meaning of teacher essay

Essay About Being a Teacher: Top 5 Examples and Prompts

If you are writing an essay about being a teacher, here are some examples to give you inspiration.

Without a doubt, teaching is one of the most important professions one can have. Teachers give children the lessons they must learn to face the future and contribute positively to society. They can be considered the gateway to success stories such as Oprah Winfrey , Adele , and John Legend , all of whom have cited their teachers as major inspirations to their careers.

Many educators would say that “teaching is its own reward.” However, it may be difficult to see how this is the case, especially considering the fact that being an educator entails massive amounts of stress and pressure. Teaching has actually been reported to be one of the most underpaid jobs , yet many teachers still love what they do. Why is this?

If you want to write an essay about being a teacher, whether you are one or not, you can get started by reading the 5 examples featured here.

1. Reflections on being a teacher … by Darren Koh

2. teaching in the pandemic: ‘this is not sustainable’ by natasha singer, 3. why i got rid of my teacher’s desk by matthew r. morris, 4. stress is pushing many teachers out of the profession by daphne gomez, 5. doubt and dreams by katheryn england, top writing prompts on essay about being a teacher, 1. what makes teaching so fulfilling, 2. what can you learn from being a teacher, 3. why do people become teachers, 4. should you become a teacher, 5. how have teachers helped you become who you are today.

“Although strictly speaking, based on the appointments I hold, I really do not have time to do much of it. I say teach, not lecturing. The lecturer steps up to the lectern and declaims her knowledge. She points out the difficulties in the area, she talks about solutions to problems, and she makes suggestions for reform. The focus is on the subject – the students follow. The teacher, however, needs to meet the students where they are in order to bring them to where they have to be. The focus is on the student’s ability.”

Koh writes about how he teaches, the difficulties of teaching, and what it means to be a teacher. He helps his students hone their skills and use them critically. He also discusses the difficulty of connecting with each student and focusing their attention on application rather than mere knowledge. Koh wants students to achieve their full potential; teaching to him is engaging, inspirational, and transparent. He wants readers to know that being a teacher is rewarding yet difficult, and is something he holds close to his heart.

“‘I work until midnight each night trying to lock and load all my links, lessons, etc. I never get ahead,” one anonymous educator wrote. ‘Emails, endless email. Parents blaming me because their kids chose to stay in bed, on phones, on video games instead of doing work.’”

Singer writes about the difficult life of teachers trying to balance in-person and distance learning during the COVID-19 pandemic. On top of the standard class routine, being a teacher during the pandemic has entailed the burden of handling students who opt for remote learning. They are faced with additional struggles, including connection issues, complaining parents, and being overworked in general- it’s as if they teach twice the number of classes as normal. This is exhausting and may prove detrimental to the American education system, according to the sources Singer cites.

“What it means to me is that I am checking (or acknowledging) my privilege as a teacher in the space of the classroom and in order to facilitate a more equitable classroom community for my students, erasing one of the pillars of that inequity is a step in the right direction. I am comfortable in my role as the head member in my classroom, and I don’t need a teacher’s desk anymore to signify that.”

Morris, an educator, writes about what teaching means to him, highlighted by his decision to remove his teacher’s desk from his classroom. Being a teacher for him is about leading the discussion or being the “lead learner,” as he puts it, rather than being an instructor. His removal of the teacher’s desk was decided upon based on his desire to help his students feel more equal and at home in class. He believes that being a teacher means being able to foster authentic connections both for and with his students.

“Teachers want to help all students achieve, and the feeling of leaving any student behind is devastating. The pressure that they put on themselves to ensure that they serve all students can also contribute to the stress.”

Gomez writes about the stress that comes with being a teacher, largely due to time constraints, lack of resources, and the number of students they must instruct. As much as they want to help their students, their environment does not allow them to touch the lives of all students equally. They are extremely pressured to uphold certain standards of work, and while they try as hard as they can, they do not always succeed. As a result, many teachers have left the profession altogether. Gomez ends her piece with an invitation for teachers to read about other job opportunities.

“Then I re-evaluate what I want for myself, and what it is that keeps me working towards my dreams. Through the goals I’ve set for myself, I can maintain focus, move past my self-doubt and succeed. By focusing on my goals, I can make a difference in the world directly around me.”

Taken from a collection of short essays, England’s essay is about why she so desperately wishes to become a teacher. She was previously able to work as a teaching assistant to her former elementary school teacher, and enjoyed imparting new knowledge unto children. Even in moments of self-doubt, she reminds herself to be confident in her dreams and hopes to be able to make a difference in the world with her future profession.

Essay about being a teacher: What makes teaching so fulfilling?

When it comes to teachers, we often hear about either “the joy of teaching” or the immense stress that comes with it. You can explore the gratitude and satisfaction that teachers feel toward their jobs, even with all the struggles they face. Read or watch the news and interviews with teachers themselves.

Research on the skills and qualifications people need to be teachers, as well as any qualities they may need to do their job well. What skills can you get from teaching? What traits can you develop? What lessons can you learn?

Despite the seemingly endless barrage of stories about the difficulties that teachers face, many people still want to teach. You can explore the reasoning behind their decisions, and perhaps get some personal insight on being a teacher as well.

Based on what you know, would you recommend teaching as a job? If you aren’t too knowledgeable on this topic, you can use the essay examples provided as guides- they present both the positive and negative aspects of being a teacher. Be sure to support your argument with ample evidence- interviews, anecdotes, statistics, and the like.

Teachers, whether in a school setting or not, have almost certainly helped make you into the person you are now. You can discuss the impact that your teachers have had on your life, for better or for worse, and the importance of their roles as teachers in forming students for the future.

Check out our guide packed full of transition words for essays .

If you’re still stuck, check out our general resource of essay writing topics .

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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education, community-building and change

What is teaching? A definition and discussion

In this piece Mark K Smith explores the nature of teaching – those moments or sessions where we make specific interventions to help people learn particular things. He sets this within a discussion of pedagogy and didactics and demonstrates that we need to unhook consideration of the process of teaching from the role of ‘teacher’ in schools.

