some pages were very long and could have been divided into two chapters (ethics chapter in particular - there could have been a different chapter on laws).

Organization/Structure/Flow rating: 5

The topics are presented in a clear, logical fashion.

Interface rating: 5

Grammatical Errors rating: 5

No grammatical errors spotted.

Cultural Relevance rating: 3

Some of the language used doesn't portray any nuance to situations which some may find problematic. Here is an example: "Homeless students are battered psychologically and emotionally"

Reviewed by Joanna Koch, Assistant Teaching Professor, North Carolina State University on 8/29/23

Overall, the Introduction to Education textbook provides a solid introduction to the major themes in the field of education. This textbook would serve as a resource for an introductory education course because the topics, terms, and issues are relevant and necessary to discuss with pre-service teachers. One of the strengths of the textbook is having essential questions at the beginning of each chapter. Then, throughout the chapter, the content provides answers to those essential questions. Also, the textbook provides different "scenarios" for students to apply their understanding in situations they may encounter in their future careers. An area for consideration would be providing more information through visual aids, diagrams, or charts throughout the different chapters. For instance, Chapter 2 would benefit from a table noting the differences between elementary, middle, and high school, which would serve as a quick reference and a representation of the differences between those types of schools. Altogether, the textbook provides the reader with an overview of the education field.

Content Accuracy rating: 4

Generally, most of the book’s content is accurate. However, I would agree with previous reviewers' comments concerning inaccuracies. Additionally, Chapter 6 opens with a question of “excellence or equity - is one more important than the other?”. In reflecting on this chapter’s title, I would suggest changing the chapter to “Equality vs. Equity – What is the difference?” because this is a common question discussed in education courses. Furthermore, pre-service teachers will encounter situations of inequity and inequality and need to understand the differences in order to respond effectively.

Relevance/Longevity rating: 4

The arrangement of the text is relevant. In particular, I appreciate how the chapters build upon each other to make the text relevant to teaching experiences both in the past and present. One suggestion is to update the websites to make sure the websites reflect data that is current, such as the teacher pay in chapter one. Understandably, websites can change over time, so it might be necessary to have more inquiry-based questions for students to explore the web. For instance, the chapter text could have the reader explore the web for their state’s curriculum standards and have reflection questions that guide the students in exploring the state education standards. In doing so, the websites in the text would not need to be continuously updated.

Clarity rating: 4

When reviewing the textbook, the text was a straightforward read that included student-friendly vocabulary. I appreciate when an introduction textbook provides students with clearly worded terms that students can understand and apply in appropriate contexts. One suggestion is to make sure all vocabulary terms are bolded in the text for easy reference. Bolding the vocabulary terms can assist students in applying them during assignments and studying them for assessments.

The chapters flowed well together and the text was very consistent in the format. One of the text's strengths was including an essential question at the beginning of the chapter that is answered throughout the chapter. In doing so, the book modeled effective teaching practices. I appreciate how the textbook's format was consistent in its framework and layout.

In reflecting upon the textbook holistically, it would be helpful if the "Philosophy", "History", and "Effective Teachers" chapters were earlier in the textbook. Introduction to Education courses typically teach this content during the early to middle part of the semester in order to set up the foundation of education for their students. Also, these chapters can be referenced back to when discussing more current policies and practices. Additionally, the "Classroom Management" chapter was a detailed chapter, which makes me wonder if some of the earlier, shorter chapters could include more information and content.

Organization/Structure/Flow rating: 4

The text's organization flows well with the chapters having similar setups. In other words, the text's format was organized with a familiar layout for each chapter, so readers will feel comfortable using and referencing the text. As mentioned previously, some of the philosophical and historical chapters could be discussed earlier and then referenced in the curriculum chapter later in the book.

Interface rating: 4

Overall, there were no major issues with the text regarding navigating to different chapters. Additionally, the text's features would not be confusing for the reader. However, some of the images/charts were distorted or cut-off. It would be helpful to update the text to ensure the images/charts were on one page.

Grammatical Errors rating: 4

As mentioned by previous reviewers, the book would benefit from another round of proofreading to ensure there are no words missing from the text.

Cultural Relevance rating: 4

When updating the text, it would be beneficial to include a variety of individuals in the images, such as on page 26, “Erikson’s Eight Stages of Psychosocial Development”. It had the same individual in visual. Furthermore, it would be helpful if the textbook was updated with more representation of teachers and students from a variety of cultures.

The Introduction to Education text will provide the reader with an introduction to the field of education by exploring relevant topics, concepts, and issues.

Reviewed by Roberta Freeman, Instructor, Minnesota State Community and Technical College on 3/9/23

Beasley and Haulmark's Introduction to Education: Becoming a Professional covers similar content to other education texts I have examined and/or adopted. While most of the chapters are thorough, I did note a few that could have been expanded upon. For example, adding a brief overview of the history of schools may provide more depth when discussing the purpose of schools in Chapter 2. Further, addressing current education reform may offer a broader perspective about what a new teacher can expect in Chapter 11. Finally, since some Introduction to Education courses require students to complete a certain number of field experience hours in K-12 classrooms and compile a portfolio, brief tips or questions could be added to the "What do you think?" sections at the end of the chapter.

Overall, the content is accurate. I noted a minor error at the end of Chapter 3. The information following "Who are today's students?" (p. 33 of downloaded text) seemed to be related to the first chapter.

Relevance/Longevity rating: 5

The arrangement of the text makes it easy to update information or videos. I appreciated the relevant content the authors included, such as using movement and considering furniture choices to manage the learning environment.

Clarity rating: 5

I found this text to be conversational, engaging, easy to digest, and honest. Without mention of the current teacher shortage, the authors clearly explain the demands of teaching while also reflecting on the rewards of the profession.

Chapters in the text follow a similar organizational structure, making it consistent and predictable. However, the use of a variety of videos, links, and assignments keeps each chapter fresh and interesting.

Modularity rating: 5

The two sections of the text makes it easy to realign topics and chapters. For example, when teaching Introduction to Education, I often discuss educational philosophy before the midterm exam, so I would most likely assign Chapter 9 earlier on the syllabus without being disruptive to students.

The overall organization of the text was clear although some of the content in the shorter chapters could be integrated into another chapter. For example, some information about educational philosophy in Chapter 9, which is a brief chapter, could be incorporated into Chapter 5 about what is taught. The same could be true about Chapter 10 on excellence or equity.

Although some charts were small and difficult to read, the visual images were aptly chosen. Being able to enlarge them could be helpful to students.

The book contains a few minor errors, such as omitting an occasional word. For example, on p. 98 of the downloaded text, the word "be" should appear in this sentence: "...others may ruminating about...(p. 98).

Although the text includes chapters about today's students and social issues, I prefer a stronger focus on and examples of inclusiveness within each chapter, particularly with the increasing diversity and variety of students in our classrooms and a decreasing variety of teachers.

Reviewed by Jessica Fortner, Curriculum & Program Improvement Coordinator, Hutchinson Community College on 3/4/22

Comprehensiveness rating: 5 see less

This book is comprehensive in that it covers many of the most current view of the daily life of a teacher while braiding in the historical background of education in the United States and theories of child development and teaching and learning. The textbook covers what it means to teach and finishes with useful tools on ethics, curriculum and instruction, and classroom environment.

Content Accuracy rating: 5

Content is up to date and sources of information are cited throughout each chapter. A comprehensive list of sources is found at the end of the book. At the end of the chapter students have the option to "dig deeper" into the content and learn more from sources or with searchable terms like "Individuals with Disabilities Act, 20 U.S.C. 1400 (200)". I would suggest in the spirit of sharing current terms in education that the authors may want to mention the McKinney-Vento Homeless Assistance Act in chapter 4 under the the heading "Homelessness".

The authors cover relevant topics like Special Education law, Maslow's Heirarchy of Need, differentiated instruction, and socio-economic status. Each of these relevant topics are explained in adequate detail along with a connection to its impact on the daily life of a teacher. The presentation of information is broken up so that revisions and updates can be made without impacting the flow of information. Chapter 9 does discuss Danielsen's framework of teaching which is used in some states. Some states, however, measure teacher effectiveness using different measurements. I would say similarities can be found that are transferrable.

The textbook is written with the mindset of a true introduction. Information is shared in a conversational pattern which makes it easy to read. Any technical vocabulary is defined in understandable terms within the text. I do think bolding the key terms would be useful for readers.

Each chapter begins with a question that is answered throughout the chapter. Key terms and objectives are presented prominently following and introductory paragraph. Information progress with headings, videos, charts, images, videos, and links to further information. Each chapter ends by summarizing the answer to the chapter question, key term interactive flashcards, and the "dig deeper" section.

The textbook is broken into logical and appropriate lengths by chapters and headings. The presentation of information can easily broken into parts for instructors to mold and use alongside their own syllabus.

Each chapter follows a predictable pattern. The organizational pattern makes it easy to read and navigate.

Overall the text is easily navigated. I found the charts titled "Erikson's Eight Stages of Psychosocial Development" and Maslow's Heirarchy of Needs in chapter 3 hard to see. It would be nice if they were larger or if you could click on them and they would be magnified so you can read the fine print. White text on colored background can be hard for some readers. It may also be useful to bold the titles and headings.

The textbook was free of grammatical errors from my observation.

Cultural Relevance rating: 5

The authors have presented information on diversity and culture differences in a unbiased and positive way. Again, they reference the changes that the educational system has undergone through the last several years which includes creating inclusive environments.

In my personal opinion, this textbook is a great introductory text. This approach allows the reader to make connections and reflect on new information in a way that is productive and positive about education. In order to be a teacher today, it is essential for new teachers to have a wholistic view of education that makes sense at an introductory level. This will help them know what is ahead.

