my experience as a student teacher essay

My Student Teaching Experience

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Goodbye Student Teaching

When reflecting on this semester of student teaching, there have been so many challenges, so many celebrations, and so much that I have learned. I have been pushed beyond my comfort zone, and I have grown as a teacher immensely. It is hard for me to only talk about a few of the takeaways that I have gained from this semester!

First, I have learned the importance of messing up. I know, this sounds crazy, but I have found myself so nervous about screwing something up. I expected to always plan the perfect lesson, explain everything perfectly, and have everything go smoothly and as planned. And let me be the first to say, this is rarely the case. I have learned how important it is to accept that we are not perfect teachers, and neither are our cooperating teachers! We all have things to learn, and my student teaching experience has taught me how to learn from my mistakes rather than letting them eat away at me. I learned something from my cooperating teacher and from the students almost every day, and being open to this and vulnerable allowed me to grow, adapt, and think on my feet! Having these experiences is the true life of a teacher.

With being honest about my mistakes and imperfections, I was able to also form stronger connections with the students. This is another takeaway from the semester. I have always valued forming strong relationships with my students in order to create the best learning environment for them, but I was able to truly see the value of this throughout the semester. Being the first placement where I was able to be with the students every day of the week, I was able to see the growth of my relationships with them from day to day over the course of the semester. I was honestly intimidated working with older, gifted students coming in, but I worked hard to break down their walls and get to know them as individuals. I have loved getting to know each of my students likes, dislike, strengths, and weaknesses. I believe that this has helped me better teach them and has made my classroom a happier place to learn!

Finally, I have learned the importance of having an open mind. You can walk into any classroom and see completely different environments, teaching styles, student personalities, curriculum, resources, etc. It is so easy to have your own ways and your own approaches to teaching, disregarding anything else that you encounter. I have learned that opening up to approaches and styles that I am not particularly used to is beneficial to help me learn more ways that I can help my students and to also learn more about what I like and dislike as a teacher. Rarely does anyone have a perfect student teaching placement. I am fortunate to have enjoyed mine, but I have also learned that there is value in learning about what you do not want to do as a teacher just as much as learn what you do want to do. It is so important to continue being open minded so that you can leave room to grow into a more effective teacher!

I have really enjoyed my student teaching experience despite all of its hardships and challenges. I found myself in very low points but also in very high points throughout the semester, but I can clearly see how it has all grown me as a teacher, and I feel as though I can confidently walk into whatever classroom I will be teaching in next year. I cannot believe that the time has come for my own classroom; I can hardly wait!

Nearing the End

As the semester is winding down, I have been truly experiencing one of the best parts of teaching, the relationships that are formed. I am becoming so sad to be leaving these kids soon, and I am reminded of why I love this job so much. As teachers we spend the majority of the day with our students. While they may drive us crazy many days, it is inevitable that there will be relationships formed and connections made that leave lasting impressions. I will miss these kids and the adventures that they bring to me each day.

I have learned the value of making these connections from day one. My relationships with these kids have been building each day, and it is amazing to see how far they’ve come. I have learned how intentionally forming these relationships plays such an important role in the environment and community of the classroom. Because I was able to form these connections, getting to know my students on an individual level, I was able to see more success, more engagement, and more collaboration in my classroom. I have built mutual respect and rapport within my classroom, and I have seen the benefit of these relationships in several ways. First, I had a student simply tell me how great of a teacher I was and how they want me to stay. This was so incredible to hear, and I was so touched by this comment. Also, I have seen students opening up to me and instinctively coming to me with their comments and questions. I have loved watching this grow with my relationships formed. They truly consider me their teacher and trust me and my abilities enough to come to me rather than my cooperating teacher. I know that this is developed from my relationships with them and the openness that I have tried to instill from the very beginning. For example, we were working on vocabulary words, and each student would come to me with their questions. Whether that be, “Does this definition work?” or “What do you think of my stick figure drawings?” I have loved getting to experience the benefits of forming strong relationships with my students.

As a future teacher, I cannot wait to build these relationships with my own students. I realize the importance of forming this open and loving community, and I intend to begin intentionally forming these relationships and building respect and rapport in my classroom from day one. Although the end of the semester is sad and sentimental, I am happy to see how far I’ve come as a teacher and the development of my relationships with the students.

Sticking to Expectations

Something that I have realized is really difficult is having to stay 100% true to your expectations, especially when you are not a part of establishing the expectations from the beginning of the year. I was able to establish my own behavior procedures and expectations since I have been in the classroom, but I also struggle with breaking the students of old habits in order to follow these expectations. Part of this is a result of my cooperating teacher having different expectations than myself, but I have been working hard to earn my students’ respect throughout this semester, and nothing beats seeing breakthroughs!

One behavior issue that I have noticed from the very beginning is the talking and how they walk in the hallways. I have noticed that when the students are asked to be quiet, they usually take this as instruction to just be “quieter” rather than completely silent. I struggled with this because my cooperating teaching allowed this habit to continue on often, and I knew that this was something that I needed to break coming into full takeover. When I established my points system (where the students or myself gain a point based on their responsiveness to instruction), the students began holding one another accountable because they cared if they didn’t earn a point. I loved seeing the students take ownership of their responsibility, urging others to do the same. While this is still hard to manage at times, I have learned the value of simply waiting. This was hard to do at first knowing the many things we had to get through in a day, but when I stay patient and refuse to start the lesson without them being completely silent, they notice and remind one another to stay quiet. When they see me waiting or walking towards the point chart, the students say to one another, “Shhh. You have to be quiet” or “She’s waiting on us guys!” I have loved seeing this habit of theirs change!

I have also noticed that the students struggle to walk in the hallway in a line and quietly. This began to drive me crazy, so I started using the same approach as I did with their talking. I made sure that they knew the expectation, and then I would just wait. Some students caught on and said, “Get in line!” and “Guys be quiet or we aren’t going!” I once was waiting in the classroom to let them in, and a student noticed that they were not being let in when they normally would be. This student then reminded the others to get in a line and maybe they would be let in. When they did this, I let them in, and they have done a much better line doing this without multiple reminders! I have learned the value of patience and staying true to your expectations. This has helped strengthen the respect between the students and myself!

A Role of Influence

I have always valued the role I play as a teacher in the growth of my students. While the importance of academic growth in students is obvious, I also recognize the importance of each student’s social and emotional growth as well. As a teacher, I have a powerful influence on my students’ growth in each of these areas of their lives, and I was able to see the importance of this influential role during this past week.

There was a case of bullying involving several of my students this week. Apparently, there was an escalation of name calling in the lunchroom involving several of our students and several students from a different classroom. The students in my class refrained from sharing what happened for some time, but they eventually pulled my cooperating teacher aside and let her know. They were obviously upset because of it. When my cooperating teacher filled me in on this situation, she explained that she was going to hold a class meeting at the end of the day. I was curious as to how my cooperating teacher was going to address this situation and how the class/students involved were going to react.

When it came time for my cooperating teacher to begin the meeting, she started by sharing a personal story that occurred earlier that day. She had shared an article on Facebook in appreciation of a multicultural event at a local high school. She explained to the class, in tears, the harsh response that one of her family members left on this post. This interaction was shared with the intention of teaching the kids how to handle a situation where someone is bullying or disrespecting you. She was only able to share this emotional story before the bell rang, but we continued this discussion the following morning. Walking out of class, one of the students was in tears. I was happy to be able to show her that I am there for her and care for her. It was very interesting to both observe and contribute to a conversation with the class the next morning where students shared personal feelings and perspectives involving bullying. When discussing how to handle a situation where someone is being mean to them, one student shared, “You should ignore the person and just walk away.” Another student said, “You should be sarcastic back.” Finally, another student said, “You should be nice to them.” It was very eye-opening to see the various responses and experiences that these students had. This opened an important conversation on how to be an upstander, show kindness to others regardless of your feelings, and how to encourage one another to do this.

I had a mindset lesson planned immediately following this discussion, and I was able to alter the context so that it could relate to this important lesson on bullying that we were learning. I had the students each come up to the board and share a word or phrase of encouragement. They silently watched what each student was writing, and then we reflected on the different types of ways that people are encouraged. By the end of the lesson, I had the students write encouraging letters to “a discouraged person” in general, making sure to include that this person can be themselves. I agreed not to read the letters unless invited to, and I plan to return the letter to the student if they are discouraged throughout the remainder of the year. I was able to see the influence that this discussion and activity had on these students, realizing the important influence that we as teachers have on students’ social and emotional growth. I am thankful to hold this important role.

Managing A Full Plate

This week was anything but calm, and I definitely got to experience what a hectic week looks like as a teacher. This week, I had to balance edTPA, full takeover, and interviews. It was hard and exhausting, but I was able to accomplish a lot. With that being said, I averaged about 2 hours of sleep a night and was definitely thankful for the weekend to come.

I finally turned my edTPA in this week, and I have been working day and night to get everything done just the way I wanted it. It was a good experience going through it, but it took a lot of time and hard work. I learned the value of reflecting on your teaching and purposes for your lessons, and this experience definitely allowed me to think about my teaching in a way that I never had before. I was able to connect my choices and practices as a teacher to my knowledge of the students and to ongoing assessment of their success. Although the edTPA drove me insane at times, I do see the benefit of intentionally planning lessons, reflecting on your teaching, and using assessments to guide further instruction. I was able to learn more about my students through this experience as well. With all that being said, I am very happy that I am done with it!

This past week was my first week of official full takeover. I was very nervous going into this week, but I quickly realized that full takeover is not as intimidating as I thought! It’s crazy how prepared you actually are for it, even more so than you’d expect. I basically was already in full takeover, so it was a smooth transition, and I am thankful for that. I really enjoyed having the class all to myself. Honestly, it is hard sharing responsibilities with my cooperating teacher because its easy be on different pages about some things and to plan days differently. We needed to be in constant communication, which is fine, but it is nice being able to plan my days exactly how I want them to look. I realized though, full takeover means dealing with the hard and not-so-great aspects as well. I have been dealing with behavior management and parents leading up to this week, but it was tough fully taking over those responsibilities. I learned about how to manage poor behavior while still keeping the rest of the class on track. It is definitely hard to handle certain situations while still keeping the rest of the class focused, but having full takeover has been a good way to experience the big picture of what everyday teaching looks like.

Also thrown into this week were two interviews. I had one interview at a local elementary school with a interview team of 8 teachers and a principal. This was intimidating, but it was definitely a good experience. I also had an observation interview for a position at a local school, and I liked this better, but I was also a nervous wreck leading up to it. For the interview with the interview team, I was very nervous about the questions they were going to ask and how I would respond. I prepared as much as I could with practice interview questions and research on the school, but I learned that just relaxing and being yourself is what goes the furthest. To my surprise, I found myself laughing and joking with the interviewers and walked away a lot more comfortable than I started. With the observation interview, I was really nervous planning the lesson. I was overthinking it and trying to make it very elaborate. My cooperating teacher advised me to just do what I normally do. This seems simple, but she was right. My normal teaching is what the principal wanted to see, and he ended up loving it! After the fact, I learned the value of just being myself despite the pressure of an interviewing setting.

The “Not-So-Shiny” Part of Teaching

This past week I was able to experience the challenge of dealing with difficult behavior and difficult parents. This is the not so joyful part of teaching, but it has definitely been teaching me a lot. After having helped complete this trimester’s report cards, I knew that some students were going to be upset and some parents were going to reach out with their concerns. Sure enough, I was faced with some e-mail that I needed to respond to, and I feel as though I had a positive experience learning how to interact with parents in this way. I also had to write up several students for the first time as they were misbehaving during one of my lessons. While this was hard to do, it was a good lesson for both my students and myself on expectations and establishing the respect and rapport in the classroom that is so important.

After sending home the report card grades, there were a few that I knew the parents were not going to be so excited about. These students hold themselves to high expectations, as do their parents. I had a few parents reach out with questions regarding their child’s grade, and my teacher allowed me to send the e-mails in response. I learned how I was able to address the parents’ concerns in a way that was respectful and backed up by data. It was challenging to determine the best possible wording and points to include, but with my cooperating teacher’s help, I was able to successfully send out e-mails that satisfied the parents’ concerns and continued building respect between them and myself. It was very encouraging to see such positive responses from them, and I have learned a lot about how to approach difficult conversations with parents.