Contents : introduction • what is teaching • a definition of teaching • teaching, pedagogy and didactics • approaching teaching as a process • structuring interventions and making use of different methods • what does good teaching look like • conclusion • further reading and references • acknowledgements • how to cite this piece, linked piece: the key activities of teaching, a definition for starters : teaching is the process of attending to people’s needs, experiences and feelings, and intervening so that they learn particular things, and go beyond the given., introduction.

In teacher education programmes – and in continuing professional development – a lot of time is devoted to the ‘what’ of teaching – what areas we should we cover, what resources do we need and so on. The ‘how’ of teaching also gets a great deal of space – how to structure a lesson, manage classes, assess for learning for learning and so on. Sometimes, as Parker J. Palmer (1998: 4) comments, we may even ask the “why” question – ‘for what purposes and to what ends do we teach? ‘But seldom, if ever’, he continues: ‘do we ask the “who” question – who is the self that teaches?’

The thing about this is that the who, what, why and how of teaching cannot be answered seriously without exploring the nature of teaching itself.

What is teaching?

In much modern usage, the words ‘teaching’ and ‘teacher’ are wrapped up with schooling and schools. One way of approaching the question ‘What is teaching?’ is to look at what those called ‘teachers’ do – and then to draw out key qualities or activities that set them apart from others. The problem is that all sorts of things are bundled together in job descriptions or roles that may have little to do with what we can sensibly call teaching.

Another way is to head for dictionaries and search for both the historical meanings of the term, and how it is used in everyday language. This brings us to definitions like:

Impart knowledge to or instruct (someone) as to how to do something; or Cause (someone) to learn or understand something by example or experience.

As can be seen from these definitions we can say that we are all teachers in some way at some time.

Further insight is offered by looking at the ancestries of the words. For example, the origin of the word ‘teach’ lies in the Old English tæcan meaning ‘show, present, point out’, which is of Germanic origin; and related to ‘token’, from an Indo-European root shared by Greek deiknunai ‘show’, deigma ‘sample ( http://www.oxforddictionaries.com/definition/english/teach ).

Fostering learning

To make sense of all this it is worth turning to what philosophers of education say. Interestingly, the question, ‘What is teaching?’ hasn’t been a hotbed of activity in recent years in the UK and USA. However, as Paul Hirst (1975) concluded, ‘being clear about what teaching is matters vitally because how teachers understand teaching very much affects what they actually do in the classroom’.

Hirst (1975) makes two very important points. For him teaching should involve:

Setting out with the intention of someone learning something.
Considering people’s feelings, experiences and needs. Teaching is only teaching if people can take on what is taught.

To this we can add Jerome Bruner’s insights around the nature of education, and the process of learning and problem solving.

To instruct someone… is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product. (1966: 72)

We can begin to weave these into a definition – and highlight some forms it takes.

A definition : Teaching is the process of attending to people’s needs, experiences and feelings, and intervening so that they learn particular things, and go beyond the given.

Interventions commonly take the form of questioning, listening, giving information, explaining some phenomenon, demonstrating a skill or process, testing understanding and capacity, and facilitating learning activities (such as note taking, discussion, assignment writing, simulations and practice).

Let us look at the key elements.

Attending to people’s feelings, experiences and needs

Considering what those we are supposed to be teaching need, and what might be going on for them, is one of the main things that makes ‘education’ different to indoctrination. Indoctrination involves knowingly encouraging people to believe something regardless of the evidence (see Snook 1972; Peterson 2007). It also entails a lack of respect for their human rights. Education can be described as the ‘wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life’ (Smith 2015). The process of education flows from a basic orientation of respect – respect for truth, others and themselves, and the world ( op. cit. ). For teachers to be educators they must, therefore:

Consider people’s needs and wishes now and in the future.
Reflect on what might be good for all (and the world in which we live).
Plan their interventions accordingly.

There are a couple of issues that immediately arise from this.

First, how do we balance individual needs and wishes against what might be good for others? For most of us this is probably something that we should answer on a case-by-case basis – and it is also something that is likely to be a focus for conversation and reflection in our work with people.

Second, what do we do when people do not see the point of learning things – for example, around grammar or safety requirements? The obvious response to this question is that we must ask and listen – they may have point. However, we also must weigh this against what we know about the significance of these things in life, and any curriculum or health and safety or other requirements we have a duty to meet. In this case we have a responsibility to try to introduce them to people when the time is right, to explore their relevance and to encourage participation.

Failing to attend to people’s feelings and experiences is problematic – and not just because it reveals a basic lack of respect for them. It is also pointless and counter-productive to try to explore things when people are not ready to look at them. We need to consider their feelings and look to their experiences – both of our classroom or learning environment, and around the issues or areas we want to explore. Recent developments in brain science has underlined the significance of learning from experience from the time in the womb on (see, for example Lieberman 2013). Bringing people’s experiences around the subjects or areas we are looking to teach about into the classroom or learning situation is, thus, fundamental to the learning process.

Learning particular things

Teaching involves creating an environment and engaging with others, so that they learn particular things. This can be anything from tying a shoe lace to appreciating the structure of a three act play. I want highlight three key elements here – focus, knowledge and the ability to engage people in learning.

This may be a bit obvious – but it is probably worth saying – teaching has to have a focus. We should be clear about we are trying to do. One of the findings that shines through research on teaching is that clear learning intentions help learners to see the point of a session or intervention, keep the process on track, and, when challenging, make a difference in what people learn (Hattie 2009: location 4478).

As teachers and pedagogues there are a lot of times when we are seeking to foster learning but there may not be great clarity about the specific goals of that learning (see Jeffs and Smith 2018 Chapter 1). This is especially the case for informal educators and pedagogues. We journey with people, trying to build environments for learning and change, and, from time-to-time, creating teaching moments. It is in the teaching moments that we usually need an explicit focus.

Subject knowledge

Equally obvious, we need expertise, we need to have content. As coaches we should know about our sport; as religious educators about belief, practice and teachings; and, as pedagogues, ethics, human growth and development and social life. Good teachers ‘have deep knowledge of the subjects they teach, and when teachers’ knowledge falls below a certain level it is a significant impediment to students’ learning’ (Coe et. al. 2014: 2).