Reviewed by Teri Eckhoff, Academic Advisor with part time teaching responsibilities, Hutchinson Community College on 3/1/22

For students considering majoring in education the book is comprehensive, covering a myriad of topics they should consider as they decide, "Do I want to be a teacher?" The book begins by asking "Why Teach?" asking the students to examine their motives for teaching. After the students read through the following chapters they are presented with a final chapter on "What can the new teacher expect?" By the time they cover the content of the book that discusses many of the areas they probably haven't considered they should be able to make an informed decision about pursuing a career in education. In addition, the authors provide additional resources at the end of each chapter to allow students to "dig deeper."

Students are presented with relevant and timely content based on best practices in education including differentiated instruction, classroom management strategies, the importance of the school environment, connecting with families, etc. In addition, background knowledge students should have, but may not possess, is shared such as Maslow's Hierarchy of Needs and Erikson's Eight States of Psychosocial Development.

The information in the textbook is up-to-date and informs the students not only about foundational topics in education but more recent information such as the ethics of teaching and current practices in teaching that have proven beneficial for student learning. The linked resources are from within the last few years providing timely information. The information is presented in such a manner that when updates are needed they can be done with relative ease.

The content of the textbook is presented in a way that students should understand it. Each chapter title is presented as a question and a very brief overview is given at the beginning of the chapter. In addition, the chapter objectives and key terms are given to the students within a framed window making them very clear to the students. While the key terms are identified within the colored window at the beginning of the chapter, they are not highlighted throughout the text of the chapter. In some cases, when doing a search, the term wasn't found within the text of the chapter. An example of this is in the chapter "How do social issues affect students?" the key terms "at-risk" and "socioeconomic status" were not found within the text of the chapter. However, each key term for the chapter is found in interactive flashcards at the end of the chapter. The text clarifies difficult to understand information by explaining it in terms students can understand.

Each chapter of the book is consistent in presenting the same format for students, so there are no surprises mid-way through the textbook. Students first encounter the ideas of the chapter in a question form with the title presented as a question. Then they read a short introduction followed by the chapter objectives and key terms and another paragraph or two on the topic after which they are asked the question, "What do you think?" After pondering their thoughts they dive into each concept within the chapter. Occasionally there is a link to an outside source or a video for them to watch, and/or an interactive activity for them to engage in. Once they read through the content they may encounter a summary or conclusion followed by the heading "Thoughts" in which they are given an idea to ponder. The end of the chapter also contains the interactive flashcards of the key terms.

Overall, the textbook is divided into two sections which can be seen in the sidebar menu. Each of the main sections has a drop down menu allowing students to see and access the specific chapters within the section. The sequence of the material is logical. The students have access to additional information via links that are provided which access additional articles about the topics being covered. In addition, the textbook chapters are segmented in ways making them accessible and allowing students to easily find sections to read if they are not assigned an entire chapter.

The textbook is divided into two sections: Foundations of Schools and Their Students and Teachers and the Profession. This organization allows the student to learn foundational information about education first and then follow that with more teacher-centric information. In order for students to gain an understanding of the "Teacher and the Profession" information having the foundational knowledge will be beneficial.

When working my way through the textbook, I didn't not experience any problems with the interface. All of the links were working, the images, charts, etc. were not distorted in any way and the interactive components worked effectively. I was able to navigate chapters non-sequentially by using the menu in the side-bar. After navigating my way through the textbook, I would not anticipate that the students would have any problems.

The text contained no grammatical errors and was easy to read and follow.

Students who read this textbook will gain an understanding of the importance of diversity, inclusiveness, and equity in education. The information provided is presented in a manner in which students are able to "digest" the information and it's relevance to education. The book also represents different cultures in the images and videos students will see.

I am confident if I used this OER Introduction to Education textbook the students would gain a valuable understanding of the concepts and be able to apply the relevant information to past educational experiences allowing them to move forward with their studies in education with a solid base of knowledge regarding key points in education.

Reviewed by Connie Phelps, Professor, Emporia State University on 1/5/22

Beasley and Haulmark provide a comprehensive introduction to P-12 education with 11 chapters in 2 parts: Foundations of Schools (Chapters 1-6) and Teachers and the Profession (Chapters 7-11). Each chapter includes objectives and keywords on key topics in the field with links to Wikibooks, videos, and other relevant sources. A concluding reference section includes all sources in a chapter by chapter listing.

The authors present material from credible sources that exemplify inclusiveness, equity, and diversity in chapter narratives and linked material. External sources include primary and secondary materials relevant to today's schools, students, and teachers. The authors include special education law and prepares teachers to work effectively in Arkansas as well as schools nationally. The course highlights knowledge, skills, and dispositions needed to begin a teaching career successfully.

By constructing the course in two distinct parts related to schools/students and teachers, the authors can update chapters easily as laws and protocols change. The chapters introduce topics clearly and and engage participants in short activities that provide immediate reinforcement of concepts and terms. Each chapter includes key terminology as flashcards for review and reinforcement. All chapters provide additional reading for a deeper dive, and some chapters include short quizzes or questionnaires to engage learners in relevant topics.

The authors use an appropriate level of terminology and phrasing with illustrations, photos, and documents to reinforce learning. Mini-quizzes with key points and flashcard vocabulary provide short exercises to ensure learners acquire needed knowledge, skills, and dispositions for each topic. Some chapters include case studies written conversationally for more depth on topics.

The authors organize chapters consistently with primary and secondary headings, thought-provoking quotations, and adequate white space between sections. All chapter titles pose relevant questions that orient the learner to its purpose. Common features in chapters include Objectives and Key Terms, What do you think? exercises, Test Your Vocabulary Skills, Dig Deeper, and credits and citations.

Learners easily access the Contents as a sidebar on the left side of the page. The two course sections function with separate dropdown menus for each chapter that show or hide contents, as the learner prefers. Each chapter narrative scrolls down easily with chapter sections clearly indicated by primary and secondary headings. Hot links for supplemental information keep the chapter narrative uncluttered and focused. Each chapter seems manageable individually and clearly distinguished as an integral part of its respective section and context.

The course begins with the broader context of the school/student, then focuses on the teacher/profession. Within these two parts, chapter titles pose a short essential question to orient the learner. The foundations part avoids overlap of content by addressing a rationale for teaching (Ch. 1), purpose of schools (Ch. 2), today's students (Ch. 3), social issues (Ch. 4), education philosophy (Ch. 5), and excellence and equity (Ch. 6). The second part applies foundational understanding to ethics and legal issues (Ch. 7), elementary and secondary curricula (Ch. 8), effective teaching (Ch. 9), classroom environment (Ch. 10), and expectations of new teachers (Ch. 11). The course organizes these topics logically, clearly, and relevantly for persons entering the field of education.

Given 10 or more hot links in each chapter, only one in Chapter 7 (Michigan.gov) failed to open. When I requested access to a Google Document, the author sent the direct link within hours of the request. In Chapter 3, clearer images of the Erikson and Maslow models--or hot links--would reduce distortion. A limitation imposed by the New York Times prevent access to content in Chapter 6. In Chapter 9, I wondered if learners type in responses for their respective definitions of effective teachers. In Chapter 10, the chapter quiz link appeared missing. The Chapter 11 quiz seemed to indicate one response, yet all response selections applied. The references for each chapter help learners further study important topics.

The authors write clearly connecting narrative without grammatical errors. In some cases, current APA style and formatting might update citations and references.

The text narrative seems learner-friendly and engaging for diverse learners, and the authors provide relevant resources that promote diversity, equity, inclusion and belonging for today's schools, classrooms, and teachers. The course provides an excellent orientation to dispositions needed for beginning elementary and secondary teachers to succeed in their chosen profession.

The collaboration of two seasoned educators contributes to the tone, content, and practice provided in the course. Each author contributes their unique perspective and background as a Director of Teacher Education (Beasley) and Director of Teacher Licensure (Haulmark). The blending of their respective roles contributes to a readable and engaging course to prepare teacher candidates for today's diverse primary and secondary schools.

Reviewed by Rachael Hoffert, Professor of Education, Grace College on 11/15/21

This textbook presented a thorough review of the teaching profession to students considering the field of education. Each chapter is organized by guiding questions regarding the purpose of school, student demographics, qualities of an effective teachers, and issues facing educators in today’s society. The textbook provides opportunities for students to reflect on chapter content with interactive multiple-choice questions. Upon completion of the textbook, students will gain a better understanding of the demands and rewards of the teaching profession.

The textbook presented an accurate representation of the role of a teacher in today’s educational field. High leverage practices were incorporated throughout the textbook. These practices included student- centered instruction such as learning centers, choice boards, and explicit instruction. The importance of differentiating instruction to meet the diverse needs of learners was described. The practices and theories explained in this textbook are implemented in schools and classrooms throughout today’s society.

The content in this textbook is up to date and directly relates to today’s teaching profession. However, the content could easily be altered as the teaching profession continues to change to meet the needs of today’s learners. The content presented in this textbook answers big questions about education and the teaching profession. Due to this unique organization, the textbook could easily be updated to change instructional strategies, add technology teaching components or revise information regarding standards or student demographics.

The textbook language was concise and applies directly to the audience of preservice teachers. Each chapter begins with a relevant question and continues with student friendly objectives. Key terms are also presented in the beginning of each chapter allowing readers to preview important concepts. The chapter text is organized in paragraphs and contains bullets and charts for a variety of learners. Presentation of content is not overwhelming. An interactive vocabulary activity is available at the end of each chapter to review learning.

Students will appreciate the simplistic and expected format of each textbook chapter. Each chapter has a guiding question, objectives, terms, explanations and thinking prompts. In addition, each chapter provided students an opportunity to check their understanding of key concepts. Practical examples were also provided throughout the textbook.

This book could easily be divided into syllabus course topics and assigned readings. The textbook provides an overall view of the field of education. However, each topic is thoroughly explained regarding the role of an effective teacher, curriculum development, today's students.

Topics are presented in a logical and clear fashion making content accessible to grasp. The textbook begins with a broad understanding of education and moves to specific roles of teachers along with characteristics of today's students. In addition, the textbook presents ethical issues within the profession and how to develop a personal philosophy of education. Textbook organization moves from basic understanding to application.