Another difficult situation that I was faced with was dealing with misbehavior in the classroom. I had a group of four girls at a table in my classroom who were clearly not focused on the lesson and were writing notes to one another. I noticed this, and gave them a verbal warning to stay on task. Later on in the lesson, I saw them continuing to write notes to one another. So, I collected the sheet of paper they were writing on, and read through it. It was not about the lesson whatsoever, and it even had a part where one of the girls told the others to flip the paper over if I walk by so that they do not get written up. I knew that I had to get them minor slips for this, especially since I had warned them. They know the expectations. At the end of the lesson, I gave them their slips and explained to them why they were receiving them. They argued and were upset, but I stood my ground and respectfully reminded them that they knew the expectations and were warned already. This was a very difficult situation for me because, of course, no one likes disciplining their students. I want to have positive relationships with them. I know that although they were not happy with me at the time, that this will strengthen our classroom environment moving forward and will help with my development of behavior management skills.

Conquering the Interview

As I mentioned in my last entry, I had my first official job interview, aside from the job fair, this past Friday. I was a nervous wreck going into this interview for several reasons. First, I didn’t know what to expect. Second, I was afraid of not knowing how to answer a questions or answering it incorrectly. Third, I was nervous that I was going to show how nervous I was. I just wanted to go in having the confidence and knowledge that I needed to win over the interviewer’s heart, but I realized after the fact that it’s definitely possible to overthink how to approach an interview.

I prepared myself very well for this interview. I met with two principals and a vice principal to seek advice about interviewing, I researched all of the common questions asked and ways to best answer them, I researched information about the district, I went through a mock interview with my principal, I practiced at the job fair and reviewed my conversations there, I made a long list of buzzwords, I practiced my responses, I carefully thought of several lessons that I could specifically bring up, I wrote down tips to keep in mind, and I picked out the perfect interviewing outfit. It was exhausting! While I know that preparing is a good thing to do when you have an upcoming interview, it didn’t take long for me to realize that it’s all about knowing yourself and trusting your experience thus far.

My principal gave me good advice that calmed me down. He said, “just going in, be personable and make small talk. Connect with the interviewer and just be yourself. You know what you know, so don’t pretend like you know something you don’t.” I loved this advice because it is true and realistic. So often, people try to pretend like they’ve have experiences or know information that they don’t. Do your research, of course, but I realized that the key to having a good interview is to reflect. Realizing this made me wonder why I didn’t realize this earlier since being an Elementary Education major means constantly reflecting, but it’s true! After simply reflecting on my experiences, what lessons went well, what did not, relationships I have had with my kids, with staff, with parents, how I have experienced behavior management, etc., I was able to not only more quickly and effectively share personal examples of why I believe the things I believe, but how my perspectives and passions as a teacher have played out. I realized that talking about these experiences naturally brought out my excitement and passion for teaching rather than just speaking hypothetically about how I will run my classroom.

It was such a wonderful experience to realize that I am prepared and I am a teacher. It is easy to slip into the mindset that all we can talk about is what we will do when we are teachers, but we have been trained well and have had so many rich learning experiences, and nothing beats being able to reflect on those and how I’ve grown as a teacher and allowing my potential future employer to see this shine through me as well! Overall, the interview was a success in my eyes!

The Job Hunt

It has been crazy but also exciting beginning the job search process. I have been learning about the characteristics of good resumes and cover letters, how to interview well, and how to fill out the insanely detailed job applications. I will also be attending my first ever job fair tomorrow, so I have been learning about how to prepare for it and what to expect.

I never thought that I would be editing my resume for as long as I have been. I have been changing minor details here and there, but I was shocked to see how many different opinions on resumes there are. I took it to my principal, vice-principal, and then to the principal of another school in my district that I know well. All three of these administrators have very different opinions of what changes to make to my resume, and I found myself in a stressful situation where I didn’t know whose advice to take. I have learned that all administrators will have different opinions and perspectives on what a high quality resume looks like, and that it takes my own judgment to decide which pieces of advice to take and which to leave. I also have been learning a lot about writing cover letters. Writing these have been very time consuming because I am trying to personalize each cover letter to the district that I am applying to. This has been tedious, but I think that it will be beneficial to not only be educated on each district, but to paint a picture of why I am a good candidate for them. It has been difficult keeping both my resume and cover letters brief, but I have been able to reflect on all of my experiences and which points take priority over the others.

I have been so lucky to have administrators at my student teaching placement that want to help me succeed so much. They have been so helpful, and I have already been observed by my principal and we have a mock interview set up. They have given me helpful interview advice, and I feel more prepared entering the process of searching for a job, especially since I will be having my first official interview in less than a week!

Prepping for the job fair has been interesting because I do not really know what to expect. I am kind of imagining it like speed dating for the education world. I know this sounds crazy, but we will get just a few minutes at each district’s booth to impress them and hopefully make a connection with the representatives. I have been preparing by finalizing my resume and cover letters for each district I am interested, packing them nicely in a padfolio, picking out a professional outfit, and determining what I am going to say when I go to each booth. I am excited and nervous all at the same time, but getting my feet wet in this process has taught me a lot about my strengths and weaknesses and the importance of reflecting on my teaching experiences so that I can eloquently share them with potential employers!

The Balance of Friend & Teacher

Something that I’ve been learning throughout student teaching is the importance of connections, and by connections I mean with the kids. While it is important to establish and maintain the role as a teacher in their eyes, it is also so important to connect with them and be their friend to some extent. I have had teachers throughout my life who do a great job at this, and I have also had teachers who have not. The school years that have left the greatest impression on me have been with those teachers who really took the time to get to know me and showed me that they cared. To be honest, I normally feel like I do this well with my students throughout all of the placements I have had thus far. I felt like I had a slightly more difficult time doing this as much as I’d like to this semester. I feel like I came in kind of intimidated by the fact that they were gifted students and were older than any other grade I’ve worked with before, so I think that I subconsciously had this expectation that they were going to be unwilling to connect with me and were going to care more about what I teach them as opposed to our relationship. With tht being said, I am happy to say that I was wrong and that these kids are longing for connections that I’ve been so grateful to give to them.

I have learned that although these students have the label of “gifted” on them, they still need a teacher who will love them and not just worry all of the time about pushing them further academically. Yes, this is important, but I have made it my personal goal this semester to break these kids and relate to them personally. Doing this and reaching out to them individually has been such a wonderful experience. I have learned about the students’ likes and dislikes, what they are nervous about, how they work and what issues they are dealing with. I have loved being able to make them smile by asking about an event they mentioned they have over the weekend or by simply greeting them in the morning and asking how they are doing. As I mentioned earlier on, I started a behavior management system called “Mystery Student” where I can award a mystery student a prize at the end of each day if I believe he or she followed expectations. I have had so much fun with this, but I realized how this has also given me the opportunity to show them that I know them and care for them personally. I have been able to pick out interests of individual students and give them a prize that I know they would love. For instance, I just gave a kid a spatula as a prize yesterday! I know, it sounds crazy, but this kid was ecstatic. He has some obsession with spatulas, so recognizing this and giving him this spatula as his reward was so fun to witness. I have also been able to notice the mutual respect that the students and I share based on our conversations. The students will ask me about my likes, will joke with me, and will even encourage me! I was observed yesterday, and as a student was leaving the classroom to go to him math class he said, “Good luck Miss Salerno. You can do it!” It is moments like these that make me so happy.

In summary, I have loved getting to know these students. I was discouraged at first because I felt like it was taking longer than normal to connect with them, but I feel like we have gotten to a really good place where we have mutual respect and care for each other. Forming these connections is not only personally valuable, but it creates such a positive environment for the entire class. Creating friendly community within the classroom plays such a role in the class’s success, and I have loved learning this throughout my placements.

Teacher Tips

As were quickly approaching the half way point of student teaching, I have learned a lot about planning and organization. I have not always been the most organized person prior to college, but as I prepare to be a teacher, I have learned the importance that planning ahead and being organized holds. I have had my fair share of experiences with teachers who are not organized, and this not only is overwhelming for the teacher, but for the students as well. On the other hand, I have also encountered many teachers who were more organized that I knew was possible. There are so many lessons, data, files, etc. that teachers need to keep track of over time, so being organized is a must. Along with organization comes preparation. Planning is also something that I have had a lot of practice with so far during student teacher, and nothing feels better than feeling like you are in control of your teaching life.

Am I perfect at this? No. I find myself scrambling at the last second to find something I need or will wait a little too long to plan a lesson, but planning and being organized is often an overlooked skill that teachers must practice and get ahold of. I chose to write about this because we are in a time of extreme busyness with lesson planning, edTPA, and classes. I constantly feel overwhelmed with everything that is on our plates and will often let that stress get the best of me, but I have also found ways to tackle this workload head on.

As for organization, I created a binder with tabs for all things that I had to keep track of at the beginning of the semester. This has helped me both physically and mentally separate all of the tasks and assignments that I need to keep track of. Also, I wouldn’t survive without my planner. Having a place where you can write daily notes and reminders as well as keeping a constant to do list from week to week has been very helpful for me and my sanity. These two things, along with also having a place both at school and at home to organize your teacher supplies are ways that I have learned to be organized.

As for planning, I have found it very beneficial to keep a schedule and do my best to stick to it. It is so important to keep constant communication with my cooperating teacher and to make good use out of any plan time that I get. One reason that I wanted to talk about planning is because we had a teacher planning day this past week. As a soon-to-be teacher, I now realize the greatness of extra time to plan. We had a full school day without kids dedicated to planning. It was amazing! I have learned the importance of staying on track and being mindful of how I spend my time. It isn’t easy, but it is worth it.

Essay on My Teaching Experience

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

Let’s take a look…

100 Words Essay on My Teaching Experience

Introduction.

Teaching is a rewarding job that offers an opportunity to shape young minds. My experience as a teacher has been both challenging and fulfilling.

Starting My Journey

I began my teaching journey as a volunteer at a local school. It was a valuable experience, teaching me patience and communication skills.

Challenges and Triumphs

Teaching is not always easy; it comes with its set of challenges. However, watching my students grow and learn has been the greatest reward.

In conclusion, my teaching experience has been a journey of learning, growth, and satisfaction.

250 Words Essay on My Teaching Experience

Teaching is an intricate and multifaceted profession that requires a deep understanding of subject matter and pedagogy, complemented by a profound commitment to nurturing students. My teaching experience has been a journey of self-discovery and growth, a continuous process of refining skills and techniques to stimulate learners effectively.

Personal Growth and Development

My initial teaching days were marked by a blend of enthusiasm and anxiety. Over time, I learned to convert this nervous energy into a constructive force, enhancing my ability to engage students. I discovered that teaching is not merely about disseminating information, it’s a process of fostering curiosity, instilling critical thinking skills, and inspiring lifelong learning.

Embracing Diversity

In my classroom, I encountered a diverse group of learners, each with unique strengths, weaknesses, and learning styles. This diversity necessitated a flexible teaching approach, tailored to individual needs. I learned to create an inclusive environment that respects and values differences, fostering a sense of belonging for all students.

Challenges and Rewards

Teaching is not devoid of challenges. From dealing with disengaged students to managing classroom dynamics, I faced numerous hurdles. However, the rewards far outweighed the challenges. Witnessing a student’s ‘aha’ moment, observing their progress, and contributing to their personal and academic development was deeply fulfilling.

In conclusion, my teaching experience has been a profound journey of learning and growth. It has reinforced my belief in the transformative power of education and the pivotal role of teachers in shaping young minds. As I continue to evolve in my teaching career, I look forward to more opportunities for self-improvement and to making a positive impact on my students’ lives.

500 Words Essay on My Teaching Experience

Teaching is not merely a profession; it is a vocation that demands a deep sense of commitment and a passion for learning and sharing knowledge. My teaching experience has been an enlightening journey, filled with both challenges and rewards. It has provided me with a profound understanding of the dynamics of the educational process and the significance of creating a conducive learning environment for students.

The Beginning of My Journey

My teaching journey began as a graduate assistant during my master’s program. Initially, I was overwhelmed by the responsibility that came with the role. However, I soon realized that teaching was not just about imparting knowledge but also about inspiring curiosity and fostering a love for learning. This realization made me approach teaching with a renewed perspective, focusing not just on the content but also on the process of learning.

As with any journey, my teaching experience was fraught with challenges. The diverse backgrounds and learning styles of the students posed a significant hurdle. I had to devise innovative teaching strategies and employ differentiated instruction to cater to the varied needs of my students. Despite these challenges, the triumphs were numerous. The moments when a concept finally ‘clicked’ for a struggling student or when a class discussion evolved into a profound intellectual exchange were truly rewarding. These instances reaffirmed my faith in the transformative power of education.