That said, there are times when we develop our understandings and capacities as we go. In the process of preparing for a session or lesson or group, we may read, listen to and watch YouTube items, look at other resources and learn. We build content and expertise as we teach. Luckily, we can draw on a range of things to support us in our efforts – video clips, web resources, textbooks, activities. Yes, it might be nice to be experts in all the areas we have to teach – but we can’t be. It is inevitable that we will be called to teach in areas where we have limited knowledge. One of the fascinating and comforting things research shows is that what appears to count most for learning is our ability as educators and pedagogues. A good understanding of, and passion for, a subject area; good resources to draw upon; and the capacity to engage people in learning yields good results. It is difficult to find evidence that great expertise in the subject matter makes a significant difference within a lot of schooling (Hattie 2009: location 2963).

Sometimes subject expertise can get in the way – it can serve to emphasize the gap between people’s knowledge and capacities and that of the teacher. On the other hand, it can be used to generate enthusiasm and interest; to make links; and inform decisions about what to teach and when. Having a concern for learning – and, in particular, seeking to create environments where people develop as and, can be, self-directed learners – is one of the key features here.

Engaging people in learning

At the centre of teaching lies enthusiasm and a commitment to, and expertise in, the process of engaging people in learning. This is how John Hattie (2009: location 2939) put it:

… it is teachers using particular teaching methods, teachers with high expectations for all students, and teachers who have created positive student-teacher relationships that are more likely to have the above average effects on student achievement.

Going beyond the given

The idea of “going beyond the information given” was central to Jerome Bruner’s explorations of cognition and education. He was part of the shift in psychology in the 1950s and early 1960s towards the study of people as active processors of knowledge, as discoverers of new understandings and possibilities. Bruner wanted people to develop their ability to ‘go beyond the data to new and possibly fruitful predictions’ (Bruner 1973: 234); to experience and know possibility. He hoped people would become as ‘autonomous and self-propelled’ thinkers as possible’ (Bruner 1961: 23). To do this, teachers and pedagogues had to, as Hirst (1975) put it, appreciate learner’s feelings, experiences and needs; to engage with their processes and view of the world.

Two key ideas became central to this process for Jerome Bruner – the ‘spiral’ and scaffolding.

The spiral . People, as they develop, must take on and build representations of their experiences and the world around them. (Representations being the way in which information and knowledge are held and encoded in our memories). An idea, or concept is generally encountered several times. At first it is likely to be in a concrete and simple way. As understanding develops, it is likely to encountered and in greater depth and complexity. To succeed, teaching, educating, and working with others must look to where in the spiral people are, and how ‘ready’ they are to explore something. Crudely, it means simplifying complex information where necessary, and then revisiting it to build understanding (David Kolb talked in a similar way about experiential learning).

Scaffolding . The idea of scaffolding (which we will come back to later) is close to what Vygotsky talked about as the zone of proximal development. Basically, it entails creating a framework, and offering structured support, that encourages and allows learners to develop particular understandings, skills and attitudes.

Intervening

The final element – making specific interventions – concerns the process of taking defined and targeted action in a situation. In other words, as well as having a clear focus, we try to work in ways that facilitate that focus.

Thinking about teaching as a process of making specific interventions is helpful, I think, because it:

Focuses on the different actions we take . As we saw in the definition, interventions commonly take the form of questioning, listening, giving information, explaining some phenomenon, demonstrating a skill or process, testing understanding and capacity, and facilitating learning activities (such as note taking, discussion, assignment writing, simulations and practice).

Makes us look at how we move from one way of working or communicating to another . Interventions often involve shifting a conversation or discussion onto a different track or changing the process or activity. It may well be accompanied by a change in mood and pace (e.g. moving from something that is quite relaxed into a period of more intense activity). The process of moving from one way of working – or way of communicating – to another is far from straightforward. It calls upon us to develop and deepen our practice.

Highlights the more formal character of teaching . Interventions are planned, focused and tied to objectives or intentions. Teaching also often entails using quizzes and tests to see whether planned outcomes have been met. The feel and character of teaching moments are different to many other processes that informal educators, pedagogues and specialist educators use. Those processes, like conversation, playing a game and walking with people are usually more free-flowing and unpredictable.

Teaching, however, is not a simple step-by-step process e.g. of attending, getting information and intervening. We may well start with an intervention which then provides us with data. In addition, things rarely go as planned – at least not if we attend to people’s feelings, experiences and needs. In addition, learners might not always get the points straightaway or see what we are trying to help them learn. They may be able to take on what is being taught – but it might take time. As a result, how well we have done is often unlikely to show up in the results of any tests or in assessments made in the session or lesson.

Teaching, pedagogy and didactics

Earlier, we saw that relatively little attention had been given to defining the essential nature of teaching in recent years in the UK and North America. This has contributed to confusion around the term and a major undervaluing of other forms of facilitating learning. The same cannot be said in a number of continental European countries where there is a much stronger appreciation of the different forms education takes. Reflecting on these traditions helps us to better understand teaching as a particular process – and to recognize that it is fundamentally concerned with didactics rather than pedagogy.

Perhaps the most helpful starting point for this discussion is the strong distinction made in ancient Greek society between the activities of pedagogues (paidagögus) and subject teachers (didáskalos or diadacts). The first pedagogues were slaves – often foreigners and the ‘spoils of war’ (Young 1987). They were trusted and sometimes learned members of rich households who accompanied the sons of their ‘masters’ in the street, oversaw their meals etc., and sat beside them when being schooled. These pedagogues were generally seen as representatives of their wards’ fathers and literally ‘tenders’ of children (pais plus agögos, a ‘child-tender’). Children were often put in their charge at around 7 years and remained with them until late adolescence. As such pedagogues played a major part in their lives – helping them to recognize what was wrong and right, learn how to behave in different situations, and to appreciate how they and those around them might flourish.

Moral supervision by the pedagogue (paidagogos) was also significant in terms of status.