I had no interface or navigation issues when reviewing this textbook. I was able to navigate easily through the chapter and all text features displayed properly. The interactive questions and vocabulary reviews were easy to use in order to review textbook content. The interface was not confusing.

The text contained no grammatical errors and was written in a way that was easy to understand and comprehend. There was varied sentence structure and relevant examples to ensure the readers' attention. I have no suggestions for grammatical edits.

I appreciated how the text addressed diversity regarding today's students. Family structure, cultural, language, socioeconomic status were examples of diversity included throughout the textbook in an inclusive and sensitive manner. The importance of equity and inclusiveness in the classroom was a priority.

This textbook provides a strong introduction to the field of education!

Reviewed by Jennifer Richardson, Assistant Professor of Reading, Pittsburg State University on 10/22/21

I think it is quite difficult to present an exhaustive view of teaching. I think the text was quite comprehensive, given it's an introduction. Other books are more narrow in scope. The First Days of School, by Wong and Wong, is generally... read more

I found no evidence of inaccuracy in the text. There were places I didn't agree with whole-heartedly, as I retired from 25 years of public school teaching, all in Title I schools. I have dealt with a lot of the topics they mention regarding poverty. I wouldn't say the authors' information is inaccurate, just different than my view.

Relevance/Longevity rating: 3

The world of education has changed a great deal in a short period of time. Prospective teachers must also be masters of the Zoom parent-teacher conference, communicate via text message, and open their classrooms to scrutiny, like never before. That said, this text does cover teaching fairly comprehensively. I appreciated the references to Linda Darling-Hammond, to Hirsch, but was surprised that Wiggins and McTighe weren't mentioned. Most new teachers will have some accountability for backwards design, especially if their schools have adopted project-based learning and STEAM. I also missed the mention of Multi-Tiered Support Systems, having evolved from the simpler Response to Intervention model. Most new teachers will also be accountable for MTSS or RTI with the added behavior interventions. It's a new world in education. I believe with a few revisions to reflect the major changes, this text will be an excellent resource for pre-program teaching candidates to decide whether a teaching career is right for them.

The text appears to be written for a pre-program teacher candidate, possibly a high school senior. While there were some specific vocabulary that might be challenging for someone who is not a teacher, there were explanations and additional resources to add to the reader's growing understanding of teaching.

The book was arranged helpfully with initial objectives for reading and follow-up thinking prompts. Each chapter followed a predictable structure.

I prefer a book that can be easily segmented. This text has solid, stand-alone chapters yet supportive of the central message.

For the most part, this text is organized in a clear fashion. Chapter 6: What Makes an Effective Teacher, might be useful if directly following Chapter 1, Why Teach? The two chapters build very well on one another. Because each chapter is a fairly good stand-alone, however, this isn't a huge issue as a reader.

Interface rating: 3

There were some readability issues with graphs and charts. For instance, the t-chart on page 14 was cut off, and on page 74 I could not see the Fixed Mindset portion of the chart.

I found no significant areas for revision of grammar.

The text addresses topics that relate to culture, equity, and inclusion, however there have been significant changes in policy and norms. I'm wondering if these chapters should be moved up towards the beginning and double-checked for content.

1. Why Teach?
2. What is the Purpose of School?
3. Who are Today's Students?
4. How Do Social Issues Affect Students?
5. What is Taught?
6. What Makes an Effective Teacher?
7. What is a Positive Classroom Environment?
8. What are the Ethical and Legal Issues in Schools?
9. What is an Educational Philosophy?
10. Excellence or Equity...Which is More Important?
11. What Can a New Teacher Expect?

Ancillary Material

About the book.

This book was written to provide students with an introduction to the field of education. The book is broken into chapters that focus on questions students may have about education in general. Although some chapters may go into more depth than others, this is created as an introductory text.

About the Contributors

Jennifer Beasley has more than 25 years of experience in education as an elementary school teacher, gifted facilitator, university professor, and education consultant. She is currently the Director of Teacher Education at the University of Arkansas and a professor in the Department of Curriculum and Instruction. Beasley specializes in Gifted Education, Differentiated Instruction, Understanding by Design, Teacher Education, Professional Development, and the Integration of Technology in the Classroom.

Myra Haulmark began her 25 plus years in education as a speech pathologist and gifted programs coordinator in K-12 schools. Myra is currently the Director of Teacher Licensure at the University of Arkansas and works with teacher candidates as they prepare for state licensure and provides training and support in the areas of reciprocity and teacher ethics to students during their educator preparation programs.

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40 Philosophy of Education Examples, Plus How To Write Your Own

Learn how to define and share your teaching philosophy.

Short Philosophy of Education Examples Feature

These days, it’s become common for educators to be asked what their personal teaching philosophy is. Whether it’s for a job interview, a college class, or to share with your principal, crafting a philosophy of education can seem like a daunting task. So set aside some time to consider your own teaching philosophy (we’ll walk you through it), and be sure to look at philosophy of education examples from others (we’ve got those too!).

What is a philosophy of education?

Before we dive into the examples, it’s important to understand the purpose of a philosophy of education. This statement will provide an explanation of your teaching values and beliefs. Your teaching philosophy is ultimately a combination of the methods you studied in college and any professional experiences you’ve learned from since. It incorporates your own experiences (negative or positive) in education.

Many teachers have two versions of their teaching philosophy: a long form (a page or so of text) and a short form. The longer form is useful for job application cover letters or to include as part of your teacher portfolio. The short form distills the longer philosophy into a couple of succinct sentences that you can use to answer teacher job interview questions or even share with parents.

What’s the best teaching philosophy?

Here’s one key thing to remember: There’s no one right answer to “What’s your teaching philosophy?” Every teacher’s will be a little bit different, depending on their own teaching style, experiences, and expectations. And many teachers find that their philosophies change over time, as they learn and grow in their careers.

When someone asks for your philosophy of education, what they really want to know is that you’ve given thought to how you prepare lessons and interact with students in and out of the classroom. They’re interested in finding out what you expect from your students and from yourself, and how you’ll apply those expectations. And they want to hear examples of how you put your teaching philosophy into action.

What’s included in strong teaching philosophy examples?

Depending on who you ask, a philosophy of education statement can include a variety of values, beliefs, and information. As you build your own teaching philosophy statement, consider these aspects, and write down your answers to the questions.

Purpose of Education (Core Beliefs)

What do you believe is the purpose of teaching and learning? Why does education matter to today’s children? How will time spent in your classroom help prepare them for the future?

Use your answers to draft the opening statement of your philosophy of education, like these:

Education isn’t just about what students learn, but about learning how to learn.
A good education prepares students to be productive and empathetic members of society.
Teachers help students embrace new information and new ways of seeing the world around them.
A strong education with a focus on fundamentals ensures students can take on any challenges that come their way.
I believe education is key to empowering today’s youth, so they’ll feel confident in their future careers, relationships, and duties as members of their community.
Well-educated students are open-minded, welcoming the opinions of others and knowing how to evaluate information critically and carefully.

Teaching Style and Practices

Do you believe in student-led learning, or do you like to use the Socratic method instead? Is your classroom a place for quiet concentration or sociable collaboration? Do you focus on play-based learning, hands-on practice, debate and discussion, problem-solving, or project-based learning? All teachers use a mix of teaching practices and styles, of course, but there are some you’re likely more comfortable with than others. Possible examples:

I frequently use project-based learning in my classrooms because I believe it helps make learning more relevant to my students. When students work together to address real-world problems, they use their [subject] knowledge and skills and develop communication and critical thinking abilities too.
Play-based learning is a big part of my teaching philosophy. Kids who learn through play have more authentic experiences, exploring and discovering the world naturally in ways that make the process more engaging and likely to make a lasting impact.
In my classroom, technology is key. I believe in teaching students how to use today’s technology in responsible ways, embracing new possibilities and using technology as a tool, not a crutch.
While I believe in trying new teaching methods, I also find that traditional learning activities can still be effective. My teaching is mainly a mix of lecture, Socratic seminar, and small-group discussions.
I’m a big believer in formative assessment , taking every opportunity to measure my students’ understanding and progress. I use tools like exit tickets and Kahoot! quizzes, and watch my students closely to see if they’re engaged and on track.
Group work and discussions play a major role in my instructional style. Students who learn to work cooperatively at a young age are better equipped to succeed in school, in their future careers, and in their communities.

Students and Learning Styles

Why is it important to recognize all learning styles? How do you accommodate different learning styles in your classroom? What are your beliefs on diversity, equity, and inclusion? How do you ensure every student in your classroom receives the same opportunities to learn? How do you expect students to behave, and how do you measure success?

Sample teaching philosophy statements about students might sound like this:

Every student has their own unique talents, skills, challenges, and background. By getting to know my students as individuals, I can help them find the learning styles that work best for them, now and throughout their education.
I find that motivated students learn best. They’re more engaged in the classroom and more diligent when working alone. I work to motivate students by making learning relevant, meaningful, and enjoyable.
We must give every student equal opportunities to learn and grow. Not all students have the same support outside the classroom. So as a teacher, I try to help bridge gaps when I see them and give struggling students a chance to succeed academically.
I believe every student has their own story and deserves a chance to create and share it. I encourage my students to approach learning as individuals, and I know I’m succeeding when they show a real interest in showing up and learning more every day.
In my classroom, students take responsibility for their own success. I help them craft their own learning goals, then encourage them to evaluate their progress honestly and ask for help when they need it.
To me, the best classrooms are those that are the most diverse. Students learn to recognize and respect each other’s differences, celebrating what each brings to the community. They also have the opportunity to find common ground, sometimes in ways that surprise them.

How do I write my philosophy of education?

Think back to any essay you’ve ever written and follow a similar format. Write in the present tense; your philosophy isn’t aspirational, it’s something you already live and follow. This is true even if you’re applying for your first teaching job. Your philosophy is informed by your student teaching, internships, and other teaching experiences.