Teaching as a Learning Experience

Teaching is a two-way process. As I strived to impart knowledge to my students, I also learned a great deal from them. Their unique perspectives and insightful questions often made me revisit and rethink my own understanding of certain concepts. This reciprocal process of learning and teaching enriched my intellectual growth and honed my pedagogical skills.

The Role of Technology

In the digital age, technology plays a crucial role in education. My teaching experience was no exception. I incorporated various technological tools into my teaching to enhance the learning experience. From using multimedia presentations to facilitate understanding to employing online platforms for collaborative learning, technology greatly augmented my teaching methods.

In conclusion, my teaching experience has been a transformative journey that has shaped my understanding of education and its role in society. It has taught me the importance of fostering a love for learning, the value of embracing diversity, and the significance of leveraging technology in education. As I continue my journey in the field of education, I carry with me the lessons learned and the experiences gained, ready to face the challenges and embrace the rewards that come my way.

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

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

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Happy studying!

Reflections of a Student Teacher

My student teaching experience was transformative. The ten weeks were filled with moments of joy and growth. I learned many lessons, and I wanted to share a few.

My focus during student teaching was to connect with students and build a partnership with them. I felt that a truly student-centered classroom honors who students are and incorporates student voice and choice. My mentor teachers inspired this focus. They connected with students in different but meaningful ways. From weekend updates to asking how clubs and sports were going, they made sure to know what was going on in their students’ lives. I started doing the same. By doing so, I learned so much about who students are and what they care about. It also created space to ask students what their preferences for learning are. I was then able to incorporate their voice in the lessons I planned and give them choice in activities they completed. When I asked students what they thought about including student voice and choice in the classroom, they shared that “having a choice makes me feel heard and is helpful to customize my learning experience to my preferences to help me succeed”, and “I love having a choice in class because it makes me feel more important”. My students taught me that including student voice and choice in the classroom creates rich learning experiences for them and me. The classroom becomes our classroom.

my experience as a student teacher essay

I also learned that reflection is key. Teachers are reflective practitioners; lessons and teaching practices can always improve. Self-reflection and conversations with others, like my mentor teachers, created space for me to consider how I can improve. I liked reflecting immediately after lessons because my thoughts and feelings about how the lesson went were the freshest then. I also saw teachers reflecting with one another. Members from the Human Geography team would meet often and discuss how the lessons they created went. The discussion was surrounded around what went well and what could be improved. Here, collaboration was not only rooted in creating ideas as a team but also creating space to grow as a collective of teachers. They knew that they can always get better at their craft.

I learned one last and arguably the most important lesson. My last day of student teaching was very bittersweet. On the one hand, the end of student teaching meant I was that much closer to getting my own classroom. On the other hand, it meant saying goodbye to everyone. I loved the school community, from the teachers to the students. I thought to myself, how can I say goodbye to individuals who have made such an impact on me? I then realized that the people you meet is the best part of the job. Teaching means meeting individuals who will forever change your life. I am so grateful for the people I met at Elk Grove High School, and I am so excited to meet more wonderful people next year. I can’t wait to start my teaching career!

My Best Teaching Experience

Turning Classroom Misbehavior Into Triumph

Tips & Strategies
An Introduction to Teaching
Policies & Discipline
Community Involvement
School Administration
Technology in the Classroom
Teaching Adult Learners
Issues In Education
Teaching Resources
Becoming A Teacher
Assessments & Tests
Elementary Education
Secondary Education
Special Education
Homeschooling
M.Ed., Curriculum and Instruction, University of Florida
B.A., History, University of Florida

Teaching can be a demanding profession. There are times when students can seem uninterested in learning and disruptive to the classroom environment. There are plenty of studies and educational strategies for improving student behavior . But personal experience may be the best way to show how to turn a difficult student into a dedicated pupil. I had such an experience: one where I was able to help change a student with major behavioral issues into a learning success story.

Troubled Student

Tyler was enrolled in my senior American government class for a semester, followed by a semester of economics. He had impulse-control and anger-management issues. He had been suspended many times in previous years. When he entered my class in his senior year, I assumed the worst.

Tyler sat in the back row. I never used a seating chart with students on the first day; this was always my opportunity to get to know my pupils before assigning them to specific seats after a few weeks. Every time I talked at the front of the class, I would ask questions of students, calling them by name. Doing this—sans seating chart—helped me to get to know them and learn their names. Unfortunately, every time I called on Tyler, he would respond with a glib answer. If he got an answer wrong, he would become angry.

About a month into the year, I was still trying to connect with Tyler. I can usually get students involved in class discussions or at least motivate them to sit quietly and attentively. By contrast, Tyler was just loud and obnoxious.

Battle of Wills

Tyler had been in so much trouble through the years that being a problem student had become his modus operandi. He expected his teachers to know about his referrals , where he was sent to the office, and suspensions, where he was given mandatory days to stay out of school. He would push every teacher to see what it would take to get a referral. I tried to outlast him. I had rarely found referrals to be effective because students would return from the office behaving worse than before.

One day, Tyler was talking while I was teaching. In the middle of the lesson, I said in the same tone of voice, "Tyler why don't you join our discussion instead of having one of your own." With that, he got up from his chair, pushed it over and yelled something. I can't remember what he said other than that it included several profanity words. I sent Tyler to the office with a discipline referral, and he received a week-long out-of-school suspension.

To this point, this was one of my worst teaching experiences. I dreaded that class every day. Tyler's anger was almost too much for me. The week Tyler was out of school was a wonderful hiatus, and we got a lot accomplished as a class. However, the suspension week would soon come to an end, and I dreaded his return.

On the day of Tyler's return, I stood at the door awaiting him. As soon as I saw him, I asked Tyler to talk to me for a moment. He seemed unhappy to do it but agreed. I told him that I wanted to start over with him. I also told him that if he felt like he was going to lose control in class, he had my permission to step outside the door for a moment to collect himself.

From that point on, Tyler was a changed student. He listened and he participated in class. He was a smart student, something I could finally witness in him. He even stopped a fight between two of his classmates one day. He never abused his break time privilege. Giving Tyler the power to leave the classroom showed him that he had the ability to choose how he would behave.

At the end of the year, Tyler wrote me a thank you note about how well the year had gone for him. I still have that note today and find it touching to reread when I become stressed about teaching.

Avoid Prejudgment

This experience changed me as a teacher. I came to understand that students are people who have feelings and who don't want to feel cornered. They want to learn, but they also want to feel as if they have some control over themselves. I never made assumptions again about students before they came into my class. Every student is different; no two students react in the same way.

It is our task as teachers to find not only what motivates each student to learn but also what causes them to misbehave. If we can meet them at that point and take away their reason to misbehave, we can go a long way toward achieving more effective classroom management and a better learning environment.

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How to Write a Student Teaching Reflection

When student teaching is just about over, you’ll be expected to write a reflection of the experience. With the amount of time and energy that you’ve put into student teaching, you want this to truly reflect your experience.

Rather than quickly writing a few paragraphs, take your time to write a well-thought out reflection, taking as many paragraphs and pages as you need to thoroughly explain everything you’ve learned and gained during this time. Here are 3 things you can do to help you write your student teaching reflection.

Keep a Teaching Journal

It’s important to keep a journal during your time as a student teacher. In your journal, jot down experiences that you have. It gives you the opportunity to think about how you could have done things differently or reflect on the small successes that you see during the day. When you take time to reflect on a regular basis, you have plenty of fodder to use when you sit down to write the final student teaching reflection.

During my experience as a student teacher, my university required a weekly journal reflection entered online. I used this assignment to reflect on everything that happened during the week. Then, I referred to these journal entries when it came time to write the final reflection.

Review Your Goals

At the beginning of your student teaching experience, you should have written down your student teaching goals . Did you have specific things you hoped to achieve through the experience? What did you want to work on? What weaknesses were you hoping to strengthen?

Look back at your goals, and think about how well you achieved each one. What did you do well? Are there areas that you would like to continue to work on? Also, think about any new goals that you’ll make now based on your student teaching experience.

Consider the Good and the Bad

When writing your student teaching reflection, you don’t have to focus on the highlights of the experience. You don’t even need to focus on only the successes or the good days. Let’s face it. Student teaching is full of hard days. But these experiences make you a better teacher, so don’t leave them out of the reflection. Think about the hard days that you experienced and what you learned from them.

I’d be lying if I said that I never went home and just wanted to cry after a tough day of student teaching. However, on those harder days, I pushed myself to put on a smile and find ways to help even the unruliest students. As I reflected back on the experience, those days tried me as a teacher, pushed me to improve, and helped me realize that the successes were all the more worth it in the end.

Write the Final Reflection

After thinking about these things, sit down and create a brief outline of everything that you want to include. Go through each of those points as you write out your reflection. Include anecdotes and lessons that you learned as you reflect on those experiences and your overall teaching experience. In the end, you may learn even more about yourself and your teaching abilities as you reflect on everything that you’ve done.

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

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

About the Author

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

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

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

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

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

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

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

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

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

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

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

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

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

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Miss Pierce's HeadQuarters

Thinking outside the iq.

My First Day As A Student Teacher

The night before my first classroom observation visit I barley slept at all, I was an overwhelming mixture of excited, nervous and anxious. Where the teachers going to like me? Was my outfit professional enough? What if something happened and I did not know how to handle it?

Upon arriving at our practicum school my classmates and myself were greeted with a “Welcome UBC students” sign posted to the front door, which really helped to put my nerves at bay. After taking a quick “selfie” with the girls in front of the sign we went to the office to introduce ourselves to the administrative staff. While the principle was away that day we were able to met the secretaries, the vice principle and a handful of kind faced teachers.

Next we met one of our SA’s who divvied out some “visitor” name tags and took us around the school for an official tour. At this point we briefly met all of the teachers who we would be visiting that day, as well as a number of other important instructors such as the gym teacher and the librarian.

The first classroom that I was in was a grade 4/5 combination. This class is taught by two teachers who work together as a teacher share, with one of them working 4 days of the week and the other working 1 day. The atmosphere in the classroom was great, you could tell that the students really respected their teacher however it was not as regulated as the other classrooms that I would visit that day. One thing that the teachers do to keep the kids on task is to split them into three groups (based on seating) and give the groups checkmarks when the kids are doing things well and to take some away when the kids are acting up. I will have to remember to ask what the checkmarks represent next Thursday. We did a morning writing activity on “Who is the most amazing person you know” and then the kids had gym class. Because the teacher was going to be using that time for prep she asked me stay with the kids and help out in the gym. The kids in this class were so sweet to me, two of them even asked me if I would come outside and play with them at recess!

The next class I visited was grade 3. This class was the most regulated out of the classrooms I saw. The students sat at tables rather than desks and kept all of their belongings in a cubby on the wall, aside from a few essentials, such as a pen and pencil, that they keep in a communal basket in the centre of the table. The teacher explained that this was to help keep the kids on task and not distracted with things that are in their desks. Another thing I noticed in this class more so than in the others was that their was zero tolerance for students talking out of turn or at times when she was talking. The teacher also spent a lot of time on SEL related concepts, for example before doing a timed math drill she reiterated the idea of staying calm and explained that if you panic your brain will not be able to think as well, we also did a breathing exercise before starting. One classroom strategy that I thought was really great was the marble system, the teacher would give the students marbles (quite liberally) for things like completing homework, behaving well, and even for having a balanced lunch. The students would then put their marbles into a jar, once the jar was full the class would receive 30 mins free time. The kids would then vote to decide if they would spend the 30 mins right away or “bank” it and combine a number of jars for longer free time in the future. The class explained to me that they were working towards banking 10 jars, which would equal 1 full free day! I like that this unites the whole class and also touches upon the notion of democracy. The kids in this class were very sweet, a group of girls came up to me before I left for lunch and told me I looked like a super model. While I was very embarrassed I was also very touched, they were too cute!

After lunch I started out in a grade 5 classroom. The students were doing silent reading so their was not much for me to observe. I did however notice that the teacher had written up the daily schedule on the chalk board. She also wrote out each homework activity on the chalk board and had each item numbered to make sure that the students wrote down each one. Another thing I noticed was the bathroom break policy, the students did not need to ask the teacher if they could go to the bathroom, they would simply pick up the boys or girls bathroom magnet from the board and place it on their desks. This allows for the students to use the bathroom when needed while not disturbing the class in doing so. Because the kids were going to be playing outside for the end portion of the day they packed up their bags early, one thing that the teacher does at the end of the day is initials the students planners and then in the morning checks to see that the students parents have also initialed for that day as well.