He was more important than the schoolmaster, because the latter only taught a boy his letters, but the paidagogos taught him how to behave, a much more important matter in the eyes of his parents. He was, moreover, even if a slave, a member of the household, in touch with its ways and with the father’s authority and views. The schoolmaster had no such close contact with his pupils. (Castle 1961: 63-4)

The distinction between teachers and pedagogues, instruction and guidance, and education for school or life was a feature of discussions around education for many centuries. It was still around when Immanuel Kant (1724-1804) explored education. In On Pedagogy (Über Pädagogik) first published in 1803, he talked as follows:

Education includes the nurture of the child and, as it grows, its culture. The latter is firstly negative, consisting of discipline; that is, merely the correcting of faults. Secondly, culture is positive, consisting of instruction and guidance (and thus forming part of education). Guidance means directing the pupil in putting into practice what he has been taught. Hence the difference between a private teacher who merely instructs, and a tutor or governor who guides and directs his pupil. The one trains for school only, the other for life. (Kant 1900: 23-4)

It was later – and particularly associated with the work of Herbart (see, for example, Allgemeine pädagogik – General Pedagogics, 1806 and Umriss Pädagogischer Vorlesungen , 1835 – Plan of Lectures on Pedagogy and included in Herbart 1908) – that teaching came to be seen, wrongly, as the central activity of education (see Hamilton 1999).

Didactics – certainly within German traditions – can be approached as Allgemeine Didaktik (general didactics) or as Fachdidaktik (subject didactics). Probably, the most helpful ways of translating didaktik is as the study of the teaching-learning process. It involves researching and theorizing the process and developing practice (see Kansanen 1999). The overwhelming focus within the didaktik tradition is upon the teaching-learning process in schools, colleges and university.

To approach education and learning in other settings it is necessary to turn to the pädagogik tradition . Within this tradition fields like informal education, youth work, community development, art therapy, playwork and child care are approached as forms of pedagogy. Indeed, in countries like Germany and Denmark, a relatively large number of people are employed as pedagogues or social pedagogues. While these pedagogues teach, much of their activity is conversationally, rather than curriculum, -based. Within this what comes to the fore is a focus on flourishing and of the significance of the person of the pedagogue (Smith and Smith 2008). In addition, three elements stand out about the processes of the current generation of specialist pedagogues. First, they are heirs to the ancient Greek process of accompanying and fostering learning. Second, their pedagogy involves a significant amount of helping and caring for. Indeed, for many of those concerned with social pedagogy it is a place where care and education meet – one is not somehow less than the other (Cameron and Moss 2011). Third, they are engaged in what we can call ‘bringing situations to life’ or ‘sparking’ change (animation). In other words, they animate, care and educate (ACE). Woven into those processes are theories and beliefs that we also need to attend to (see Alexander 2000: 541).

ACE - animate, care, educate. Taken from Mark K Smith (2016) Working with young people in difficult times. Chapter 1.

We can see from this discussion that when English language commentators talk of pedagogy as the art and science of teaching they are mistaken. As Hamilton (1999) has pointed out teaching in schools is properly approached in the main as didactics – the study of teaching-learning processes. Pedagogy is something very different. It may include didactic elements but for the most part it is concerned with animation, caring and education (see what is education? ). It’s focus is upon flourishing and well-being. Within schools there may be specialist educators and practitioners that do this but they are usually not qualified school teachers. Instead they hold other professional qualifications, for example in pedagogy, social work, youth work and community education. To really understand teaching as a process we need to unhook it from school teaching and recognize that it is an activity that is both part of daily life and is an element of other practitioner’s repertoires. Pedagogues teach, for example, but from within a worldview or haltung that is often radically different to school teachers.

Approaching teaching as a process

Some of the teaching we do can be planned in advance because the people involved know that they will be attending a session, event or lesson where learning particular skills, topics or feelings is the focus. Some teaching arises as a response to a question, issue or situation. However, both are dependent on us:

Recognizing and cultivating teachable moments. Cultivating relationships for learning. Scaffolding learning – providing people with temporary support so that they deepen and develop their understanding and skills and grow as independent learners. Differentiating learning – adjusting the way we teach and approach subjects so that we can meet the needs of diverse learners. Accessing resources for learning. Adopting a growth mindset.

We are going to look briefly at each of these in turn.

Recognizing and cultivating teachable moments

Teachers – certainly those in most formal settings like schools – have to follow a curriculum. They have to teach specified areas in a particular sequence. As a result, there are always going to be individuals who are not ready for that learning. As teachers in these situations we need to look out for moments when students may be open to learning about different things; where we can, in the language of Quakers, ‘speak to their condition’. Having a sense of their needs and capacities we can respond with the right things at the right time.

Informal educators, animators and pedagogues work differently for a lot of the time. The direction they take is often not set by a syllabus or curriculum. Instead, they listen for, and observe what might be going on for the people they are working with. They have an idea of what might make for well-being and development and can apply it to the experiences and situations that are being revealed. They look out for moments when they can intervene to highlight an issue, give information, and encourage reflection and learning.

In other words, all teaching involves recognizing and cultivating ‘learning moments’ or ‘teaching moments’.

It was Robert J Havinghurst who coined the term ‘teachable moment’. One of his interests as an educationalist was the way in which certain things have to be learned in order for people to develop.

When the timing is right, the ability to learn a particular task will be possible. This is referred to as a ‘teachable moment’. It is important to keep in mind that unless the time is right, learning will not occur. Hence, it is important to repeat important points whenever possible so that when a student’s teachable moment occurs, s/he can benefit from the knowledge. (Havinghurst 1953)

There are times of special sensitivity when learning is possible. We have to look out for them, to help create environments that can create or stimulate such moments, be ready to respond, and draw on the right resources.

Cultivating collaborative relationships for learning

The main thing here is that teaching, like other parts of our work, is about relationship. We have to think about our relationships with those we are supposed to be teaching and about the relationships they have with each other. Creating an environment where people can work with each other, cooperate and learning is essential. One of the things that has been confirmed by recent research in neuroscience is that ‘our brains are wired to connect’, we are wired to be social (Lieberman 2013). It is not surprising then, that on the whole cooperative learning is more effective that either competitive learning (where students compete to meet a goal) or individualistic learning (Hattie 2011: 4733).

As teachers, we need to be appreciated as someone who can draw out learning; cares about what people are feeling, experiencing and need; and breathe life to situations. This entails what Carl Rogers (in Kirschenbaum and Henderson 1990: 304-311) talked about as the core conditions or personal qualities that allow us to facilitate learning in others:

Realness or genuineness . Rogers argued that when we are experienced as real people -entering into relationships with learners ‘without presenting a front or a façade’, we more likely to be effective. Prizing, acceptance, trust . This involves caring for learners, but in a non-possessive way and recognizing they have worth in their own right. It entails trusting in capacity of others to learn, make judgements and change. Empathic understanding . ‘When the teacher has the ability to understand the student’s reactions from the inside, has a sensitive awareness of the way the process of education and learning seems to the student, then again the likelihood of significant learning is increased’.