Lead with your core beliefs about teaching and learning. These beliefs should be reflected throughout the rest of your teaching philosophy statement.

Then, explain your teaching style and practices, being sure to include concrete examples of how you put those practices into action. Transition into your beliefs about students and learning styles, with more examples. Explain why you believe in these teaching and learning styles, and how you’ve seen them work in your experiences.

A long-form philosophy of education statement usually takes a few paragraphs (not generally more than a page or two). From that long-form philosophy, highlight a few key statements and phrases and use them to sum up your teaching philosophy in a couple of well-crafted sentences for your short-form teaching philosophy.

Still feeling overwhelmed? Try answering these three key questions:

Why do you teach?
What are your favorite, tried-and-true methods for teaching and learning?
How do you help students of all abilities and backgrounds learn?

If you can answer those three questions, you can write your teaching philosophy!

Short Philosophy of Education Examples

We asked real educators in the We Are Teachers HELPLINE group on Facebook to share their teaching philosophy examples in a few sentences . Here’s what they had to say:

I am always trying to turn my students into self-sufficient learners who use their resources to figure it out instead of resorting to just asking someone for the answers. —Amy J.

My philosophy is that all students can learn. Good educators meet all students’ differentiated learning needs to help all students meet their maximum learning potential. —Lisa B.

I believe that all students are unique and need a teacher that caters to their individual needs in a safe and stimulating environment. I want to create a classroom where students can flourish and explore to reach their full potential. My goal is also to create a warm, loving environment, so students feel safe to take risks and express themselves. —Valerie T.

In my classroom, I like to focus on the student-teacher relationships/one-on-one interactions. Flexibility is a must, and I’ve learned that you do the best you can with the students you have for however long you have them in your class. —Elizabeth Y

I want to prepare my students to be able to get along without me and take ownership of their learning. I have implemented a growth mindset. —Kirk H.

My teaching philosophy is centered around seeing the whole student and allowing the student to use their whole self to direct their own learning. As a secondary teacher, I also believe strongly in exposing all students to the same core content of my subject so that they have equal opportunities for careers and other experiences dependent upon that content in the future. —Jacky B.

All children learn best when learning is hands-on. This works for the high students and the low students too, even the ones in between. I teach by creating experiences, not giving information. —Jessica R.

As teachers, it’s our job to foster creativity. In order to do that, it’s important for me to embrace the mistakes of my students, create a learning environment that allows them to feel comfortable enough to take chances, and try new methods. —Chelsie L.

I believe that every child can learn and deserves the best, well-trained teacher possible who has high expectations for them. I differentiate all my lessons and include all learning modalities. —Amy S.

All students can learn and want to learn. It is my job to meet them where they are and move them forward. —Holli A.

I believe learning comes from making sense of chaos. My job is to design work that will allow students to process, explore, and discuss concepts to own the learning. I need to be part of the process to guide and challenge perceptions. —Shelly G.

I want my students to know that they are valued members of our classroom community, and I want to teach each of them what they need to continue to grow in my classroom. —Doreen G.

Teach to every child’s passion and encourage a joy for and love of education and school. —Iris B.

I believe in creating a classroom culture of learning through mistakes and overcoming obstacles through teamwork. —Jenn B.

It’s our job to introduce our kids to many, many different things and help them find what they excel in and what they don’t. Then nurture their excellence and help them figure out how to compensate for their problem areas. That way, they will become happy, successful adults. —Haley T.

Longer Philosophy of Education Examples

Looking for longer teaching philosophy examples? Check out these selections from experienced teachers of all ages and grades.

Learning To Wear the Big Shoes: One Step at a Time
Nellie Edge: My Kindergarten Teaching Philosophy
Faculty Focus: My Philosophy of Teaching
Robinson Elementary School: My Teaching Philosophy
David Orace Kelly: Philosophy of Education
Explorations in Higher Education: My Teaching Philosophy Statement
University of Washington Medical School Faculty Teaching Philosophy Statements

Do you have any philosophy of education examples? Share them in the We Are Teachers HELPLINE Group on Facebook!

Want more articles and tips like this be sure to subscribe to our newsletters to find out when they’re posted..

Many educators are being asked to define their teaching philosophy. Find real philosophy of education examples and tips for building yours.

Collage of teaching portfolio examples, including traditional digital portfolios

15 Inspiring Teaching Portfolio Examples (Plus How To Create Your Own)

Show them what you've got. Continue Reading

A Guide to Writing about Education

Introduction, types of papers, discipline-specific strategies.

Education is a field that bridges anthropology, sociology, psychology, science, and philosophy. When writing about education, you will utilize a myriad of writing styles and formats to address your essay topics.

As an education student, you may be asked to write:

journals/field-notes: think of field-notes as the clay for your future thoughts, observations, and ideas; these are informal
literature reviews: categorize or conceptualize relevant pieces of literature
analysis papers: analyze outside sources to promote your own interpretation of a particular theory or style
evaluative essays: look at a particular approach to teaching or theory of learning and discuss strengths and weaknesses
narratives present collected data through use of informal methods, imaginary letters to parents, recommendations for school, etc.
case studies: present problem, discuss others' thoughts on the issue, describe and analyze data/evidence, and draw conclusions
research and lab papers: identify research questions, contextualize the question in the research literature; identify hypotheses, methods of data collection and reduction and analysis; discuss findings.

Here are some suggestions for approaching any education paper:

Write about something that interests you Choose topics that will inspire you to delve deeper into research, synthesize new ideas, and spend time writing, revising, and editing. If you have trouble thinking of a topic, review your journal to see what ideas you have already come up with that might be applicable.
Read If you're feeling confused about what is expected of you, try reading similar papers. Get together with other students and read each other's papers. Or, ask the professor to suggest some journal articles for you to look at for inspiration.
Talk Talk about your paper, your ideas, and your problems. Talk with your professors, your classmates, and your friends. This will allow you to test out new ideas, find a topic you care about, talk through problems, and see where other people stand on your issue.
Write a really bad paper It will give you a foundation to build a really great paper. Just be daring and try out radical ideas.
Have ideas Make sure that each paper has an argument or an idea that you create. Outside support should be used to support the ideas you develop.
Ground ideas in outside information Your ideas should be firmly based in outside literature, field-notes, research, etc. Every idea should have some fact or observation that supports it.
Expect to revise Revise once, twice, as many times as needed. Be prepared to rip up a thesis or change your argument if necessary. Revision of grammar, content, and organization is key to an excellent paper. Good writing doesn't happen by magic.
Take risks in ideas and in structure If your idea doesn't work out, try something else. Use complex and diverse sentences. Have fun while you're writing!

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Education: A Very Short Introduction (1st edn)

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Education: A Very Short Introduction explores how and why education has evolved throughout history and explains the way in which schools work, noting how curricula are remarkably consistent around the world. Few people know how the schools that exist today came to their current state. Little is known about the intellectual traditions that have shaped education. There is a gap in awareness and understanding about what education is and how it has developed. As a result there is a dearth of creativity about how to improve it. There are always going to be strong opinions on how best to educate. What is the difference between progressive and formal education? How might education develop in the future?

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Introduction: What Is Education for?

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Baldwin, R. (1989). You are your child’s first teacher . Berkeley: Celestial Arts.

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Pyne, C. (2014, April 17). Australians to have their say on teacher education. Media Release , Thursday. https://ministers.education.gov.au/pyne/australians-have-their-say-teacher-education . Accessed 23 Mar 2018.

Stehlik, T. (2011). Relationships, participation and support: Necessary components for inclusive learning environments and (re)engaging learners. Chapter 7, In T. Stehlik & J. Patterson (Eds.), Changing the paradigm: Education as the key to a socially inclusive future. Brisbane: Post Pressed.

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Stehlik, T. (2018). Introduction: What Is Education for?. In: Educational Philosophy for 21st Century Teachers. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-75969-2_1

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Introduction to us education.

This course introduces students to the central themes, issues, and controversies in American education. What is the purpose of “school”? How did schools begin, in the United States, and how have they evolved across time? How do children learn? How are they different from each other, and why and when should that matter? How should we teach them? and how should we structure schools and classrooms to promote learning?

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How to Write an Essay Introduction (with Examples)  

The introduction of an essay plays a critical role in engaging the reader and providing contextual information about the topic. It sets the stage for the rest of the essay, establishes the tone and style, and motivates the reader to continue reading.

What is an essay introduction , what to include in an essay introduction, how to create an essay structure , step-by-step process for writing an essay introduction , how to write an introduction paragraph , how to write a hook for your essay , how to include background information , how to write a thesis statement .

Argumentative Essay Introduction Example:
Expository Essay Introduction Example

Literary Analysis Essay Introduction Example

Check and revise – checklist for essay introduction , key takeaways , frequently asked questions .

An introduction is the opening section of an essay, paper, or other written work. It introduces the topic and provides background information, context, and an overview of what the reader can expect from the rest of the work. 1 The key is to be concise and to the point, providing enough information to engage the reader without delving into excessive detail.

The essay introduction is crucial as it sets the tone for the entire piece and provides the reader with a roadmap of what to expect. Here are key elements to include in your essay introduction:

Hook : Start with an attention-grabbing statement or question to engage the reader. This could be a surprising fact, a relevant quote, or a compelling anecdote.
Background information : Provide context and background information to help the reader understand the topic. This can include historical information, definitions of key terms, or an overview of the current state of affairs related to your topic.
Thesis statement : Clearly state your main argument or position on the topic. Your thesis should be concise and specific, providing a clear direction for your essay.