Next I was in another grade 5 classroom. When it was time to enter this class they were already in the library creating their library cards and taking out books. The teacher was using this time to do some prep work so I was just observing the kids and making book suggestions. Once we left the library the students wrote in their agendas and similarly to the other grade 5 class we initialled the kids agendas for them before they packed up and we went outside to play “capture the flag”. Once we came back inside the bell was about to ring, the teacher had the students sweep and tidy up their desk stations and then let them go for the day.

What a whirlwind of a day.

The following Friday I found out that I had been placed in the 4/5 combination class. I am so happy to be working with such a great group of kids. I am excited to get to meet the other teacher involved in the teacher share next Thursday as she will be the SA that I work with majority of the time. While I am a little anxious about creating adequate lesson plans suitable for both grade levels, I am willing to take on the challenge and feel as if getting experience in a combination classroom will be extremely beneficial down the line.

3 thoughts on “ My First Day As A Student Teacher ”

Good reflection

This personal narrative captures the anticipation, nerves, and the initial encounters with students. The journey as a student teacher marks the beginning of a transformative experience, providing valuable insights into the dynamics of the classroom. For those seeking support in their academic journey, https://essays.edubirdie.com/english-assignment-help directs to English assignment help. Much like the reflection on the first day as a student teacher, Edubirdie offers specialized assistance to students, ensuring they navigate their academic challenges with confidence and proficiency.

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Reflective My Learning Experience

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Published: Mar 19, 2024

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Essay on My Teacher

List of essays on my teacher in english, essay on my teacher – essay 1 (300 words), essay on my teacher – essay 2 (400 words), essay on my teacher – essay 3 (500 words), essay on my teacher – essay 4 (750 words), essay on my teacher – essay 5 (1000 words).

Introduction:

Teachers are the ones who play a very vital role in shaping our future. From the Pre-Kinder Garden to your Post-Doctoral fellowships, they teach, impart knowledge, share ethical values, and imbibe morality, thereby shaping our personality as a strong one.

My Teacher:

Throughout our lives, we will be having many kith and kins who will hold a special place in our hearts. For me, one such person is my teacher. All of us, for sure, will definitely agree to the fact that the kinship between us and our kinder garden teachers could not be well-defined. I like my nursery teacher, so much. There is something very magical about her. Maybe, she was the first teacher in my life or maybe, she was very sweet in talking to all of us, I am unable to portray why she is always my favourite. I relied on her blindly.

Unforgettable Memories:

I have some cherished memories with my teacher. Whenever I think of those memories, it makes me blissful. On the last day of my nursery school, I started crying at the very thought of leaving her and having a new teacher. I had fallen sick due to crying for hours together. I skipped my food. My parents were not able to do anything. They called for her to make me feel better. My teacher travelled a few miles across the city and reached the hospital. She, then, said that she would never forget any of her students and asked me to write to her. I started writing to her every week from then on and she replied to every letter of mine. Till date, I look at my teacher as my second mother and she guides me in all my difficult situations.

Conclusion:

Having a good teacher who can share an amalgamated relationship with the students is a boon. A good teacher should be a good mentor, a philosopher, a guide, a friend and above all a surrogate parent to the children. I am lucky that I had gotten one in my lifetime.

My favorite subject is English and my most favorite teacher is Chitra Ma’am. She teaches us English. She likes me a lot and appreciates my hard work. She joined our school one year ago. Before that, I was not so good at English. But after attending her classes, we have all become much better at this subject.

I like her for many reasons. First of all, she teaches the lessons in a very interesting way. Even when we have doubts or questions, she never gets upset with us. Her best quality is her loving nature. She would come to school daily without missing a day.

Her dressing sense is nice. She wears simple salwar suits. She always speaks to her students softly and respectfully. I eagerly wait for her class and do my English homework on time. Chitra Ma’am puts a lot of effort in explaining every chapter.

There are many activities given at the end of every lesson and she makes us participate in all of them. Not only that, but she also encourages us to take part in drama and poem competitions. Since her first day, she made a rule for us.

All of us has to speak in English during the English period. Every student tries to talk in English even if the sentence sounds improper. She has taught us to never laugh at each other’s mistakes. This has improved our spoken English in a great way. Now, we are able to talk in English with more confidence.

Another great quality of hers is that she treats every child equally. After explaining the lesson to us, she asks each one of us different questions about the chapter. Sometimes, we also love to talk about our personal lives, like what do we like about our lives, how our parents work hard for us, and things like that.

When we get confused or need an emotional support, she is the best person to talk to. Her advice and suggestions are always positive. Last month, on teacher’s day, all the students wished her and brought presents for her. We also sang a song to her.

I made a beautiful greeting card for her and a red rose with it. She accepted it with a smile and thanked us for everything. I feel grateful to have such a gentle and great teacher in my life who supports me in every way.

In school, you tend to interact with a lot of people who can either impact your life positively or negatively. A teacher is one neutral person who will manage to strike a balance between the positive and the negative. Teachers have a huge responsibility that we students may not understand. All in all our teachers try their best to provide an education, guidance and discipline despite the challenges we might impose on them. The life of a student is entirely dependent on a teacher because most of their time is spent in school rather than with parents that is why teachers play a major role in shaping the lives of young children through school.

Who Is my favourite Teacher?

I have several teachers now that I am in high school but there is only one whom I can relate to as “the teacher” because of the impact he has made in my life. The teacher is male, of Indian origin and has a funny accent when he speaks. He is married and has three children. Actually, one of his children is my age and I know him through tennis practice because he comes to train with us sometimes. I like him because his sense of humor gives a good learning experience for the students. He is a math teacher and he is very good at what he does. Students tend to make fun of him because of his accent but he make fun of it himself, which gets even funnier. This teacher has been a great mentor to me and other student ever since we joined high school. I met him on a personal level one day after class when I needed clarification on a topic I had not quite understood. The teacher was kind to me and guided me through it. Since then, he took his own initiative to do follow-ups on me and I became really good in math due to his efforts.

Coincidentally, he also coaches my tennis team and we meet out on the field. We have won several awards as a tennis team under him. I feel connected to the teacher through his mentorship and he has become like a school parent to me because whenever I have an issue, he is free to help me out.

How the teacher has impacted my life in school .

Mentorship goes along way depending on the approach used. When I first joined high school, I did not have much confidence in myself. This teacher mentored me and made me believe in myself. The good thing is the attention he gives t is students because most of the times, he follows up on the performances and ensures that he does everything he can to help students improve academically. He has also been a role model to me through his way of doing things. He is dedicated to his work and he is an achiever. Through following his footsteps, I have been able to dedicate myself into studies and sports, which has helped me to achieve my goals.

In conclusion, good teachers are hard to find but when you find one, make the most out of them.

The word “teacher” depicts a person that teaches. English dictionary defines teacher as “a person who teaches, especially one employed in a school”. A more recent definition of teacher in the linguistics field is “a tutor that interacts with the learners in order to facilitate good learning”.

Types of Teachers

Old method teachers: the teachers found under this method adopt the rigid mode of impartation of knowledge. They control the class the way a king would rule over his subjects. Old method teachers are less concerned about the welfare of their learners, they are syllabus-oriented.

New method teachers: the tutors under this model are student-oriented. They are more concerned about their learners and their various levels of understanding. They accept and promote contributions in class unlike the old method teachers. New method teachers encourage the inquisitiveness of their students.

Attributes of a Teacher:

A standard teacher has all or most of the various characters imbedded in them:

Compassionate
Open-minded
A good counselor
Friendly and most importantly
Approachable.

Attributes of My Favorite Teacher:

Personally, I see my teacher as a mini-god because he leaves his mark on me. He influences my life in ways that enables me affect changes wherever I find myself.

He is a perfect example of the new model teachers. Basically, he is student-oriented. In the classroom, he employs the Eclectic mode of teaching (this is the combination of all the modes of teaching “discussion mode, play way mode, role play mode, question mode” so as to facilitate standard learning).

He comes into the classroom; starts the lecture with a recap of what was discussed in the previous class, gives room for the students to ask questions that arose from the last class, answers them and then starts a new topic.

To start a new topic, he starts with a mind-capturing introduction that attracts the attention of all students. Once he is through with introducing the topic, he gauges our reaction in order for him to know if his students are on the same page with him or left behind.

Then, he moves on to the discussion mode of teaching, whereby he throws questions to his students and accommodates both relevant and irrelevant answers, at the end of this model, he sieves through the answers provided, pick the relevant ones and add his own iota to it, he also always applaud the courage of all who answers his questions.

He moves either into the role play method or the play way method, here he selects students to either act out the lessons from the day’s topic or summarizes what he has taught for the day. The use of this particular mode enlightens the students more on the topic being discussed.

Finally, he moves over to the questions and revision mode, where he personally go through all he has taught over the course of the period. During this mode, he entertains questions from students on their personal areas of difficulties. Occasionally, he gives assignments to back up his teachings.

During his teachings, he pays close attention to the expression, mood, sitting posture and carriage of his students. This tells him when his students are lost, sad, worried, hungry, sick, away in dream land or simply tired.

Once he is done processing the information gotten from our faces, he either finds a way of brightening the mood of his students, bringing them back from the dream world, or ending his class without breaking his stride or alerting the whole population of students to what is currently going on.

It is only normal for a human being to reflect his mood whenever he is talking or interacting, but my teacher hardly ever allow his bad, horrible moods interfere with his teachings.

Outside the classroom, my teacher is approachable, fatherly, and jovial. He entertains all and no one is excluded from his open arms, smiles and affections.

He is a good counselor who is always ready to help me out of my tight corners. He gives twenty first century advises in a fatherly way.

Although, due to my teachers lenient ways with students, some students tend to be lazy, disrespectful, stubborn or rude. He has a way of being firm, maintaining class control while teaching.

In conclusion, my teacher has all the attributes and more of a new method teachers. He is capable of combining all modes of teaching, he is compassionate, passionate, and friendly. From my interactions with him, I can confidently say that he is one of the best teachers around.

A teacher plays a very important life in shaping your life as well as career. A good teacher is a blessing for the students in their early years and helps them understand the world; learn moral values along with education. Most importantly, a teacher helps you the art of survival and brings out the best of you.

Why a teacher is so important in a student’s life?

Teachers assume the essential job in our life to end up fruitful invocation and business. A decent teacher encourages us to end up great individual in the general public and great nation of the nation.

Teachers realize that students are the eventual fate of any country. So the future advancement of any country is in the hands of teachers. What we move toward becoming in life is relies upon teachers. Teachers confer the information and data in the mind of understudies to dissect. Investigating in the circumstance what is conceivable is the most essential thing that we gain from teachers. Energy about teachers is imperative since they are the most essential individuals in the nation. What we’re seeing today in business, legislative issues, and society all influenced by teachers. In this way, in India, we commend teacher’s day consistently on 5 September on the event of the birth Dr Sarvepalli Radhakrishnan.

My Teachers, My Role Models

During my formative years, I have come across many teachers who have influenced my life for the better. Having being studies in a convent school, I got to face a much-disciplined environment during my school years. The teachers, although were very polite in their behaviour, at the same time ensuring that we all followed a disciplined life. We were taught how to inculcate these values in our daily life so as to be better human beings when we grow up and face the world. Although all the teachers were good, there is one teacher whose teachings I just cannot forget. She is Ms Kirti Bhushan. Her teachings have been so powerful and impactful that I can still feel them during my day to day decisions even today.

My Best Teacher

Ms Kirti was my class educator as well and took participation in the daily activities with us as well. She was a strict instructor anyway extremely amusing and mind in nature. At the same time, she was extremely restrained and dependable. She did her work perfectly with the class at a perfect time without getting late. I liked her, particularly as she attempted simple approaches to show us beneficial things. We made the most of her class. She taught us English subject as well. She even made us giggle by telling heaps of jokes in the middle of when she taught. She likewise managed us exceptionally well amid any school or between school rivalry of the move, sports, scholastic, and so on. She instructed us to share things in class among our associates, for example, lunch or other required things.