In practical terms this means we talk to people, not at them. We listen. We seek to connect and understand. We trust in their capacity to learn and change. We know that how we say things is often more important than what we say.

Scaffolding

Scaffolding entails providing people with temporary support so that they deepen and develop their understanding and skills – and develop as independent learners.

Like physical scaffolding, the supportive strategies are incrementally removed when they are no longer needed, and the teacher gradually shifts more responsibility over the learning process to the student. (Great Schools Partnership 2015)

To do this well, educators and workers need to be doing what we have explored above – cultivating collaborative relationships for learning, and building on what people know and do and then working just beyond it. The term used for latter of these is taken from the work of Lev Vygotsky – is working in the learner’s zone of proximal development .

A third key aspect of scaffolding is that the support around the particular subject or skill is gradually removed as people develop their expertise and commitment to learning.

Scaffolding can take different forms. It might simply involve ‘showing learners what to do while talking them through the activity and linking new learning to old through questions, resources, activities and language’ (Zwozdiak-Myers and Capel, S. 2013 location 4568). (For a quick overview of some different scaffolding strategies see Alber 2014 ).

The educational use of the term ‘scaffolding’ is linked to the work of Jerome Bruner –who believed that children (and adults) were active learners. They constructed their own knowledge. Scaffolding was originally used to describe how pedagogues interacted with pre-school children in a nursery (Woods et. al . 1976). Bruner defined scaffolding as ‘the steps taken to reduce the degrees of freedom in carrying out some task so that the child can concentrate on the difficult skill she is in the process of acquiring’ (Bruner 1978: 19).

Differentiation

Differentiation involves adjusting the way we teach and approach subjects so that we can meet the needs of diverse learners. It entails changing content, processes and products so that people can better understand what is being taught and develop appropriate skills and the capacity to act.

The basic idea is that the primary educational objectives—making sure all students master essential knowledge, concepts, and skills—remain the same for every student, but teachers may use different instructional methods to help students meet those expectations. (Great Schools Partnership 2013)

It is often used when working with groups that have within them people with different needs and starting knowledge and skills. (For a quick guide to differentiation see BBC Active ).

Accessing resources for learning

One of the key elements we require is the ability to access and make available resources for learning. The two obvious and central resources we have are our own knowledge, feelings and skills; and those of the people we are working with. Harnessing the experience, knowledge and feelings of learners is usually a good starting point. It focuses attention on the issue or subject; shares material; and can encourage joint working. When it is an area that we need to respond to immediately, it can also give us a little space gather our thoughts and access the material we need.

The third key resource is the internet – which we can either make a whole group activity by using search via a whiteboard or screen, or an individual or small group activity via phones and other devices. One of the good things about this is that it also gives us an opportunity not just to reflect on the subject of the search but also on the process. We can examine, for example, the validity of the source or the terms we are using to search for something.

The fourth great resource is activities. Teachers need to build up a repertoire of different activities that can be used to explore issues and areas (see the section below).

Last, and certainly not least, there are the standard classroom resources – textbooks, handouts and study materials.

As teachers we need to have a range of resources at our fingertips. This can be as simple as carrying around a file of activities, leaflets and handouts or having materials, relevant sites and ebooks on our phones and devices.

Adopting a growth mindset

Last, we need to encourage people to adopt what Carol Dweck (2012) calls a growth mindset. Through researching the characteristics of children who succeed in education (and more generally flourish in life), Dweck found that some people have a fixed mindset and some a growth mindset.

Believing that your qualities are carved in stone— the fixed mindset —creates an urgency to prove yourself over and over. If you have only a certain amount of intelligence, a certain personality, and a certain moral character—well, then you’d better prove that you have a healthy dose of them. It simply wouldn’t do to look or feel deficient in these most basic characteristics…. There’s another mindset in which these traits are not simply a hand you’re dealt and have to live with, always trying to convince yourself and others that you have a royal flush when you’re secretly worried it’s a pair of tens. In this mindset, the hand you’re dealt is just the starting point for development. This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ in every which way—in their initial talents and aptitudes, interests, or temperaments—everyone can change and grow through application and experience. (Dweck 2012: 6-7)

The fixed mindset is concerned with outcomes and performance; the growth mindset with getting better at the task.

In her research she found, for example, that students with a fixed mindset when making the transition from elementary school to junior high in the United States, declined – their grades immediately dropped and over the next two years continued to decline. Students with a growth mindset showed an increase in their grades ( op. cit. : 57). The significance of this for teaching is profound. Praising and valuing achievement tends to strengthen the fixed mindset; praising and valuing effort helps to strengthen a growth mindset.

While it is possible to question elements of Dweck’s research and the either/or way in which prescriptions are presented (see Didau 2015), there is particular merit when teaching of adopting a growth mindset (and encouraging it in others). It looks to change and development rather than proving outselves.

Structuring interventions and making use of different methods

One of the key things that research into the processes of teaching and educating tells us is that learners tend to like structure; they want to know the shape of a session or intervention and what it is about. They also seem to like variety, and changes in the pace of the work (e.g. moving from something quite intense to something free flowing).

It is also worth going back to the dictionary definitions – and the origins of the word ‘teach’. What we find here are some hints of what Geoff Petty (2009) has talked about as ‘teacher-centred’ methods (as against active methods and student-centred methods).

If we ask learners about their experiences and judgements, one of things that comes strongly through the research in this area is that students overwhelming prefer group discussion, games and simulations and activities like drama, artwork and experiments. At the bottom of this list come analysis, theories, essays and lectures (see Petty 2009: 139-141). However, there is not necessarily a connection between what people enjoy doing and what produces learning.