Before we get into how to write an essay introduction, we need to know how it is structured. The structure of an essay is crucial for organizing your thoughts and presenting them clearly and logically. It is divided as follows: 2

Introduction:  The introduction should grab the reader’s attention with a hook, provide context, and include a thesis statement that presents the main argument or purpose of the essay.
Body:  The body should consist of focused paragraphs that support your thesis statement using evidence and analysis. Each paragraph should concentrate on a single central idea or argument and provide evidence, examples, or analysis to back it up.
Conclusion:  The conclusion should summarize the main points and restate the thesis differently. End with a final statement that leaves a lasting impression on the reader. Avoid new information or arguments.

Here’s a step-by-step guide on how to write an essay introduction:

Start with a Hook : Begin your introduction paragraph with an attention-grabbing statement, question, quote, or anecdote related to your topic. The hook should pique the reader’s interest and encourage them to continue reading.
Provide Background Information : This helps the reader understand the relevance and importance of the topic.
State Your Thesis Statement : The last sentence is the main argument or point of your essay. It should be clear, concise, and directly address the topic of your essay.
Preview the Main Points : This gives the reader an idea of what to expect and how you will support your thesis.
Keep it Concise and Clear : Avoid going into too much detail or including information not directly relevant to your topic.
Revise : Revise your introduction after you’ve written the rest of your essay to ensure it aligns with your final argument.

Here’s an example of an essay introduction paragraph about the importance of education:

Education is often viewed as a fundamental human right and a key social and economic development driver. As Nelson Mandela once famously said, “Education is the most powerful weapon which you can use to change the world.” It is the key to unlocking a wide range of opportunities and benefits for individuals, societies, and nations. In today’s constantly evolving world, education has become even more critical. It has expanded beyond traditional classroom learning to include digital and remote learning, making education more accessible and convenient. This essay will delve into the importance of education in empowering individuals to achieve their dreams, improving societies by promoting social justice and equality, and driving economic growth by developing a skilled workforce and promoting innovation.

This introduction paragraph example includes a hook (the quote by Nelson Mandela), provides some background information on education, and states the thesis statement (the importance of education).

This is one of the key steps in how to write an essay introduction. Crafting a compelling hook is vital because it sets the tone for your entire essay and determines whether your readers will stay interested. A good hook draws the reader in and sets the stage for the rest of your essay.

Avoid Dry Fact : Instead of simply stating a bland fact, try to make it engaging and relevant to your topic. For example, if you’re writing about the benefits of exercise, you could start with a startling statistic like, “Did you know that regular exercise can increase your lifespan by up to seven years?”
Avoid Using a Dictionary Definition : While definitions can be informative, they’re not always the most captivating way to start an essay. Instead, try to use a quote, anecdote, or provocative question to pique the reader’s interest. For instance, if you’re writing about freedom, you could begin with a quote from a famous freedom fighter or philosopher.
Do Not Just State a Fact That the Reader Already Knows : This ties back to the first point—your hook should surprise or intrigue the reader. For Here’s an introduction paragraph example, if you’re writing about climate change, you could start with a thought-provoking statement like, “Despite overwhelming evidence, many people still refuse to believe in the reality of climate change.”

Including background information in the introduction section of your essay is important to provide context and establish the relevance of your topic. When writing the background information, you can follow these steps:

Start with a General Statement:  Begin with a general statement about the topic and gradually narrow it down to your specific focus. For example, when discussing the impact of social media, you can begin by making a broad statement about social media and its widespread use in today’s society, as follows: “Social media has become an integral part of modern life, with billions of users worldwide.”
Define Key Terms : Define any key terms or concepts that may be unfamiliar to your readers but are essential for understanding your argument.
Provide Relevant Statistics:  Use statistics or facts to highlight the significance of the issue you’re discussing. For instance, “According to a report by Statista, the number of social media users is expected to reach 4.41 billion by 2025.”
Discuss the Evolution:  Mention previous research or studies that have been conducted on the topic, especially those that are relevant to your argument. Mention key milestones or developments that have shaped its current impact. You can also outline some of the major effects of social media. For example, you can briefly describe how social media has evolved, including positives such as increased connectivity and issues like cyberbullying and privacy concerns.
Transition to Your Thesis:  Use the background information to lead into your thesis statement, which should clearly state the main argument or purpose of your essay. For example, “Given its pervasive influence, it is crucial to examine the impact of social media on mental health.”

A thesis statement is a concise summary of the main point or claim of an essay, research paper, or other type of academic writing. It appears near the end of the introduction. Here’s how to write a thesis statement:

Identify the topic:  Start by identifying the topic of your essay. For example, if your essay is about the importance of exercise for overall health, your topic is “exercise.”
State your position:  Next, state your position or claim about the topic. This is the main argument or point you want to make. For example, if you believe that regular exercise is crucial for maintaining good health, your position could be: “Regular exercise is essential for maintaining good health.”
Support your position:  Provide a brief overview of the reasons or evidence that support your position. These will be the main points of your essay. For example, if you’re writing an essay about the importance of exercise, you could mention the physical health benefits, mental health benefits, and the role of exercise in disease prevention.
Make it specific:  Ensure your thesis statement clearly states what you will discuss in your essay. For example, instead of saying, “Exercise is good for you,” you could say, “Regular exercise, including cardiovascular and strength training, can improve overall health and reduce the risk of chronic diseases.”

Examples of essay introduction

Here are examples of essay introductions for different types of essays:

Argumentative Essay Introduction Example:

Topic: Should the voting age be lowered to 16?

“The question of whether the voting age should be lowered to 16 has sparked nationwide debate. While some argue that 16-year-olds lack the requisite maturity and knowledge to make informed decisions, others argue that doing so would imbue young people with agency and give them a voice in shaping their future.”

Expository Essay Introduction Example

Topic: The benefits of regular exercise

“In today’s fast-paced world, the importance of regular exercise cannot be overstated. From improving physical health to boosting mental well-being, the benefits of exercise are numerous and far-reaching. This essay will examine the various advantages of regular exercise and provide tips on incorporating it into your daily routine.”

Text: “To Kill a Mockingbird” by Harper Lee

“Harper Lee’s novel, ‘To Kill a Mockingbird,’ is a timeless classic that explores themes of racism, injustice, and morality in the American South. Through the eyes of young Scout Finch, the reader is taken on a journey that challenges societal norms and forces characters to confront their prejudices. This essay will analyze the novel’s use of symbolism, character development, and narrative structure to uncover its deeper meaning and relevance to contemporary society.”

Engaging and Relevant First Sentence : The opening sentence captures the reader’s attention and relates directly to the topic.
Background Information : Enough background information is introduced to provide context for the thesis statement.
Definition of Important Terms : Key terms or concepts that might be unfamiliar to the audience or are central to the argument are defined.
Clear Thesis Statement : The thesis statement presents the main point or argument of the essay.
Relevance to Main Body : Everything in the introduction directly relates to and sets up the discussion in the main body of the essay.

Writing a strong introduction is crucial for setting the tone and context of your essay. Here are the key takeaways for how to write essay introduction: 3

Hook the Reader : Start with an engaging hook to grab the reader’s attention. This could be a compelling question, a surprising fact, a relevant quote, or an anecdote.
Provide Background : Give a brief overview of the topic, setting the context and stage for the discussion.
Thesis Statement : State your thesis, which is the main argument or point of your essay. It should be concise, clear, and specific.
Preview the Structure : Outline the main points or arguments to help the reader understand the organization of your essay.
Keep it Concise : Avoid including unnecessary details or information not directly related to your thesis.
Revise and Edit : Revise your introduction to ensure clarity, coherence, and relevance. Check for grammar and spelling errors.
Seek Feedback : Get feedback from peers or instructors to improve your introduction further.

The purpose of an essay introduction is to give an overview of the topic, context, and main ideas of the essay. It is meant to engage the reader, establish the tone for the rest of the essay, and introduce the thesis statement or central argument.

An essay introduction typically ranges from 5-10% of the total word count. For example, in a 1,000-word essay, the introduction would be roughly 50-100 words. However, the length can vary depending on the complexity of the topic and the overall length of the essay.

An essay introduction is critical in engaging the reader and providing contextual information about the topic. To ensure its effectiveness, consider incorporating these key elements: a compelling hook, background information, a clear thesis statement, an outline of the essay’s scope, a smooth transition to the body, and optional signposting sentences.

The process of writing an essay introduction is not necessarily straightforward, but there are several strategies that can be employed to achieve this end. When experiencing difficulty initiating the process, consider the following techniques: begin with an anecdote, a quotation, an image, a question, or a startling fact to pique the reader’s interest. It may also be helpful to consider the five W’s of journalism: who, what, when, where, why, and how. For instance, an anecdotal opening could be structured as follows: “As I ascended the stage, momentarily blinded by the intense lights, I could sense the weight of a hundred eyes upon me, anticipating my next move. The topic of discussion was climate change, a subject I was passionate about, and it was my first public speaking event. Little did I know , that pivotal moment would not only alter my perspective but also chart my life’s course.”

Crafting a compelling thesis statement for your introduction paragraph is crucial to grab your reader’s attention. To achieve this, avoid using overused phrases such as “In this paper, I will write about” or “I will focus on” as they lack originality. Instead, strive to engage your reader by substantiating your stance or proposition with a “so what” clause. While writing your thesis statement, aim to be precise, succinct, and clear in conveying your main argument.

To create an effective essay introduction, ensure it is clear, engaging, relevant, and contains a concise thesis statement. It should transition smoothly into the essay and be long enough to cover necessary points but not become overwhelming. Seek feedback from peers or instructors to assess its effectiveness.

References

Cui, L. (2022). Unit 6 Essay Introduction.  Building Academic Writing Skills .
West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay.  Journal of Geography in Higher Education ,  43 (4), 609-617.
Beavers, M. E., Thoune, D. L., & McBeth, M. (2023). Bibliographic Essay: Reading, Researching, Teaching, and Writing with Hooks: A Queer Literacy Sponsorship. College English, 85(3), 230-242.

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A Simple Way to Introduce Yourself

Andrea Wojnicki

Think: present, past, future.