Her Background

She was from Varanasi and completed her initial studies there itself. She took her higher education degrees from the Banaras Hindu University. She was extremely friendly and kind in nature. She realized well about how to deal with little youngsters in the class. Her one of a kind style of educating is perhaps what I mostly recall her for. I even meet her at times at whatever point I have to explain some intense inquiries of my day to day issues, she advises me so easily and comfortably. She looks extremely savvy with shimmer eyes and fair hair.

Her Smiling Attitude

She generally smiled when she entered the classroom and first got some information about our prosperity. She additionally helped us in the games at whatever point our games instructor was missing. She had a smiling face even during the strict environment during the examination times. She constantly rebuffed to the students who were with fragmented home works. She was acclaimed for making loads of fun amid the class time and ensure there was a positive ambience all around.

She was an instructor with great aptitudes of educating, well-disposed nature, great comical inclination, understanding and nice. I am proud to be one of her favourite students, as she always said good things about me to other teachers. At times she gave us chocolates on doing great in the class tests and exams. She never gave us heaps of assignments at home. She was exceptionally eager and constantly spurred us for doing our best in the examination.

Teacher’s In Today’s Scenario

Today the general population are changing and their reasoning and advancement thoughts are more against nature. Presently for the world, a teacher is only a teacher. Various offices and departments only tend to remember them on teachers day during various events and usually do not remember them otherwise. Individuals also share few posts via web-based networking media with respect to teachers and after that just forget them. Individuals overlook a bigger number of things that they are gaining from teachers. Schools and students also praise the teacher’s day event and value the endeavours teachers are doing. This is incredible if individuals ought to pursue the exercises of teachers also.

The genuine present for teachers is when students turn into a decent individual, effective in their vocation and business. Not all teacher are great in instructing and comparatively, not all students resemble “Shishya and Guru” particularly in the advanced period. A few teachers are incredible and they are dependable in heart of students all life along.

Students admire teachers for counsel and direction. Students are inspired by scholastic exercises as well as they are intrigued to pursue their life exercises. That is the reason it’s exceedingly essential for teachers to motivate students to pursue great propensities not terrible by their own precedent. An instruction is critical in everybody’s life and assumes different jobs in various phases of life. It’s imperative that individuals understand the significance of teachers and pursue their teachers in the right spirit.

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Reflecting on My Own Math Experiences

Hi thank you so much for being here..

Welcome! I am so glad you have come across this post! My name is Julia Park and I am a senior at Millersville University! I am an Early Childhood Education major and I have learned so much so far! If you have a moment, feel free to check out my previous blog posts!

In my last post, I shared information about learning centers in math class! In this post, I will be reflecting on my mathematical journey. My experiences in math have really shaped the way I teach my students.

My Early Math Memories

I believe that early math experiences can really shape a child’s mindset towards mathematics. It has definitely shaped mine. Unfortunately, it has been a long journey of growing my interest in math, and I am still working on it!

When I was in elementary school, even up until my time at Millersville, math has been a huge struggle for me. I have grown up with the incredibly damaging misconception that you have to be a “math person” to excel in math. A lot of my peers had the same mindset, which made it even harder to let go of those limiting thoughts.

I discussed this in my growth mindset blog post , but “math people” do not exist! I have my own reasons as to why I thought there were math people, but children’s experiences often vary. I think my fixed mindset was formed from experiences with not-so-nice teachers, the pressure of time limits and the need for accuracy in class, and a lack of hands-on learning. Those are just a few ideas of why I think I have had a tough time with math and I will be discussing more ideas later in this post!

Although it was hard to get through math class sometimes, I am really grateful that I have had these experiences because I can learn from them and relate to my own students. I want my students to feel comfortable with asking for help and to know that it is possible to learn and grow in many ways!

What I Have Learned From Past Teachers

Through my time as a student in math class, I have had many different experiences with a variety of teachers. I want to share the good and the bad of what I have gone through because I think it is beneficial for teachers to reflect on all experiences related to learning. We can take what we learn to inform our own teaching practices.

Positive approaches I have learned from teachers:

Providing assistance outside of class
Using a hands-on learning approach
Giving time to practice skills in class
Utilizing interactive math games
Facilitating class discussions
Being kind and encouraging when a student is struggling

Approaches of teachers that were difficult for me:

Focusing on accuracy only and not effort
Putting pressure on students to turn in extensive assignments with a limited amount of time
Teaching new concepts too fast
Using too many lectures and PowerPoint presentations
Not having time to reflect on concepts in class
Being intimidating when a student is struggling

Every student learns differently. These experiences are unique to me and not everyone will be able to relate to what I have taken from my past math classes. However, I think it is important to recognize that although one strategy might work for one student, it might not work for another student. This notion emphasizes the need for differentiation. I will be discussing differentiation more in the next section.

Strategies I Want to Use to Teach Math

As I finish this semester at Millersville University, I am leaving with so many new ways of teaching math that I was not even aware of previously. I have a new passion for making math class fun and interesting for my students. The following are some examples of strategies I would love to incorporate in my future math class:

My math instruction will be differentiated based on my students’ needs. I will monitor their progress through various assessments and observations to modify or individualize my instruction when needed.
Hands-on learning will be included to increase the engagement and participation of my students. I want to make math fun and exciting!!
Class discussions will be a huge part of my mathematics instruction. Discussions in math class promote a deeper understanding of mathematical concepts in children.
I would love to try to use interactive notebooks to organize my students’ learning and create engaging experiences. I had not heard of these notebooks until this year and I love them!
Technology , manipulatives , and children’s literature are just a few tools I plan on using to enhance mathematics instruction for my students.
Parent involvement is very important for a child’s education and I will consistently keep in contact with families to increase this involvement.
I am very passionate about modeling a growth mindset for my students. I want my students to believe in themselves and in their ability to grow.
I will strive to create a safe and welcoming environment for my students. I want them to be comfortable with sharing their ideas and to not fear making mistakes. To do this, I will value effort just as much as accuracy.

Mistakes Are Learning Opportunities!

One of the biggest lessons I have learned throughout my time at Millersville is that making mistakes is okay. I used to put so much pressure on myself to be perfect and know everything, but that is not healthy. Teachers are not robots made to feed information to students. Instead, we have a purpose to learn alongside our students and to welcome mistakes as learning opportunities.

I am much more comfortable now being honest with my students in moments of uncertainty. I would rather figure something out with them than provide them with the wrong information. It’s really fun to explore ideas with students and work together toward a common goal. These experiences with students are valuable and strengthen the student-teacher relationship. When children trust their teachers, they are more engaged, motivated, and feel an increased amount of comfort when reaching out for help and sharing their thoughts with others.

Check out my blog post about growth mindset to learn more about the importance of making mistakes and the value of having a positive mindset in math class!

Thank you so much for reading!

I had a blast sharing my mathematical experiences with you all! I have grown so much through the years and I can’t wait to keep growing as I gain more experience. I hope you learned about some ways you can teach mathematics in your own classroom! Thank you for reading. I sincerely appreciate it!

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Hi! I am Julia Park and I'm a junior at Millersville University. I am currently studying Early Childhood Education. I am so excited to share my journey through my new blog! View all posts by Julia Park

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Students Share Their Best School Experiences and What We Can Learn From Them

Today, five students from my classes contribute short pieces about their favorite moments, and what others might be able to learn from them.

You might also be interested in these two other posts:

Students Describe Their Favorite Teachers
‘He Was a Very Good Listener’ - Students Write About Their Most Memorable Teachers

Response From Leslie Servin

During my time in high school I had it really good moments, but my best moments that I’ve experienced are in a particular class during my senior year, in Sacramento, Calif. So I was basically a new student in these kind of classes and also I’m English learner. I remember my first presentation in this class. I didn’t want to do it, but finally I did it and that one was my best moment. When I went to present I felt afraid, and then when I presented I felt so good for the effort I applied on. Now I feel so much better than my first day of presentations because I now know that I can do whatever I want to do. The learnings that I acquire made it so good this moment because I know that I have to trust on me. Something teachers or students can learn from my experience is that we have to overcome our fears and not let them control ourselves because we can’t know our capabilities if we are afraid.

Response From Jesneel Singh

The best moment in class was when I was in 9th grade in sixth period. That was when I got into poetry and spoken word. Having that “character and scene” class made my life even greater. Not knowing anything about poetry, hating on poems about reading and writing it in the past. That class was fun in many ways. For example; there was this one time where we had to write our own plays and poems and perform them in front of the class. I felt alive, and the creative side of me came out. When I wrote my first poem in freshman year. I realized that it was fun and unique. I felt like I wanted to write more and more. When I performed my first poem to that class I found my passion. Since that day and today I have written over 400 poems and made two books. I have performed on many stages in small audience and in school. That was a good day for me because I can write my thoughts down and write the truth about the world. Teachers and students can learn from this experience that, you can find what best fits you.

Response From Nancy Ramirez

I would say my best class moment would be from my sophomore year in high school. For my Spanish class, our teacher decided we would do a class circle (Editor’s note: see “How To Practice Restorative Justice in Schools” for more information on class circles) for the day. She asked us a sequence of questions which required us to give a more in depth and heartfelt answer each time, starting with something along the lines of “How are you feeling?” and ending with “Why do you think that is?” A class circle which only should have lasted one day extended to three, with each and every single one of us having to share our deepest and darkest fears and insecurities. By then it felt more than just a class and opened my eyes to very different ways of teaching styles. I believe there is much to learn from this experience, both then and now. I have come to deeply appreciate not only the class but the teacher as well. This experience showed me the extent a relationship with your classmates and your teacher can go....

Response From Oscar Salazar

The best moment I’ve ever experienced in school was last year when I was a sophomore. I took biology last year and towards the end of the year we got to dissect a fetal pig. I know that it sounds gross but it’s really not. That’s what I thought at first too. I did lots of fun experiments in that class that were new to me, such as making a small ecosystem in a bottle and dissecting owl pellets to find mouse skeletons. I think that these experiences were really fun and interesting. I’ve never done anything like that in a class before.

I think that when teachers introduce students to hands-on activities and projects the students enjoy it more. Since we have more energy it’s a good use of it. We learn better when we’re allowed to move around and be creative. Our lives aren’t going to be pen on paper or books forever. It’s best to get us students to explore the world using our skills that we learn and strengthen our understanding of daily life that is sometimes hidden from us and exposed to us abruptly once we turn into adults.

Response From Kayla Guzman

What has been my best moment in a class? I’ve had many great moments but perhaps the most best moment took place in my English class about a month ago. I had a 10-15 minute presentation and I felt pretty confident. 30 minutes before my presentation I decided to incorporate an actor for visual appeal, to correspond with my presentation. I felt even more confident, assure that I would captivate the audience’s attention and keep them engaged. When my presentation started, I gave a signal to my actor which led me to drop my 8 notecards all over the floor. I was aware that the time was ticking, so I quickly grabbed all the notecards off the floor. I became overwhelmed with embarrassment, listening to the echoing laughter of the audience as I tried to rearrange the cards. The cards in my hand then became extremely restraining. My anxiety levels rose, and the disorganized cards just added stress to my emotions. I placed the cards down, and felt a great sense of relieve. My words, my explanations, my connections all flowed out my mouth with harmony, and I felt more natural and free as I presented my topic.

My presentation was a diagnosis of a character with schizophrenia, explaining the symptoms and the reasoning behind my diagnosis. The movement of my hands and my exaggeration presented by a drive of passion, along with my visual representative, kept the audience captive. I felt like a completely different person. By the end of the presentation I was sweaty, not by nervousness but because I left it all on the floor. I realized that the key to presenting with people is not getting their attention just by visual appeal. You need to let your heart pour out so that you can captivate their hearts, reach their souls. You can’t just be the center of attention, you need to give the audience attention, you need to talk to them. First and foremost, you can’t present without emotions. Anything you present should be built off of passion. As long as you can find a connection between yourself and the topic and exude your passion, you will keep the audience engaged.

Thanks to Nancy, Jesneel, Kayla, Leslie, and Oscar for their contributions!

(This is the last post in a three-part series. You can see Part One here and Part Two here .)

The new “question-of-the-week” is:

What was the best moment you ever had in the classroom?

In Part One , Jen Schwanke, Amy Sandvold, Anne Jenks, and Sarah Thomas shared their top moments. You can listen to a 10-minute conversation I had with them on my BAM! Radio Show . You can also find a list of, and links to, previous shows here. In Part Two , Meghan Everette, Jeryl-Ann Asaro, Jeffery Galle, and Kara Vandas shared their memories. I also included comments from readers.