Schoolteachers may use all of these methods – but so might sports workers and instructors, youth ministers, community development workers and social pedagogues. Unlike schoolteachers, informal educators like these are not having to follow a curriculum for much of their time, nor teach content to pass exams. As such they are able to think more holistically and to think of themselves as facilitators of learning. This means:

Focusing on the active methods in the central column; Caring about people’s needs, experiences and feeling; Looking for teachable moments when then can make inputs often along the lines of the first column (teacher-centred methods); and Encouraging people to learn for themselves i.e. take on projects, to read and study, and to learn independently and be self-directed (student-centred methods).

In an appendix to this piece we look at some key activities of teaching and provide practical guidance. [See key teaching activities ]

What does good teaching look like?

What one person sees as good teaching can easily be seen as bad by another. Here we are going to look at what the Ofsted (2015) framework for inspection says. However, before we go there it is worth going back to what Paul Hirst argued back in 1975 and how we are defining teaching here. Our definition was:

Teaching is the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular things.

We are looking at teaching as a specific process – part of what we do as educators, animators and pedagogues. Ofsted is looking at something rather different. They are grouping together teaching, learning and assessment – and adding in some other things around the sort of outcomes they want to see. That said, it is well worth looking at this list as the thinking behind it does impact on a lot of the work we do.

Inspectors will make a judgement on the effectiveness of teaching, learning and assessment by evaluating the extent to which: teachers, practitioners and other staff have consistently high expectations of what each child or learner can achieve, including the most able and the most disadvantaged teachers, practitioners and other staff have a secure understanding of the age group they are working with and have relevant subject knowledge that is detailed and communicated well to children and learners assessment information is gathered from looking at what children and learners already know, understand and can do and is informed by their parents/previous providers as appropriate assessment information is used to plan appropriate teaching and learning strategies, including to identify children and learners who are falling behind in their learning or who need additional support, enabling children and learners to make good progress and achieve well except in the case of the very young, children and learners understand how to improve as a result of useful feedback from staff and, where relevant, parents, carers and employers understand how learners should improve and how they can contribute to this engagement with parents, carers and employers helps them to understand how children and learners are doing in relation to the standards expected and what they need to do to improve equality of opportunity and recognition of diversity are promoted through teaching and learning where relevant, English, mathematics and other skills necessary to function as an economically active member of British society and globally are promoted through teaching and learning.

We see some things that many will not disagree with like having high expectations of learners, knowing what the needs of the group may be, having expertise in the area being taught; recogniting diversity and having a concern for equality of opportunity; and so on. We may also see the role that assessment plays in reinforcing learning and helping to shape future learning. However, there are things we may disagree with. Perhaps more importantly there are all sorts of things missing here. For example, why is there an emphasis on economic activity as against social, religious and political participation? Another issue, for many of you reading this, is possibly the way in which little account is made of the extent to which learners take responsibility for their own learning. They are encouraged to contribute to learning but not own it.

Good teaching is rather more than technique according to Parker J. Palmer . Good teaching, he says, ‘comes from the identity and integrity of the teacher’ (Palmer 1998: 11). It is the way we are experienced, our enthusiasm, our care, our knowledge, our interest in, and concern for, people that is the key to whether we are felt to be good teachers. As Jackie Beere (2012) and others have argued we need to be present as people in the classroom or learning environment.

This is not to say that technique isn’t important. It is. We need to be skilled at scaffolding learning; creating relationships and environments for learning; and catching teaching moments. It is just that these skills need to be employed by someone who can be respected, is experienced as real and is wise.

In this piece we have made a plea to explore teaching as a process rather than something that is usually approached as the thinking and activity associated with a particular role – the school teacher. As has been argued elsewhere a significant amount of what those called school teachers do is difficult to classify as education (see What is education? ). Even the most informal of educators will find themselves teaching. They may well work hard at building and facilitating environments where people can explore, relate and learn. However, extending or deepening that exploration often leads to short, or not so short bursts of teaching or instructing. For example, as sports coaches or outdoor educators we may be both trying to develop teamwork and build particular skills or capacities. As a specialist or religious educators we might be seeking to give information, or introduce ideas that need some explanation. These involve moments of teaching or instructing. Once we accept this then we can hopefully begin to recognize that school teachers have a lot to learn from other teachers – and vice versa.

We also need to unhook ‘pedagogy’ from school teaching within English language discussions – and to connect it with the tradition of didactics. One of the problems with the false link of school teaching to pedagogy is that it is impairing a proper discussion of pedagogy. However, that may change a little in the UK at least with the development of professional standards for social pedagogy and the emergence of graduate and post-graduate study in the area.

Acknowledgements

The section ‘teaching, pedagogy and didactics’ draws heavily on another piece written by Mark K Smith for infed.org ( see Smith 2012 ).

The ACE diagram is taken from Smith, M. K. (forthcoming). Working with young people in difficult times (Chapter 1). https://infed.org/mobi/working-with-young-people-in-difficult-times/

Picture: Group project by Brande Jackson . Flickr | ccbyncnd2 licence

How to cite this piece : Smith, M. K. (2018). ‘What is teaching?’ in The encyclopedia of pedagogy and informal education . [ https://infed.org/mobi/what-is-teaching/ . Retrieved: insert date].

Last Updated on August 24, 2020 by infed.org

Essay on Teacher for Students and Children

500+ words essay on teacher.

Teachers are a special blessing from God to us. They are the ones who build a good nation and make the world a better place. A teacher teaches us the importance of a pen over that of a sword. They are much esteemed in society as they elevate the living standards of people. They are like the building blocks of society who educate people and make them better human beings .

Moreover, teachers have a great impact on society and their student’s life. They also great importance in a parent’s life as parents expect a lot from teachers for their kids. However, like in every profession, there are both good and bad teachers. While there aren’t that many bad teachers, still the number is significant. A good teacher possesses qualities which a bad teacher does not. After identifying the qualities of a good teacher we can work to improve the teaching scenario.

A Good Teacher

A good teacher is not that hard to find, but you must know where to look. The good teachers are well-prepared in advance for their education goals. They prepare their plan of action every day to ensure maximum productivity. Teachers have a lot of knowledge about everything, specifically in the subject they specialize in. A good teacher expands their knowledge continues to provide good answers to their students.

Similarly, a good teacher is like a friend that helps us in all our troubles. A good teacher creates their individual learning process which is unique and not mainstream. This makes the students learn the subject in a better manner. In other words, a good teacher ensures their students are learning efficiently and scoring good marks.