Many of us dread the self-introduction, be it in an online meeting or at the boardroom table. Here is a practical framework you can leverage to introduce yourself with confidence in any context, online or in-person: Present, past, and future. You can customize this framework both for yourself as an individual and for the specific context. Perhaps most importantly, when you use this framework, you will be able to focus on others’ introductions, instead of stewing about what you should say about yourself.

You know the scenario. It could be in an online meeting, or perhaps you are seated around a boardroom table. The meeting leader asks everyone to briefly introduce themselves. Suddenly, your brain goes into hyperdrive. What should I say about myself?

Andrea Wojnicki , MBA, DBA, is an executive communication coach and founder of Talk About Talk, a multi-media learning resource to help executives improve their communication skills.

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Introduction in Other Languages

27 Examples of Self Introduction in English For Great First Impression – Introduce Yourself In English

Telling someone about yourself can be tricky if you’re not sure how to go about it, but when you’re in an interview or at the start of your first day on the job, giving someone an overview of your previous work and education experience isn’t only necessary – it shows that you’re excited to be there and prepared to work hard.

Here are some examples of self introduction in English that you can use to introduce yourself.

You can check the video to learn more..

Self Introduction in English Examples

Example 1:

Hello, my name is [name] and I am writing to introduce myself. My interests include photography, art, and music. I enjoy making things out of clay and woodworking.

I am a native of the United States and have been here for over 20 years now. I grew up in [city] where I attended school. After high school, I moved to [state] where I went to college at [school name].

During college, it was not easy for me to make friends because I was shy and quiet. It wasn’t until after college when I started working at [job title], that my relationships with others changed for the better. At work, I was able to open up more as well as learn how to communicate better with others by using body language and tone of voice rather than words alone. This resulted in me being promoted from a part-time employee into an assistant manager position within two years of working there full-time!

Hello, I’m [first name], and I’m a writer.

I’ve been writing for a while now, and it’s become an integral part of my life. My passion for writing started when I was in elementary school. I got a pen and paper and wrote down everything that popped into my head—I couldn’t stop!

As my writing skills improved, so did my confidence as a writer. At first, people thought I was just a kid with a lot of energy; but now they see that writing is more than just something fun to do—it’s something that makes me happy, and gives me clarity on what I want out of life, and helps me make sense of the world around me.

So if you’re interested in hiring me as your writer or if you have any questions about what it’s like to work with me, please feel free to reach out!

Hi, I’m [name] and I work at [company] as a [job title]!

I’m a recent college graduate and have been working in customer service for the past six months. I’m looking for opportunities to learn more about the customer service field and grow my skills to take on more challenging roles.

[Company name] provides the best customer service in the world, and I am excited to join such an amazing team.

Self Introduction Paragraph Examples

My name is [name], and I’m a [type of person].

I love to [what you love to do].

When I’m not working or doing what I love, my friends and family are the most important thing in my life. They mean the world to me. When they’re around, I feel like everything is possible.

I’m currently in my final year of university, and it’s been one of the most amazing years of my life so far. I’ve learned so much about myself and how to be a better person, which has made me feel more confident than ever before.

Hi! I’m [name] and I’m so excited to meet you all.

I’m a passionate, driven person who wants to do my part to make the world a better place. That’s why I’m here at [company name].

I’ve got a lot of experience working in customer service, but I also have a passion for helping people find their best path forward when they’re faced with challenges. And that’s what we’re working on at [company name]: finding those solutions for our clients so they can focus on what matters the most—their business.

I’m looking forward to getting to know you all!

3 Examples of Self Introduction to a Landlord
9 Examples of Self Introduction For Pharma Interview

Hi, my name is [name], and I’m here to tell you about my [job].

I’ve been working as a [job] for [number of years], and I love it. It’s an amazing job that allows me to do what I love most—make people happy!

My favorite part of my job is seeing how much happiness can be brought into someone’s life when they’re feeling down or stressed out. I know that by helping people feel better, we’re all better off as a community.

I also really enjoy meeting new people every day who need support in their journey through life. Being able to share what I know with them has helped me grow personally and professionally, so thank you for your support!

Self Introduction Speech Examples For Students

Hi, my name is [name], and I’m about to give you a self-introduction speech.

I’m going to tell you about myself in three parts: who I am, what I’ve done, and why I should be hired for this job.

First, let’s talk about who I am: I’m [age] years old. I’ve been working as a [job title] for [amount of time]. And I love it! It’s made me very good at what I do and keeps me busy all day long.

And now let’s talk about what I’ve done…

I started working at the company when they were just starting, and now they’re one of the top 10 companies in our industry. They’re growing so fast that there are times when we can’t keep up with hiring new people or training them properly. That’s where you come in—you’re going to help us hire some awesome new people who are ready to hit the ground running!

And finally, why should you hire me? Well… because if this were a movie script, there would be no way for me not to get hired by your company!

Hello, my name is [name] and I am a student at [school].

I am interested in pursuing a career in the field of [industry], and I would like to study [field] at [school].

My current job is working as a marketing assistant for [company], where I handle all the emails and calls from clients, as well as manage our social media accounts.

I have been working in this position for over three years now, and it has greatly improved my skillset in terms of customer relations and communication abilities. I would love to continue working for [company] after graduating from college with a degree in both marketing and business management.

Hello, my name is [name] and I’m a student at [school name].

I have always loved to learn and explore, so when I was in the 8th grade I started taking classes at my local college. Now, I have many different degrees from various programs and am heavily involved in the community at large.

In my free time, I enjoy spending time with family, and friends and doing things that make me happy. One of those things is hiking!

Self Introduction Sample For Nurse Job Interview

Hi, I’m [name], and I hope to be the next one of you awesome nurses!

I have a bachelor’s degree in nursing and am currently working as a nurse at [hospital name]. I’ve worked in many different areas, including ER, ICU, and medical-surgical. I love working with patients from all walks of life, but my favorite part is taking care of babies because they’re so sweet and innocent.

I also enjoy helping others learn about their health, whether it’s through patient education or offering advice on dieting or exercise.

Hello, I’m [name] and I’m a nurse. I’ve been in the industry for many years and have worked with many different kinds of patients. I am looking to move into a leadership position, preferably with a hospital or nursing home to manage more than one unit. I believe that the most important part of my job is making sure that my patients are comfortable in their care environment and feel safe at all times. I also enjoy working with other staff members because they can help me access different areas of expertise, which makes me a better nurse and leader.

I would love an opportunity to discuss how my experience could benefit your organization!

Hello, I’m [name] and I’m looking for a job as a nurse.

I’m a middle school student who loves to help people. I’ve had experience working at [hospital name] and [hospital name], where I helped children get better after they were injured.

I also love volunteering at the local animal shelter, where I’ve helped an elderly cat named [cat name]. The owner of the shelter said that she couldn’t find a home for her because she was old, but after working with her, I realized that she was still young at heart.

The hospital where I work now is great and everyone there is very nice, but it’s not the same as being able to help people. It’s hard for me to watch someone get hurt or sick on my shift—especially when there’s nothing that I can do about it—and I want something more for myself than just working in healthcare.

Self Introduction Speech Examples For School Students

Hello! My name is [name], and I’m here to introduce myself to the class.

I’m from [city] in [country]. I’ve been living in the United States for five years now, but I’ve been here for seven. I love this country, and I love being able to learn more about it every day.

In high school, I was a really good student—I got straight A’s all the time. But during my senior year, one of my teachers taught us how to write a speech about ourselves—and that’s when everything changed. Now when someone asks me what I want to be when I grow up, instead of saying “an accountant,” like everyone else says, I say “a teacher.”

So this is me: A teacher who has learned so many things since she started working with children at the age of 18. And now at age 32, she has even more knowledge than she did before!

Hello, my name is [name], and I’m a student at [school name].

I’m excited to be here today because I’ve been wanting to go to this school for a long time. My favorite subject is math, so it’s cool that there will be an opportunity for me to learn more about that.

I also love reading a lot of books and watching movies, so I think this is going to be a good fit for me.

My parents are very supportive of my dreams and help me whenever they can. They always make sure that I am doing what I want, so if you have any questions about anything related to school or your studies, feel free to ask them!

Hello, everyone! I’m [name], and I was just thinking about what to say.

I think that you’re all really smart and kind, and it’s a pleasure to meet you!

My name is [name] and I’m going to be taking your next test. Hopefully, we’ll get along well enough to make it interesting.

I’m here today because I want to talk about [topic]. It’s important to me because it affects my life every day, but also helps me think about things that are important in the world.

Self Introduction Speech Examples Public Speaking

I am a passionate person, who loves to learn and share knowledge with others. I believe that every person should be treated equally, no matter their gender, race, or religion.

I have always dreamed of becoming an entrepreneur. I have been working in the field for the last 6 years and it has become my passion now.

I have completed my MBA from St. Xavier’s College and I worked as an Assistant Manager in a reputed company for 4 years before joining here at [company name].

Hello, my name is [name] and I am a [job title]. I have been working as a [job title] for [number of years] and I have been enjoying every moment of it.

I have always had a passion for [job title], and it is truly an honor to be able to work with such amazing people.

I have been lucky enough to work with some of the most talented people in the world, including [famous person’s name], who has taught me so much about [job title].

I would like to thank you all for this opportunity because it has helped me grow both personally and professionally. It has brought me closer to my family and allowed me to meet new people who share similar interests.

Hi, I’m [name], and I’m a professional speaker.

I’ve been giving speeches for over 10 years, and I love it.

My favorite part is being able to share what I know with other people engagingly. It’s also really fun to meet new people and hear their stories because then I can learn from them too!

I also like that people are usually surprised when they find out how much time goes into preparing for a speech—it’s not just about speaking fast or moving your mouth around—but about making it personal and interesting for your audience.

If you have any questions about anything related to public speaking, feel free to contact me at [email address].

Self Introduction Sample For Hr Interview

Hello, I’m [name], a junior HR professional at [company name]. I’m interested in the position of HR Manager, and I’m here today because I think you’re the right person for it.