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Anyone whose question is selected for this weekly column can choose one free book from a number of education publishers.

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

If you missed any of the highlights from the first six years of this blog, you can see a categorized list below. They don’t include ones from this current year, but you can find those by clicking on the “answers” category found in the sidebar.

This Year’s Most Popular Q&A Posts

Classroom Management Advice

Race & Gender Challenges

Implementing The Common Core

Best Ways To Begin The School Year

Best Ways To End The School Year

Student Motivation & Social Emotional Learning

Teaching Social Studies

Project-Based Learning

Using Tech In The Classroom

Parent Engagement In Schools

Teaching English Language Learners

Student Assessment

Brain-Based Learning

Reading Instruction

Writing Instruction

Education Policy Issues

Differentiating Instruction

Math Instruction

Science Instruction

Advice For New Teachers

Author Interviews

Entering The Teaching Profession

Administrator Leadership

Teacher Leadership

Relationships In Schools

Professional Development

Instructional Strategies

I am also creating a Twitter list including all contributors to this column .

Look for the next “question-of-the-week” in a few days.

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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My Experience as Teacher

This personal essay will explore the author’s experiences and reflections as a teacher. It will cover the challenges, rewards, and valuable lessons learned in the classroom. The piece will discuss the impact of teaching on personal growth and the influence teachers have on their students’ lives and learning. PapersOwl showcases more free essays that are examples of Behavior Modification.

How it works

I am applying for the post of teacher at the Catholic University on the request of Mater on his position. I am graduated in Bachelor of Arts with English Literature and Language from Ain Shams University in Cairo, Egypt. I have chosen this degree to fulfil my dream of becoming an English teacher. I found that, I love teaching in my first year of college. At that time, I was a Sunday school teacher, who teaches and serves the girls aged between 10-14 years old.

Since then only, I realized that I had been gifted with the talent of teaching. When I was in primary school, my English teacher inspires me the most towards teaching and loving the English language generally. I want to become an English teacher one day and my dream is fulfilled now.

When I was young, I had seen how amazingly teachers have changed the lives of my friends. I wanted to share the same relationship with the students of new generation. I wanted to love, teach and be a source of inspiration of their lives. Nothing is more joyful than witnessing god’s work within me, helping and supporting our young generation. I believe that god has a plan for me to work for the students by giving me the ability of teaching, loving and caring every student with whom I met daily, as the god says ‘let the little children come to me, do not forbid them in the kingdom of god’.

Hanging out the whole day with children keeps you young and ensures that your vocabulary, fashion and your music tastes becomes latest and relevant. As a teacher we make a massive difference in the lives of young peoples, even don’t realizing it. Teachers don’t know that how many kids are keeping their words in their soul and follow the path shown by the teachers and this teaching goes on transferring from one generation to another.You always learn new skills. You come in this field to learn Mathematics, Science or English and now you run clubs, referee sports days, break up fights, do counseling and learn an impressive array of arts and crafts in those pesky off-timetable days. Days do not remain similar forever. I am an English teacher in Egypt since 5 years. I have good experience in English teaching at private schools and learning centers in Cairo (attached an experience letter from one of my school).

I have good skills to become proficient in my career. I have excellent communication skills that help me to explain the courses in the curriculum in the different ways to students having diverse learning styles and abilities. I have superior interpersonal skills, such as patience and the ability to remain calm in stressful situations. My collaborative skills enable me to work productively with my colleagues. While planning the topics to motivate students and hold their interest in the class, Creativity and presentation skills are very important. Other than this, I have the ability to adjust and modify the study materials that is fit for meeting the children’s education needs” plus, the variety of teaching strategies and disciplinary techniques. My personal experience as a Sunday school teacher for 5 year has enhanced my personal skills. Working as a teacher aide in Australia for the last 3 years, has a big influence on my skills and abilities. Observing the teachers teaching from prep to grade 6 daily, is gives me the opportunities to expand my repertoire of teaching strategies and learning more about the education system in Australia. Throughout my career, I constantly adjust and adapt my approach as reflect on my past experiences and improve on them.

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Embracing Inclusion: A Teacher’s Journey Essay

Introduction, inclusive education, philosophy of the inclusive classroom.

I have always been drawn to the field of education because, as a child, I understood the fundamental value of the profession and the opportunity to collaborate with people who were hungry for new knowledge and discipline. I was enthusiastic about helping young people unleash their creative and educational potential in a way that was fun for me and beneficial to the community. As a high school student, I observed teachers and noticed what strategies they used and how they used them, and now I am in graduate school working on the challenges of creating an inclusive classroom. To me, disability is not a judgment on a student or a stigma on a student’s abilities, but simply a challenge that a child has been forced to face. My job as a teacher is to give the child a sufficient foundation of knowledge and skills so that they can overcome this challenge and develop with confidence in the future because I believe that the capabilities of the human mind exceed any physical limitation.

Educational science has historically moved in the direction of increasing access to knowledge. Beginning as a niche for the privileged classes of society, education has gradually come to recognize the importance of inclusive education and the creation of inclusive classrooms. In such classrooms, the needs of all students, regardless of their physical and mental abilities, are addressed and covered (Bryant et al., 2019). Therefore, inclusive education should be seen as a paradigm that aims to provide equal access to optimal learning for all students. A focus on personality, interests, and needs, as well as a recognition of flexibility and adaptability, are key attributes of a truly inclusive classroom that values diversity and plurality of perspectives. For this reason, I am convinced that inclusive education is a significant milestone in this science that recognizes respect, equity, and diversity at the same time.

Any classroom, including an inclusive classroom, must have at its core a discipline that recognizes the importance of a philosophy of learning in this environment (Bryant et al., 2019). At the core of the philosophy of the inclusive classroom I create is the universal recognition of absolute equality of access to educational opportunities. In such a classroom, there is no potential for bullying or harassment based on a student’s disability because everyone is in an equal learning environment. Achieving this equality is possible by promoting diversity, emphasizing strengths discussing everyone’s needs, and diagnosing the barriers children may face promptly. The proposed philosophy is expected to have a positive impact on creating a uniquely inclusive classroom environment where students experience unconditional respect and support from each other and are welcomed and tolerant. Discipline, on the other hand, is maintained by emphasizing the importance of respecting each student’s limits and boundaries, and by discussing and reprimanding students who violate inclusive classroom rules, up to and including expulsion in cases of misbehavior.

In this paper, I have discussed the inclusive environment and the importance of recognizing equality in the classroom with children with disabilities in a consistent and detailed manner. In theory, it is not difficult to create such a classroom, nor is it difficult to implement the proposed philosophy and create an environment of mutual respect for students. However, school experience and practice show that managing adolescents in the classroom can be much more difficult

Bryant, D. P., Bryant, B. R., & Smith, D. D. (2019). Teaching students with special needs in inclusive classrooms . Sage Publications.

Making Inclusion Work in General Education Classroom
Inclusive Education Program in Saudi Arabia
Inclusive Education and the Cultural Representation of Disability
Special Education Provision for Children with Disability
Disabled Students in the United States
IEP Processes: Interview Reflection
Learning Disabilities: Larissaʼs Case
Autistic Learners: Differentiated Instructions
Chicago (A-D)
Chicago (N-B)

IvyPanda. (2024, May 25). Embracing Inclusion: A Teacher’s Journey. https://ivypanda.com/essays/embracing-inclusion-a-teachers-journey/

"Embracing Inclusion: A Teacher’s Journey." IvyPanda , 25 May 2024, ivypanda.com/essays/embracing-inclusion-a-teachers-journey/.

IvyPanda . (2024) 'Embracing Inclusion: A Teacher’s Journey'. 25 May.

IvyPanda . 2024. "Embracing Inclusion: A Teacher’s Journey." May 25, 2024. https://ivypanda.com/essays/embracing-inclusion-a-teachers-journey/.

1. IvyPanda . "Embracing Inclusion: A Teacher’s Journey." May 25, 2024. https://ivypanda.com/essays/embracing-inclusion-a-teachers-journey/.

Bibliography

IvyPanda . "Embracing Inclusion: A Teacher’s Journey." May 25, 2024. https://ivypanda.com/essays/embracing-inclusion-a-teachers-journey/.

When I was a student, school choice benefited me and it will help Tennessee children too

Education freedom scholarships, with their decentralized approach, promotes a more nimble and responsive educational system than traditional public schools..

Walter Blanks Jr. is a spokesperson for American Federation for Children and is a member of the Beacon Center of Tennessee Impact Board.

Gov. Bill Lee's bold proposal for Education Freedom Scholarships in Tennessee is a beacon of hope for parents, families, and education reformers, ushering in what would be the next evolution in the state's approach to learning and educational attainment.

The scholarships offer a groundbreaking alternative, empowering parents with the ability to tailor their children's education, while demonstrating a level of accountability that outshines traditional public schools.

During the governor’s State of the State, Lee doubled down on his plan to give parents and students the opportunity and access to choose the best school that works for their own personal needs.

Lee stated, “The premise behind education freedom, and the one thing that most all of us agree upon, is that parents know what’s best for their child’s education.”

Lee then went on to say, “There are thousands of parents in the state who know their student would thrive in a different setting, but the financial barrier is simply too high. It’s time that we change that. It’s time that parents get to decide — and not the government — where their child goes to school and what they learn.”

While the battle for school choice rages on, it’s extremely important not to forget the students who would actually benefit from such a program.

School choice benefited me and my family

Growing up in Ohio, school choice became my lifeline , rescuing me from the clutches of a failing educational system.

The traditional public school I attended was struggling to provide quality education, leaving me disheartened and uninspired. The principal of the school told my mother, “If you give us five years, we will have the middle school and the high school turned around.”

My mother responded with, “In five years, Walter will either be in jail or in a body bag.” When my family discovered the school choice program, it opened a world of possibilities. School choice was more than an alternative; it was a catalyst for change, sparking a transformative journey that continues to shape my life positively.

Since moving to Tennessee, I have quickly realized the education outcomes in the state are not where they should be, and many families could benefit from similar programs that are being passed across the country.

Existing education choice programs across the nation have demonstrated impressive accountability mechanisms. By allowing parents to use allocated funds for various educational expenses, such as private school tuition, tutoring, or educational materials, choice programs like Education Freedom Scholarships promote a dynamic and tailored approach to learning.

More: Gov. Bill Lee delivers State of the State to Tennessee General Assembly

Public schools, while essential, often face bureaucratic challenges that can hinder adaptability and responsiveness.

In 2023, the state of Tennessee spent roughly $10 billion dollars on public schools with very little (if any) accountability to parents and students. In Nashville, roughly 30% of third grade students are proficient (or considered “on track”). Within the public school system, families without the resources to change schools are left with empty promises, little improvements, and ultimately, no other option.

Education Freedom Scholarships, with their decentralized approach, promotes a more nimble and responsive educational system. This agility allows for quicker adjustments to address the evolving needs of students, ultimately better preparing the next generation for the challenges it will face.

Gov. Bill Lee's Education Freedom Scholarship proposal offers hope for Tennessee's education system, fostering innovation and unlocking its full potential. By prioritizing students' interests, the state can deliver quality education, ensuring a brighter future and a more adaptable model. It's time for Tennessee to embrace this opportunity, ushering in an era of empowerment and accountability in education.

Walter Blanks Jr. is a spokesperson for American Federation for Children and a beneficiary of a private school choice program, driven by a lifelong commitment to improving educational access. Blanks is a member of the Beacon Center of Tennessee Impact Board.

Movie Nights

Teachers Reveal 10 Inspiring Success Stories From Former Students

Posted: May 29, 2024 | Last updated: May 29, 2024

<p>Having spent many years as an educator, I can attest that nobody pursues teaching for the paycheck. Instead, teachers get motivation when students develop academically and socially, finding rewards in helping them progress to something better. A teachers’ forum recently described their happiest student success stories.</p>

Having spent many years as an educator, I can attest that nobody pursues teaching for the paycheck. Instead, teachers get motivation when students develop academically and socially, finding rewards in helping them progress to something better. A teachers’ forum recently described their happiest student success stories.