Most importantly, a good teacher is one who does not merely focus on our academic performance but our overall development. Only then can a student truly grow. Thus, good teachers will understand their student’s problems and try to deal with them correctly. They make the student feel like they always have someone to talk to if they can’t do it at home or with their friends.

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

Impact of Teachers on a Student’s Life

Growing up, our parents and teachers are the first ones to impact our lives significantly. In fact, in the younger years, students have complete faith in their teachers and they listen to their teachers more than their parents. This shows the significance and impact of a teacher .

When we become older and enter college, teachers become our friends. Some even become our role models. They inspire us to do great things in life. We learn how to be selfless by teachers. Teachers unknowingly also teach very important lessons to a student.

For instance, when a student gets hurt in school, the teacher rushes them to the infirmary for first aid. This makes a student feel secure and that they know a teacher plays the role of a parent in school.

In other words, a teacher does not merely stick to the role of a teacher. They adapt into various roles as and when the need arises. They become our friends when we are sad, they care for us like our parents when we are hurt. Thus, we see how great a teacher impacts a student’s life and shapes it.

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What makes a great teacher?

by: The GreatSchools Editorial Team | Updated: December 12, 2023

Print article

What makes a great teacher? Teaching is one of the most complicated jobs today. It demands broad knowledge of subject matter, curriculum, and standards; enthusiasm, a caring attitude, and a love of learning; knowledge of discipline and classroom management techniques; and a desire to make a difference in the lives of young people. With all these qualities required, it’s no wonder that it’s hard to find great teachers.

Here are some characteristics of great teachers

Great teachers set high expectations for all students . They expect that every student in their class can and will achieve, they set big goals , and they don’t give up on underachievers.
Great teachers have clear, written-out objectives. Effective teachers have lesson plans that give students a clear idea of what they will be learning, what the assignments are and what the grading policy is. Assignments have learning goals and give students ample opportunity to practice new skills. The teacher is consistent in grading and returns work in a timely manner.
Great teachers are prepared and organized. They are in their classrooms early and ready to teach. They plan “exhaustively and purposefully… and maintain focus .” They present lessons in a clear and structured way. Their classrooms are organized in such a way as to minimize distractions.
Great teachers engage students and get them to look at issues in a variety of ways. Effective teachers use facts as a starting point, not an end point; they ask “why” questions; they look at all sides and are objective ; and they encourage students to predict what will happen next. They ask questions frequently to make sure students are following along. They try to engage the whole class, and they don’t allow a few students to dominate the class. They keep students motivated with varied, lively approaches.
Great teachers form strong relationships with their students and show that they care about them as people. Great teachers are warm, accessible, enthusiastic , and caring. Teachers with these qualities build relationships with their students . They stay after school and make themselves available to students and parents. They are involved in school-wide committees and activities, and they demonstrate a commitment to the school.
Great teachers are masters of their subject matter. They exhibit expertise in the subjects they are teaching and spend time continuing to gain new knowledge in their field. They present material in an enthusiastic manner and instill a hunger in their students to learn more on their own.
Great teachers communicate frequently with parents. They reach parents through conferences and frequent written reports home. They don’t hesitate to pick up the telephone to call a parent if they are concerned about a student.

What the No Child Left Behind (NCLB) and Every Student Succeeds Act (ESSA) laws mean for teacher quality

The role of the teacher became an even more significant factor in education with the passage of The No Child Left Behind law in 2002.

Under the 2002 law, elementary school teachers needed a bachelor’s degree and had to pass a rigorous test in core curriculum areas. Middle and high school teachers needed to show competency in the subject area they taught by passing a test or by completing an academic major, graduate degree, or comparable course work. Schools were required to tell parents about the qualifications of all teachers, and they had to notify parents if their child was taught for more than four weeks by a teacher who was not highly qualified. Schools that did not comply risked losing federal funding.

Although the law required states to have highly qualified teachers in every core academic classroom by the end of the 2005-2006 school year, not a single state met that deadline.

The U.S. Department of Education then required states to show how they intended to fulfill the requirement. Most states satisfied the government that they were making serious efforts, but a few states were told to come up with new plans.

In 2012, the Obama administration granted flexibility to states on NCLB requirements, and The Every Student Succeeds Act (ESSA) was signed into law in December 2015. Transitioning from NCLB to ESSA began the following year.

ESSA lessened the NCLB-era focus on standardized testing so teachers had more time to teach. ESSA gave teachers a greater voice in educational decisions , but the “Highly Qualified Teacher” (HQT) regulations were removed. Some researchers expressed concern that the guidelines’ aim to replace “ineffective teachers” is too vague and undefined to be implemented usefully.

How parents can advocate for qualified teachers

Currently there are an estimated 350,000 teacher positions that are either unfilled or occupied by teachers who are not fully qualified . We know that high-quality teachers make all the difference in the classroom. We also know that it is becoming increasingly difficult to find them and keep them. Many teachers experience “burn out” — up to 30 percent of teachers leave their job after five years .

What the experts recommend for the future of quality teaching

The National Commission on Teaching and America’s Future (NCTAF) has become part of Leaning Forward , which made several recommendations for ensuring that every classroom has a qualified teacher as part of their What Matters Now research, recommendations, and efforts to improve teaching and learning across the country. Among the recommendations were the following key points:

Develop rigorous qualifications for teachers.
Train evaluators to assess teachers and provide meaningful feedback.
Ensure the highest-need schools have access to excellent teachers.
Encourage and reward teacher knowledge and skills.
Provide financial support to educator recruitment programs.

Implementing these recommendations is a slow process dependent upon legislation as well as increased funding from the federal and state governments, and a will to implement changes at the school district level. Parents can work together to keep the superintendent, their school board members, and their state legislators focused on the goal of having a high-quality teacher in every classroom.

Resources on teacher quality

Give Kids Good Schools This Internet-based campaign, a project of the Public Education Network, makes it easy for parents and community members to lobby government officials to take action to improve the quality of teachers.

Resolving Conflict With Your Child’s Teacher A concise resource from Scholastic on effective ways to deal with differences in opinion between yourself and your child’s teacher.

National Board for Professional Teaching Standards This organization provides information on voluntary advanced national certification for teachers. Learn more about the program and how you can encourage teachers in your school to obtain National Board Certification.