I have a Bachelor’s degree in Human Resources and a Master’s degree in Personnel Management, both from [school name]. My interests include [interests], which are things like [things], which are things like [things].

In my spare time, I enjoy watching sports on TV and playing volleyball with friends at the local park.

Hello, I’m [name] and I’m a [position] at [company name]. I love to work hard, which is why I’m so excited to be here.

I’ve been working with [company name] for years now, and it’s been an amazing experience. I’ve been able to learn so much about myself and the company in that time.

I’d love to talk more about my experience with you! Please feel free to reach out if you’d like any additional details or want me to send you anything from HR.

Hello! I’m [name], and I would be happy to answer any questions you have about my qualifications for this position.

I have a bachelor’s degree in computer science, but I’ve also spent the past six years working as a software engineer. In my current role, I’m responsible for building, maintaining, and improving our software products.

Throughout my career, I’ve worked with engineers from all over the world who have taught me how to problem-solve creatively and work well with others. My experience with developers at [company name] has given me an understanding of what it takes to build quality products that meet our customers’ needs.

The skills listed on my resume are just a small representation of the competencies that make me a great fit for this position:

– Able to build robust, scalable systems that meet customer needs and respond quickly to change

– Able to communicate effectively with other team members

Self Introduction Examples For Experienced Software Engineers

Hello, I am [name], and I am an experienced software engineer.

My specialty is in creating high-quality, well-tested code that solves business problems for my clients. I have been working with them for about five years, and have also worked as a freelance software engineer for several other companies during that time.

I have a Bachelor’s degree in Computer Science from [school name]. After graduating, I worked as a software developer at [company name] for two years. During this time, I learned how to contribute my skills to the company by making contributions within the company’s code base. After working at [company name], I decided to pursue a career as a freelancer and started freelancing immediately.

As a freelancer, my primary focus has been working on projects related to building web applications using mostly JavaScript-based technologies such as HTML5+CSS3/SASS/LESS/JAVASCRIPT (JS) frameworks like ReactJS or VueJS, or NodeJS (server side). However, I have worked with the PHP framework (Laravel) on some projects too.

Hi! I’m [Name] and I’m a software engineer at [company name]. I’ve been working in this industry for six years now, and it’s always been my dream to be in the field. When I graduated from college, I started working as a developer at one of the country’s largest consulting firms. After two years there, I decided to move on and pursue my dream of being a software engineer—and here I am today!

I love what I do because it allows me to work on some cool projects. One of my favorite parts of being a software engineer is working with clients and helping them improve their products. It’s also very rewarding when you see how your work helps people take control of their lives or businesses.

I am a software engineer with over 10 years of experience. I have worked on many different projects, including web development, mobile applications, and backend systems.

My strengths are in designing and implementing scalable solutions while maintaining high-quality standards. I am also very good at communicating my ideas effectively and creating solutions that meet the needs of my clients. I have worked in teams to develop solutions that are both functional and aesthetically pleasing.

I would love to work on projects that allowed me to use my skills and knowledge to help solve real problems for people in our community.

Self Introduction Sample For Virtual Assistant

My name is [your name here]. I am the founder of [company name] and I have been a virtual assistant for 10 years.

I love helping people with their problems and helping them grow their businesses. I’m also a huge fan of dogs, serial killers, and the Harry Potter series.

Example 2:

I’m [name], and I’m a virtual assistant and web developer based in [location].

I bring over 15 years of experience as a web developer, working with both small and large businesses, to assist you in getting your projects off the ground. Whether you need help building websites, or just need someone who can manage your social media, my background as a web developer will help me keep you informed, on track, and able to stay focused on your goals.

I have experience working with clients from all over the world and am always looking forward to helping others achieve their goals.

Example 3:

Hello, I’m [name] and I’m a virtual assistant.

I’ve been working as a VA for over [years] now, and I love it! I work with people who are looking to get their business off the ground, or who just need some extra help around the house. My clients are always happy with my work.

In addition to being a VA, I’m also an avid reader and writer. I enjoy helping others in any way that I can—whether it’s by offering advice or helping them write their copy for landing pages or emails.

I’ve worked on projects ranging from simple blog posts to complex web applications (both front-end and back-end), so whatever your project requires, you’ll find me very capable of handling it.

Can Introduction Be Two Paragraphs?

Yes. The introduction is a paragraph. That’s the whole rule. With that said, it can be two paragraphs, it can be ten paragraphs, and it can be a page. The length of your introduction is dependent on several factors: who you are writing for, how much time you have to write, how detailed you want to get, and how much detail your reader can absorb.

With that said, let’s take a look at a few examples of great introductions: 1. This is the best, most concise introduction I’ve ever read. Not only is the information short and sweet, but it gets right to the point and shows exactly what the reader has to do, and why it’s important.

The Verdict: Self Introduction Examples

Choose a template that you like, edit it and make it your own. When you’re done, add your photos to the design. Present yourself to the world with these stunning, professional designs for your self introduction. And as always, please feel free to contact me if you have a question or would like to give feedback on this article.

Hi, I a Usmaan Ali, a content writer. I’ve always been passionate about writing and blogging. I hope you enjoy my blog posts as much as I enjoy writing it!

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How to Introduce Yourself in English: Formal and Informal

This article covers the following areas –

Introducing yourself in formal situations, introducing yourself in informal situations, 5 tips to introduce yourself in english, final thoughts, faq: introducing yourself in english.

Introducing yourself in English, formal or informal, is an essential skill, especially in diverse social and professional settings. Let’s explore how you can do this effectively in both scenarios.

To introduce yourself in English, start with a polite greeting, state your name, and mention your role or affiliation. For formal settings, add professional details; in casual contexts, share personal interests. Use confident body language, maintain eye contact, and be genuine in your approach.

Continue reading to explore detailed tips and nuances for effective introductions in various contexts, enhancing your communication skills in diverse social and professional settings.

Well! If you are looking for a book or a guide to help you learn and improve your English, you may try English Made Easy Volume One: A New ESL Approach: Learning English Through Pictures (Amazon Link) . This book creatively uses pictures and text in tandem to revolutionize English language learning, making it easier to understand and more effective overall.

To introduce yourself formally in English, start with a polite greeting like “Good morning/afternoon.” State your full name and professional role or affiliation. Briefly mention the purpose of your introduction and add relevant details. Conclude with a respectful closing remark.

In formal settings, like business meetings, interviews, or academic environments, it’s important to be concise and clear while showing respect and professionalism.

1. Start with a Greeting

When introducing yourself formally, it is essential to begin with a polite greeting . This sets a respectful tone and grabs the listener’s attention.

Common greetings include “Good morning,” “Good afternoon,” or a simple “Hello.” The choice of greeting can depend on the time of day and the formality of the situation.

For instance, in a business meeting, “Good morning” or “Good afternoon” is more appropriate, whereas “Hello” might be suitable for less formal settings.

2. Share Full Name

After the initial greeting, state your full name. This is particularly important in formal settings where clear identification is essential.

In very formal situations, you might include a title, such as “Dr.” or “Mr./Ms.,” before your name. This helps set a professional tone and hints at your educational or professional background. For instance, using “Dr.” indicates high academic achievement.

3. Tell Your Professional Affiliation

Next, mention your professional role or affiliation. This provides context to your introduction and helps the listener understand your background and expertise.

For example, you might say, “I am the Marketing Manager at XYZ Corporation,” or “I am a graduate student at ABC University.” This step is crucial, especially when meeting someone in a professional setting for the first time, as it helps establish your professional identity.

4. Explain the Purpose of the Introduction

Briefly mention the reason for your introduction. This is where you align the listener with the purpose of the meeting or interaction.

For example, “I’m here to discuss the new marketing strategy” or “I’m presenting my research on renewable energy.”

This helps to set the agenda and gives the listener a clear idea of what to expect from the conversation or presentation.

5. Add Some Additional Details

Depending on the context and the audience, you might want to add more details about your professional background or the specific purpose of your meeting.

This could include your experience in the field, any special achievements, or specific aspects of your work relevant to the interaction. However, keep this part concise to maintain the attention and interest of your audience.

6. Ensure a Polite Closure

End your introduction with a polite remark. This could be an expression of gratitude, such as “Thank you for the opportunity to introduce myself,” or a forward-looking statement, like “I’m looking forward to working with you.”

This concludes your introduction positively and demonstrates your eagerness and readiness for the upcoming interaction or collaboration.

Now, based on the guidelines provided above, my introduction may look like something like this. What about yours? Let us all know about each other in the comment section.

Good afternoon, I’m Niaj A A Khan, an ESL Expert. I specialize in innovative teaching methodologies for language acquisition. My purpose today is to share insights and strategies for effective ESL education. With a background in classroom teaching and curriculum development, I comprehensively understand the challenges and opportunities in ESL education. Thank you for discussing how we can enhance language learning experiences together.

An informal English introduction starts with a casual greeting like “Hi” or “Hello,” followed by your first name. Share a personal interest or connection to spark conversation, and invite the other person to engage with a friendly question or comment.

The tone is relaxed and friendly in casual settings like parties, informal gatherings, or networking events. Let’s learn in more detail.

1. Greet Casually

Starting with a casual greeting in an informal introduction sets a relaxed and friendly tone. Common greetings such as “Hi,” “Hey,” or “Hello” are perfect for this. The choice of greeting can depend on your style and the context of the meeting. A casual greeting immediately signals the interaction is friendly and laid-back, making it ideal for social settings.

2. Share Only First Name

In informal situations, using just your first name is usually enough. It makes the interaction more personal and approachable. Saying something like “I’m [First Name]” is simple yet effective. This approach is particularly suitable in casual gatherings where the atmosphere is more about making connections than exchanging formal credentials.