<p>Entering my first grade-two class in a Chinese international school, I received a warning about an American student prone to behavioral issues (let’s call him Caleb). Caleb gave me a difficult time in my first month, testing my patience with his sudden outbursts and attention-grabbing theatrics. However, once I identified his frustrations, helped him address them head-on, and worked on a reaction program for expected situations, Caleb finally won his first student-of-the-week award for his calmness and determination.</p>

1. An American Kid in China

Entering my first grade-two class in a Chinese international school, I received a warning about an American student prone to behavioral issues (let’s call him Caleb). Caleb gave me a difficult time in my first month, testing my patience with his sudden outbursts and attention-grabbing theatrics. However, once I identified his frustrations, helped him address them head-on, and worked on a reaction program for expected situations, Caleb finally won his first student-of-the-week award for his calmness and determination.

<p>In a scenario reminiscent of a Hollywood movie trope, an educator joined a rural, low-income state school, inheriting a class whose previous teacher had low standards for their behavior. Consequently, illicit substances or weapons were normal before (and during) her arrival. She says her students were transformed after a year of changing the system with tougher sanctions and stable learning conditions. The educator is proud to reveal that most class members went to college and vocational school and got into good careers.</p>

2. Blue Collar Defiance

In a scenario reminiscent of a Hollywood movie trope, an educator joined a rural, low-income state school, inheriting a class whose previous teacher had low standards for their behavior. Consequently, illicit substances or weapons were normal before (and during) her arrival. She says her students were transformed after a year of changing the system with tougher sanctions and stable learning conditions. The educator is proud to reveal that most class members went to college and vocational school and got into good careers.

<p>Modern teaching comes with a minefield of technological obstacles to overcome, whether through teaching or controlling student behavior. However, one benefit is that graduated students can message their teacher to thank them, which happened to one educator when they received thank-you messages from a former student who had launched a career in performing arts.</p>

3. Random Student Messages

Modern teaching comes with a minefield of technological obstacles to overcome, whether through teaching or controlling student behavior. However, one benefit is that graduated students can message their teacher to thank them, which happened to one educator when they received thank-you messages from a former student who had launched a career in performing arts.

<p>One account details a tearaway student who most of his peers considered likely to flunk out due to his low motivation and subsequent apathy. Remarkably, it took one woodwork class to encourage him, and he became obsessed. Moreover, he graduated and went on to become a high-paid construction specialist.</p><p><a href="https://www.msn.com/en-us/channel/source/Movie%20Nights/sr-vid-d3yx0j8wg3fdqxaqdfi2763g5nci5pve998s6wqpatsfh409wnvs">Follow us on MSN to see more of our exclusive lifestyle content.</a></p>

4. A Kid Finds His Groove

One account details a tearaway student who most of his peers considered likely to flunk out due to his low motivation and subsequent apathy. Remarkably, it took one woodwork class to encourage him, and he became obsessed. Moreover, he graduated and went on to become a high-paid construction specialist.

<p>When a special education teacher inherited a young man from a neighboring school district, he was appalled to discover they had classified him as severely disabled. Upon diagnostic testing, it turned out his only issue was mild dyslexia. Fast forward to his senior year, after great development, the new graduate won a scholarship for a high-skill trade.</p>

5. A School District Blunder Is Forgotten

When a special education teacher inherited a young man from a neighboring school district, he was appalled to discover they had classified him as severely disabled. Upon diagnostic testing, it turned out his only issue was mild dyslexia. Fast forward to his senior year, after great development, the new graduate won a scholarship for a high-skill trade.

<p>When a senior was struggling with a banned substance problem, he was nearing rock bottom. His teacher devoted extra time to pastoral care, telling the kid to visit the class 30 minutes before each day, where they would chat about life, finding common ground and trust. Eventually, the student kicked his habit, got a part-time job, and paid himself through university.</p>

6. Pupil Defies Substance Addiction

When a senior was struggling with a banned substance problem, he was nearing rock bottom. His teacher devoted extra time to pastoral care, telling the kid to visit the class 30 minutes before each day, where they would chat about life, finding common ground and trust. Eventually, the student kicked his habit, got a part-time job, and paid himself through university.

<p>I taught for four years in a Vietnamese-American school that had a pro-bono quota for local, underprivileged students. My debut year involved helping some first-graders, most of whom were the first family members to receive an education, integrate into an English-speaking classroom. After morning English lessons, I would sit with them through classes to assist their understanding. Finally, after one semester, they felt at home in the class. At this moment, they went into language immersion overdrive, and by the end of the school year, they had caught most of their classmates up.</p><p><a href="https://www.msn.com/en-us/channel/source/Movie%20Nights/sr-vid-d3yx0j8wg3fdqxaqdfi2763g5nci5pve998s6wqpatsfh409wnvs">Follow us on MSN to see more of our exclusive lifestyle content.</a></p>

7. Helping Vietnamese Students

I taught for four years in a Vietnamese-American school that had a pro-bono quota for local, underprivileged students. My debut year involved helping some first-graders, most of whom were the first family members to receive an education, integrate into an English-speaking classroom. After morning English lessons, I would sit with them through classes to assist their understanding. Finally, after one semester, they felt at home in the class. At this moment, they went into language immersion overdrive, and by the end of the school year, they had caught most of their classmates up.

<p>Libraries are the beating heart of any school, so the thought that students might one day not retreat to a corner of their reading haven with a new paper companion is alarming. One bright story revolves around a formerly home-schooled little third-grade girl who entered a class unable to read, write, or make phonic sounds. With a determined group of teachers — and an accommodating library staff — behind her, the youngster devoured all the extra reading books and work they gave her. Now, she wants to be a doctor.</p>

8. The Power of Books

Libraries are the beating heart of any school, so the thought that students might one day not retreat to a corner of their reading haven with a new paper companion is alarming. One bright story revolves around a formerly home-schooled little third-grade girl who entered a class unable to read, write, or make phonic sounds. With a determined group of teachers — and an accommodating library staff — behind her, the youngster devoured all the extra reading books and work they gave her. Now, she wants to be a doctor.

<p>When we taught in China, my wife had a national celebrity child star join her fifth-grade class. However, this kid was also an acrobatic martial arts phenomenon, appearing in Chinese blockbusters, and was often on film shoots in remote parts of the country. His skills were mindblowing — in the school performance, a set piece involved him completing a forward-running backflip through a giant hoop. It was mesmerizing. I have no idea what the kid is doing now; I imagine he is still famous in China.</p>

9. A Chinese Superstar Student

When we taught in China, my wife had a national celebrity child star join her fifth-grade class. However, this kid was also an acrobatic martial arts phenomenon, appearing in Chinese blockbusters, and was often on film shoots in remote parts of the country. His skills were mindblowing — in the school performance, a set piece involved him completing a forward-running backflip through a giant hoop. It was mesmerizing. I have no idea what the kid is doing now; I imagine he is still famous in China.

<p>The next anecdote comes from a son’s recollection of his educator father, who spent several years returning home exhausted by one particular troubled high-school boy. In his dad’s opinion, the troubled kid would not amount to much, though he tried his best with him. Several years later, the now grown-up delinquent revisited his school in search of his dedicated teacher. Much to the father’s glee, his previous agitator had changed his ways, become a Marine, and wanted to show his former guide appreciation for never giving up on him. The father tears up whenever he recalls the memory.</p><p>Source: <a href="https://www.reddit.com/r/AskReddit/comments/6ctyxf/teachers_have_you_ever_looked_up_social_media_of/">Reddit</a>.</p>

10. Tears From Teaching Heaven

The next anecdote comes from a son’s recollection of his educator father, who spent several years returning home exhausted by one particular troubled high-school boy. In his dad’s opinion, the troubled kid would not amount to much, though he tried his best with him. Several years later, the now grown-up delinquent revisited his school in search of his dedicated teacher. Much to the father’s glee, his previous agitator had changed his ways, become a Marine, and wanted to show his former guide appreciation for never giving up on him. The father tears up whenever he recalls the memory.

Source: Reddit .

<p>Sometimes, we just love to watch a favorite vampire movie, one of the ones that never get old. It piques our imagination with the unknown story of two teenagers fighting for their love, the incredible and creepy scenes, and the bloodsucking classics.</p><p>If you’re looking to get a good rest and watch vampire movies all day, look no further than this list!</p><p class="gb-headline gb-headline-56c7eb13 gb-headline-text"><a href="https://financequickfix.com/11-best-vampire-movies/">11 Vampire Movies That Will Make You Thirst for More</a></p> <h1 class="gb-headline gb-headline-56c7eb13 gb-headline-text">15 Cover Songs That Are Better Than the Original</h1><p>Sometimes a cover of a song ends up doing far better than the original. Some covers are so good that we didn’t even realize the cover version wasn’t actually the original. Here is a list of songs people say are better than the original.</p><p class="gb-headline gb-headline-56c7eb13 gb-headline-text"><a href="https://financequickfix.com/cover-songs-that-are-better-than-the-original/">15 Cover Songs That Are Better Than the Original</a></p>

23 Friendliest Animals on the Planet

You want to hug them, cuddle them, throw them a ball, and watch them playfully chase after it. What are they? They’re the world’s friendliest animals, of course! From dogs to dolphins to horses, there are more than a few creatures out there that seem like they’re just begging to be your BFF.

Get ready for some serious awe moments and adorable photos of animals that can’t wait to shower you with wet kisses and warm nuzzles. Whether on land, in water, or the air, these animals will make fast friends with any human lucky enough to gain their trust and affection. Keep reading to meet the snuggliest, sweetest, most downright lovable animals that roam the earth!

15 Cover Songs That Are Better Than the Original

Sometimes a cover of a song ends up doing far better than the original. Some covers are so good that we didn’t even realize the cover version wasn’t actually the original. Here is a list of songs people say are better than the original.

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Teaching Experience Certificate: Key Points to Consider

Devangana Thakuria

Devangana is a writer here at Suraasa. Other than writing, she enjoys gardening and painting.

What is a Teaching Experience Certificate?

Why do you need a teaching experience certificate, how to get a teaching experience certificate, sample request letters for a teaching experience certificate.

Sample Follow-up Emails for Teaching Experience Certificate

Key Considerations When Drafting the Request Letter

What to Look For in Your Experience Certificate

Sample experience certificate format.

Here’s a little story: ‍ Miss Hyde was interviewing for a teaching position at a prestigious international school. The interview went exceptionally well. The panel seemed impressed with her experience and approach. ‍ Towards the end, the principal asked for her experience certificate. She realized, to her horror, that she forgot to collect it from her previous school. Miss Hyde explained the situation, asking for some time to obtain it. The principal understood & asked her to send it as soon as possible, needing to finalize their decision within the week.

She quickly contacted her previous school, but administrative delays prevented her from getting the certificate in time. Despite her efforts, the document arrived late. The next day, she received an email from the school, informing her they had to select another candidate as she had surpassed the deadline to submit her documents. Hey there, educators! Have you ever found yourself staring at a job application, wondering if you have all the necessary documents? We've all been there. One crucial document that often gets overlooked is the ‘ Teaching Experience Certificate’ . And we don’t want to go through anything like Miss Hyde’s experience. Here, you might be asking yourself, "What exactly is this certificate, and why is it so important?" Let’s dive into this together and find everything you need to know about the teaching experience certificate. Let's go!

You’ve spent years honing your craft, inspiring students, and making a difference in their lives. Now, you need a tangible piece of paper that encapsulates all those years of dedication. That’s your teaching experience certificate!

It’s an official document provided by your school, detailing your teaching tenure, roles, and responsibilities. It serves as a testament to your commitment and professional growth in the field of education. This certificate can be a vital component when applying for new teaching positions or advancing your career.

You might be thinking, "Do I really need a teaching experience certificate?" The short answer is YES!

Here's why:

1. Proof of Experience

When applying for a new job, schools want to see documented proof of your teaching experience. This certificate serves as concrete evidence of your skills and dedication in the classroom.

2. Requirement for Visa Applications

teaching experience certificate format for visa

If you’re planning to teach abroad, many countries require a teaching experience certificate as part of the visa application process. This document verifies your professional background, making your application stronger and more credible.

3. Professional Credibility

A teaching experience certificate enhances your professional credibility, proving that you have met specific standards and expectations in your previous roles. This recognition can set you apart in a competitive job market.

4. Career Advancement

School teaching experience certificate for teacher to ensure career growth

School teaching experience certificate for a teacher can bolster your credentials and demonstrate your qualifications. It is a verified document showing that you have the necessary experience to take on more responsibilities. This certificate not only validates your expertise but also increases your chances of securing higher positions and better salary packages. It showcases your commitment to the profession, making you a standout candidate for specialized teaching opportunities.

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5. personal fulfillment.

right teaching experience certificate format

Knowing that you have a formal record of your accomplishments can provide a sense of personal fulfillment and pride in your work. It’s a testament to your hard work and dedication to the field of teaching.

6. Networking and Opportunities

how to get teaching experience certificate for other opportunities

Many organizations require proof of experience to participate in advanced training and conferences. Having a teaching experience certificate can open doors to various networking opportunities, workshops, and professional development programs.

Related Resource

benefits of school teaching experience experience certificate for teacher

Now, we saw what happened with Miss Hyde. It's not a fun situation to be in. Trust us, having it ready can save you from a lot of stress.

So, how do you go about getting this vital document? It's simpler than you might think. Here’s a step-by-step process:

steps on how to get teaching experience certificate

Step 1: Get in Touch With the HR Department

Identify the right person who can help you procure your teaching experience certificate. Usually, the school principal, HR department, or your immediate supervisor is responsible for issuing the certificate. Ensure you know the correct person to approach, as this can save time and prevent your request from being lost in the process.

Step 2: Put in a Formal Request

Draft a polite and formal request letter or email. State clearly that you need a teaching experience certificate and provide details of your tenure. Be concise yet comprehensive, ensuring that your request is clear and professional. Check out the sample requests below to draft the right request letter for your teaching experience certificate.

Step 3: Provide Necessary Details

Ensure you include essential details like your full name, the duration of your employment, your position, and any significant contributions or achievements. This information can help expedite the process. Mentioning specific details can also highlight your dedication and professionalism, making your request more compelling.

Step 4: Request a Template or Format

Some schools may have a preferred format for experience certificates. If not, you can request a template or provide a sample format to make it easier for the issuer. Offering a sample format can speed up the process and ensure the document meets your requirements.

Step 5: Ensure Timely Follow Ups

Schools can be busy places. If you don’t receive a response in a week or so, a gentle follow-up can help. A well-timed follow-up shows your commitment and ensures that your request has not been overlooked. We can understand sometimes making the request in the right way can seem overwhelming. However, once you get to it, you will realize that it is a pretty simple process with straightforward steps. To make things even easier, we've got it all covered here for you. Read below and get your hands on sample request letters that will guide you on how to get a teaching experience certificate. These samples will help you craft a clear and concise request, ensuring you include all the necessary information to expedite the process.

Need a little inspiration or your request letter? Here are two samples to get you started:

Variant 1: While Serving the Notice Period

To The Principal, [School Name], [Address] Sub: Request for teaching experience certificate Dear Sir/Madam, With due respect, I would like to inform you that I have been working as a <Your designation> at < name of the institution > from <Start date> to <End date>. I have resigned from the position on <date of acceptance of your resignation email by the school> and am currently serving my notice period. I am writing to request the issuance of my experience certificate for the aforementioned tenure. This certificate will greatly assist me in my future endeavors, particularly in pursuing higher education and securing new teaching opportunities. Below mentioned are the details of my roles and responsibilities during my tenure at the school. Primary role: <subject> teacher for grades x to x

Other roles: <include if relevant for your profile. For example: 1. Class teacher/ home room teacher from grade x

2. Subject coordinator for <subject> from <year> to <year>

3. Member of the curriculum development committee

4. Mentor for the school's teacher training program

5. Organizer of the annual science fair I would be highly obliged if you could kindly provide it at your earliest convenience.

Thank you for your understanding and support.

Sincerely, [Your Name] [Contact Information]

Variant 2: After Leaving the School

To The Principal, [School Name], [Address] Sub: Request for Issuance of Teaching Experience Certificate

Dear Sir/Madam, I hope this letter finds you well. My name is <Your Name>, and I served as a <your designation> at your <name of the institution> from <Start date> to <End date>. I resigned from my position on <date of acceptance of your resignation email by the school> and completed my notice period on <last working date>. I am writing to kindly request the issuance of my teaching experience certificate for the duration of my employment. Unfortunately, I did not request this certificate at the time of my departure, and I now require it to <Reason for request, e.g. pursue higher education and secure new teaching opportunities>. During my tenure at the school, I undertook several roles and responsibilities: Primary Role:

<subject> teacher for grades x to x Additional Responsibilities:

Class teacher/home room teacher for grade x
Subject coordinator for <subject> from <year> to <year>
Member of the curriculum development committee
Mentor for the school's teacher training program
Organizer of the annual science fair

I would greatly appreciate it if you could process my request at your earliest convenience, as this certificate is crucial for my future professional and academic endeavors. Thank you very much for your understanding and support.

Sincerely, [Your Name] [Contact Information] Now, what if you do not get any response after the initial request? What should you do? Well, as discussed earlier, you need to send follow-up communications. Check out these sample follow-up emails which will come handy incase you need to send one.

To The Principal, [School Name], [Address] Sub: Follow-up on request for teaching experience certificate Dear Sir/Madam, I hope this email finds you well. I am writing to follow up on my previous request for the issuance of my teaching experience certificate, which I submitted on [date of initial request]. As mentioned earlier, I have been working as a <Your designation> at <Name of the institution> from <Start date> to <End date>. I have resigned from the position on <Date of acceptance of your resignation email by the school>. I have/am also served/serving the full notice period from <Start date> to <End date>. The experience certificate is essential for my future endeavors, including pursuing higher education and securing new teaching opportunities. I am once again sharing the details of my roles and responsibilities during my tenure at the school below for your quick reference: Primary Role: <Subject> teacher for grades X to X Other Roles:

Class teacher/home room teacher for grade X
Subject coordinator for <Subject> from <Year> to <Year>

I would be highly obliged if you could kindly provide the certificate at your earliest convenience. Thank you for your understanding and support. Sincerely, [Your Name] [Contact Information]

Variant 2: To the Point Follow-up Email

To The Principal, [School Name], [Address] Sub: Follow-up on request for teaching experience certificate Dear Sir/Madam, I hope this email finds you well. My name is <Your Name>, and I served as a <Your Designation> at <Name of the Institution> from <Start Date> to <End Date>. I resigned from my position on <Date of Acceptance of Your Resignation Email by the School> and completed/will complete my notice period on <Last Working Date>. I am writing to follow up on my previous request for the issuance of my teaching experience certificate, which I submitted on [date of initial request]. This certificate is crucial for my future professional and academic endeavors, including <Reason for Request, e.g., pursuing higher education and securing new teaching opportunities>. I would greatly appreciate it if you could process my request at your earliest convenience. Thank you very much for your understanding and support. Sincerely, [Your Name] [Contact Information]

Key Considerations When Drafting the Request Letter for a Teaching Experience Certificate

Requesting a teaching experience certificate is an important step that requires careful attention to detail. You need to keep a few key considerations in mind while preparing it. This way, you won't miss out on any important information and can effectively convey your request. Let's walk through some key considerations to help you draft a request letter that is clear, concise, and professional.

factors to note while requesting school teaching experience experience certificate for teacher

1. Maintain Formal Tone and Structure

First impressions matter, so make sure your letter has a formal tone. Address the recipient respectfully, whether it’s "Dear Sir/Madam" or the principal's name. Ensure your letter is well-structured with a clear introduction, body, and conclusion.

2. Include Relevant Details

Be specific about your tenure. Clearly state your name, the subject you taught, and the period of your employment (start date to end date). Don’t forget to mention the date you resigned and when your resignation was accepted. This level of detail shows professionalism and helps the school process your request more efficiently.

3. State Purpose of the Request

purpose of getting school teaching experience experience certificate for teacher

Why do you need this certificate? Is it for higher education or a new job? Being specific about your purpose can help the school tailor the certificate to meet your needs. It also underscores the urgency and importance of your request.

4. Mention List of Roles and Responsibilities

Highlighting your roles and responsibilities can set you apart. Were you a class teacher or a subject coordinator? Did you mentor new teachers or organize school events? Detailing these can provide a comprehensive picture of your contributions and make your certificate more valuable.

5. Request for Prompt Action

Politely requesting timely action can be crucial, especially if you’re working with tight deadlines. Mentioning a specific date by when you need the certificate can help convey the urgency and can motivate the recipient to prioritize your certificate. Expressing the importance of receiving the certificate on time will ensure that your needs are clearly communicated.

6. Express Gratitude

express gratitude in teaching experience certificate format

Always remember to express your gratitude. A simple thank you can go a long way in building good relationships and ensuring a positive response.

Provide Contact Information

Ensure you provide your current contact details. Imagine the frustration if the school needs more information but can’t reach you. Include your email address, phone number, and mailing address. You can also give an alternate phone number and mailing address to be on the safer side. This makes it easy for the school to reach you if they need more information or have any questions regarding your request. Drafting a well-thought-out request letter can make the process smoother and increase your chances of receiving your experience certificate promptly. With these considerations in mind, you’re well on your way to crafting a letter that reflects your professionalism and dedication.

You’ve finally received your teaching experience certificate—an essential document that validates your hard work and dedication. But before you celebrate, it’s crucial to review it carefully. Imagine the frustration of realizing there’s a mistake just when you’re about to submit it for a job application or a higher education program. To ensure everything is in order, here are some key elements to check:

✅ Your Name

Have you ever had your name misspelled on an important document? It is a pretty common one. Double-check that your name is spelled correctly and matches your official documents. An incorrect name could cause unnecessary delays or complications.

✅ Job Title/Designation

Make sure the job title accurately reflects the position you held. Whether you were a "Science Teacher" or "Math Coordinator," make sure the title/designation is correct. An incorrect job title can misrepresent your role and responsibilities.

✅ Important Dates

Ensure the start and end dates on the certificate match your actual tenure. Accurate dates are critical for validating your experience and tenure.

✅ Roles and Responsibilities

Did you serve as a class teacher, subject coordinator, or perhaps you mentored new teachers? Confirm that all your primary and additional roles are clearly described. This should include your teacher training programs, administrative duties, and any special projects you were involved in.

✅ Achievements and Contributions

Look for mentions of any significant achievements, contributions, or recognitions you received during your tenure. These details add value to your certificate and highlight your impact on the school community.

✅ Institution’s Details

Ensure it includes the correct name and address of the school. Better still, if you can get your experience certificate on an official letterhead or with the logo. These details authenticate the document and add credibility.

✅Date of Issuance

Check that the date of issuance is current and relevant to your needs. An outdated certificate might not be accepted for recent applications or opportunities.

✅Signature and Seal

The certificate should be signed by an authorized person, such as the principal or head of the institution. Additionally, look for the school’s official seal or stamp, if applicable. These elements are crucial for the authenticity of the document. By thoroughly reviewing these elements, you can ensure that your teaching experience certificate accurately reflects your tenure and contributions, providing solid support for your future academic and professional endeavors. Don’t let minor errors stand in the way of your next big opportunity—take a few moments to ensure everything is perfect.

You may think, what if the school does not have a fixed template for experience certificates and asks you to give one? Well, we have it all sorted here. Here are 2 sample experience certificate formats that you can use readily:

And there you have it! Your ultimate guide to understanding and obtaining a teaching experience certificate. We hope this blog has answered your questions and made the process a bit less daunting. But before we wrap up, have you thought about how you can make the most of your teaching experience certificate? Well, the answer is pairing it with a strong teaching portfolio is key. So, are your teaching skills aligned with the latest international pedagogical standards?

Talk to an Advisor

So, go ahead, get that certificate, and let it open new doors for you.

If your school refuses to issue you a teaching experience certificate, first, try to understand the reason behind their decision by engaging in constructive dialogue with the relevant authorities or administrators. Provide any necessary documentation or evidence of your teaching experience to support your request. If communication fails to resolve the issue, seek guidance from professional organizations, legal advisors, or educational authorities who may intervene on your behalf or provide alternative solutions.

Eligibility for a teaching experience certificate typically requires having served as a teacher or educator at a recognized educational institution for a specified period. This duration may vary depending on the institution's policies or the requirements of the issuing authority.

When writing a teaching experience certificate, ensure it includes essential details such as your full name, the duration of your teaching service, subjects or courses taught, and any notable achievements or responsibilities undertaken during your tenure. Keep the language professional and concise, and consider formatting it according to standard certificate templates for clarity and authenticity.

You can also refer to the free samples given in this blog if your school does not have a fixed template.

To obtain a teaching experience certificate, you typically need to have completed a certain duration of teaching service at an educational institution. Contact your school's administrative office or human resources department to inquire about their process for issuing such certificates. Often, they may require you to fill out a form or provide specific details about your teaching tenure.

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