3. Talk about Personal Connection

Mentioning a mutual acquaintance or a relevant connection can be a great conversation starter. It creates a common ground and makes the interaction more engaging. For example, saying “I’m a friend of [Mutual Friend’s Name]” or “We met at [Event or Place].” This helps to establish a connection and can make the conversation flow more naturally.

4. Express Interest or Fun Fact

Sharing something about your interests or a fun fact about yourself can spark an interesting conversation. It could be a hobby, a recent travel experience, or something unique about your background. For instance, “I’m really into hiking and photography.” This makes the introduction more memorable and opens up the conversation for mutual interests.

5. Use Open-Ended Question

Ending with an open-ended question invites the other person into the conversation. It shows your interest in them and encourages a two-way dialogue. Questions like “What brings you here today?” or “Do you have any hobbies?” are great for this purpose. This step is crucial in making the introduction feel like the start of a conversation rather than just a statement about yourself.

6. Ensure Friendly Closure

Conclude your introduction with a friendly remark or a smile. This can be as simple as “Nice to meet you!” or “I’m glad we had a chance to chat.” A friendly closure leaves a positive impression and sets the tone for a pleasant interaction.

Based on the guidelines above, my introduction in an informal setting may look like this.

Hi, I’m Niaj. I’m here with my colleague Sara, who’s wearing the blue scarf. I’m passionate about ESL teaching and enjoy exploring new cultures through language. What about you? Do you have any interests or hobbies you’re passionate about?

Now it’s your turn! How would you introduce yourself informally? Share in the comments, and let’s get to know each other in a fun, casual way!

In formal or informal settings, introducing oneself effectively in English is an essential skill. Mastering this art requires more than just verbal communication; it involves a combination of body language, active listening, cultural sensitivity, confidence, and authenticity.

Well, before moving forward, I would like to share about a book that can help you improve your conversational skills. 110 Real Life English Conversations (Amazon Link) is a great book for ESL learners and teachers, providing various conversation and situational dialogues, 223 everyday English expressions, and idioms. It’ll certainly help you to gain the confidence to speak English in real life.

Use proper Body Language

Body language is a crucial aspect of both formal and informal introductions. It communicates confidence and approachability.

In formal settings, a firm handshake signifies professionalism and respect. Eye contact is essential in both scenarios as it conveys attention and sincerity. A warm smile, regardless of the setting, helps to create a friendly and open atmosphere. Remember, your body language often speaks as loudly as your words.

Listen Actively

After introducing yourself, giving the other person your full attention is important. Active listening involves maintaining eye contact, nodding, and reacting appropriately to what the other person is saying. This not only shows respect but also helps build rapport. It’s about showing that you are genuinely interested in what they say, which is vital in formal and informal interactions.

Adapt to Cultural Norms

Awareness of cultural differences is key, especially in international or diverse settings. Different cultures have different norms for introductions and interactions. For instance, the appropriate distance to maintain, the level of direct eye contact, and how to address someone can vary widely.

Being sensitive and adaptable to these norms shows respect and cultural awareness, which is highly appreciated in both formal and informal settings.

Be Confident

Confidence is about speaking clearly and at a moderate pace, showing that you are comfortable and self-assured. However, it’s crucial to strike a balance and avoid appearing arrogant.

In a formal introduction, confidence reflects your professionalism; in an informal setting, it makes you seem more approachable. Confidence can be practiced and improved over time, significantly impacting how others perceive you.

Authenticity is the key to a memorable introduction. People are generally more receptive to someone who comes across as genuine and sincere. This means being true to yourself in how you speak and act.

While professionalism is crucial in formal situations, it doesn’t mean you can’t be personable. In informal settings, being genuine helps create a relaxed and comfortable environment. Authenticity builds trust and facilitates better connections.

Remember, the way you introduce yourself can set the tone for the entire interaction, so it’s worth paying attention to these aspects.

mastering the art of introducing yourself in English, both formally and informally, is a key interpersonal skill. It involves the right words, appropriate body language, cultural sensitivity, and authenticity.

Whether in a boardroom or a social gathering, a well-crafted introduction sets the stage for meaningful interactions and lasting impressions. By adapting these guidelines to your specific context, you can navigate introductions with confidence and ease.

If you have further questions or suggestions about anything specific related to this topic or anything else related to learning English as a second language, feel free to ask me in the comment box. You may also help the ESLA community by putting your valuable suggestions here to help every member improve their English language skills.

1. What are some basic phrases for introducing myself in a formal setting?

In formal settings, use phrases like “Hello, my name is [Your Name],” or “Good [morning/afternoon/evening], I’m [Your Name], [Your Position or Relation].” Keep it simple and professional.

2. How should I introduce myself informally?

In informal settings, it’s often appropriate to be more relaxed. You can simply say, “Hi, I’m [Your Name],” or even “Hey there, I’m [Your Name].”

3. Should I offer a handshake when introducing myself?

In many cultures, a handshake is a standard part of a formal introduction. However, be mindful of cultural differences and current health guidelines. In informal situations, a handshake may be less necessary.

4. How can I make my introduction more memorable?

Add a unique detail or a friendly smile. For example, “Hello, I’m [Your Name], the one who recently moved from [City/Country]” or “I’m [Your Name], I’m passionate about [Hobby/Interest].”

5. Is it important to make eye contact when introducing myself?

Yes, making eye contact is considered important in formal and informal settings as it conveys confidence and sincerity.

6. How can I introduce myself in a group setting?

In a group, wait for the right moment and then introduce yourself to the group as a whole. You might say, “Hi everyone, I don’t think we’ve met yet. I’m [Your Name].”

7. What if I forget someone’s name immediately after they introduce themselves?

It’s okay to ask again politely. You can say, “I’m sorry, could you remind me of your name?” It shows you’re genuinely interested in getting to know them.

8. Should I mention my job or profession in every introduction?

In formal settings, it’s often relevant. In informal settings, gauge the context; mentioning interests or mutual connections might be more appropriate.

9. How can I respond if I don’t catch someone’s name during an introduction?

Politely ask them to repeat it. Saying something like, “I’m sorry, I didn’t catch your name,” is perfectly acceptable.

10. Is it okay to use humor when introducing myself?

In informal settings, light humor can be a good icebreaker. It’s best to stick to a straightforward introduction in formal situations unless the context is relaxed.

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Niaj A A Khan

Niaj A A Khan is an ESL Instructor with over 8 years of experience in teaching & developing resources at different universities and institutes. Mr. Khan is also a passionate writer working on his first book, "Learn English at Ease."

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This Podcast is about my Life Journey so far. Introducing myself to the world.

LIFE WITH CEEJAY Franklinceejay

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Here are the key takeaways for how to write essay introduction: 3. Hook the Reader: Start with an engaging hook to grab the reader's attention. This could be a compelling question, a surprising fact, a relevant quote, or an anecdote. Provide Background: Give a brief overview of the topic, setting the context and stage for the discussion.
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The educational system focuses on children from pre-school until graduate education. Educational gains mainly shift from public to individual gains as they attend a higher level of school each year. That is why education is compulsory in the first 10 or 12 years for children.
A Simple Way to Introduce Yourself
A Simple Way to Introduce Yourself. Summary. Many of us dread the self-introduction, be it in an online meeting or at the boardroom table. Here is a practical framework you can leverage to ...
EDF 1005: Introduction to Education (Online)
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How to Introduce Yourself Professionally & Casually—Examples
Here's what your professional introduction should include: Your personal information: name, job title, and professional background; A brief overview of your work experience or education; What your current job is and what your professional responsibilities include; A recent work or educational achievement you're proud of
How To Introduce Yourself Professionally (With Examples)
Here are four ways you can introduce yourself professionally: 1. State your purpose. Many people introduce themselves by stating their name and current job title, but you should also try to add information your new contact can't find on your business card. If you are at a networking event, consider starting with your name, then stating what ...
27 Examples Of Self Introduction In English For Great First Impression
Self Introduction in English Examples. Example 1: Hello, my name is [name] and I am writing to introduce myself. My interests include photography, art, and music. I enjoy making things out of clay and woodworking. I am a native of the United States and have been here for over 20 years now. I grew up in [city] where I attended school.
How to Introduce Yourself in English: Formal and Informal
Introducing Yourself in Formal Situations. To introduce yourself formally in English, start with a polite greeting like "Good morning/afternoon.". State your full name and professional role or affiliation. Briefly mention the purpose of your introduction and add relevant details. Conclude with a respectful closing remark.
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‎Education · 2024. Exit; Apple; Store; Mac; iPad; iPhone; Watch; AirPods; TV & Home; Entertainment; ... Education 5.0 • 2 Ratings; This Podcast is about my Life Journey so far. Introducing myself to the world. MAY 1, 2024; Life with Ceejay Episode 2 featuring BiggyManKO ... (introduction) this episode talks about what Life with Ceejay ...

Tell me about your education.

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What is education? A definition and discussion

Education is the wise, hopeful and respectful cultivation of learning and change undertaken in the belief that we all should have the chance to share in life.

Education – cultivating hopeful environments and relationships for learning

Acting in hope

Education – being respectful, informed and wise

Being respectful

Being informed

Education – acting so that all may share in life

Looking beyond process

Having the chance to share in life

Conclusion – so what is education?

The process of education

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Introduction to Education (BETA)

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40 Philosophy of Education Examples, Plus How To Write Your Own

What is a philosophy of education?

What’s the best teaching philosophy?

What’s included in strong teaching philosophy examples?

Purpose of Education (Core Beliefs)

Teaching Style and Practices

Students and Learning Styles

How do I write my philosophy of education?

Short Philosophy of Education Examples

I am always trying to turn my students into self-sufficient learners who use their resources to figure it out instead of resorting to just asking someone for the answers. —Amy J.

I believe learning comes from making sense of chaos. My job is to design work that will allow students to process, explore, and discuss concepts to own the learning. I need to be part of the process to guide and challenge perceptions. —Shelly G.

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Introduction: What Is Education for?

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How to Write an Essay Introduction (with Examples)

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