McEwan, Elaine K., 10 Traits of Highly Successful Schools , Waterbrook Press, 1999 This book provides concrete tools and an abundance of resources on how to evaluate teachers and schools.

Bennett, William J., The Educated Child , Simon & Schuster, 1999 What is a good education? In this guide, in addition to learning the signs of a good school and warning signs of a bad teacher, you’ll learn what good schools teach and what you can do to improve your school.

Intrator, Sam M., Stories of the Courage to Teach , Jossey-Bass, 2002 This book is a collection of short, eloquent essays written by teachers from the heart. Full of passionate stories, the essays reveal why teachers teach and the challenges they face.

What Makes a Good Teacher? by Zagyváné Szűcs Ida Universal Journal of Educational Research 2017

“ What Makes a Great Teacher? ” by Amanda Ripley The Atlantic , February 2010

“ What Makes a Great Teacher? ” by Erin Young Phi Delta Kappa , February 2009

“ What makes a good teacher? ” British Journal of Educational Psychology , November 2018

“ Teacher Effectiveness in the Every Student Succeeds Act: A Discussion Guide “, Center on Great Teachers and Leaders at American Institutes for Research, November 2016

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Essay on Teacher: Our Friend, Philosopher and Guide in 100, 250 & 300 Words

Updated on
Mar 22, 2024

Teachers are like the guiding stars in our educational journey. They shine our path with knowledge and encouragement. A teacher is a person who helps us learn and grow. They are the ones who guide us through our education and help us to become the best versions of ourselves. Teachers come in all shapes and sizes, but they all have one thing in common: they are passionate about teaching. In this blog, we’ll explore the enchanting role of teachers through the eyes of a student, celebrating their invaluable contributions to our lives.

Table of Contents

1 Why are Teachers Important?
2 Sample Essay on Teacher in 100 Words
3 Sample Essay on Teacher in 250 Words
4 Sample Essay on Teacher in 300 Words

Why are Teachers Important?

Teachers help mould today’s youth into the responsible adults of tomorrow. What teachers teach the children at their young age, makes an impact on the students that stays with them for the rest of their lives.

The power of moulding the next generation into great leaders lies in the hands of teachers. This holds the potential of uplifting the society in the near future. Indirectly, teachers are the key to transforming millions of lives all around the globe.

Sample Essay on Teacher in 100 Words

A teacher is a person who helps us understand ourselves. They are the supporters who help us through tough times. Teachers are important because they help us to become the best versions of ourselves. They are like superheroes with the power to ignite our curiosity and help us grow. They teach us numbers, alphabets, and fascinating stories. They are patient listeners, ready to answer our questions and wipe away our doubts. They inspire us to dream big and show us that with hard work, we can achieve anything. A teacher’s love is like a warm hug that makes learning exciting and enjoyable.

Also Read: Teacher Self Introduction to Students and Samples

Sample Essay on Teacher in 250 Words

Teachers are magical beings who turn the pages of our books into captivating adventures. Teachers create colorful classrooms where learning becomes joyous. Their dedication is seen when they explain complex problems in simple ways and solve problems in math and science. With smiles on their faces, they teach us history, nurture our creativity through art, music, and storytelling, and help us express our feelings and thoughts.

Apart from books, teachers also impart life lessons. They teach us to be kind, respectful, and responsible citizens. They show us the value of friendship and the importance of helping others. Teachers celebrate our achievements, no matter how small, and cheer us on during challenges.

A teacher is a person who has a profound impact on our lives. They are the ones who teach us the things we need to know to succeed in life, both academically and personally. They are also there to support us and help us through tough times.

There are many different qualities that make a good teacher. Some of the most important qualities include patience, understanding, and a love of teaching. Good teachers are also able to connect with their students and make learning fun. A good teacher can make a real difference in a student’s life. They can help students develop their talents and abilities, and they can also help them to become confident and self-motivated learners.

Sample Essay on Teacher in 300 Words

In a world, teachers are essential as they bridge the gap between the unknown and the known. They take the time to understand each student’s unique needs and help them modify and hone their skills. In this process of our learning, they become a friend, philosophers, and guides.

Teachers are more than just knowledge sharers. They are like gardeners, nurturing the seeds of kindness, respect, and responsibility in a student’s heart. They teach us to be a good friend and have empathy. They also encourage us to care for our planet, reminding us that we are its custodians.

As we journey through school, teachers become our guides, showing us the various paths we can take. They encourage us to discover our passions, whether it’s solving math puzzles, painting masterpieces, or playing musical notes. They celebrate our victories, whether big or small and help us learn from our mistakes, turning them into stepping stones toward success.

A good teacher can make a real difference in a student’s life. They can help students to develop their talents and abilities, and they can also help them to become confident and self-motivated learners.

I am grateful for all the teachers who have helped me along the way. They have taught me so much, and they have helped me to become the person I am today. I know that I would not be where I am without them.

Remember, each day with a teacher is a new adventure, a new opportunity to learn, and a new chance to grow. So, young learners, let’s raise our hands and give a cheer to our teachers, the real-life magicians who make education a truly enchanting place to live.

Also Read – Self Introduction for Teacher Interview

Rajshree Lahoty

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Home — Essay Samples — Education — Teacher — What Makes a Great Teacher

What Makes a Great Teacher

Categories: Teacher Teacher-Student Relationships

About this sample

Words: 801 |

Published: Sep 12, 2023

Words: 801 | Pages: 2 | 5 min read

Respect for students, creating a sense of community and belonging, providing a welcoming learning environment, commitment to ongoing learning and professional development, adaptability to diverse learners, challenges in teaching, opportunities for growth.

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Teacher Essay for Students in English

Importance of Teachers in Our Lives

Teachers are those who make children knowledgeable and cultured. A teacher is a beautiful gift given by god because god is a creator of the whole world and a teacher is a creator of a whole nation. A teacher is such an important creature in the life of a student, who through his knowledge, patience and love give a strong shape to a student’s whole life.

A teacher shares academic knowledge, ethical values and assimilates moral values that help us shape our personality as better human beings. They represent an open book and try to share their life experience for a better tomorrow. A teacher has many qualities, they are efficient in their student’s life and success in every aspect. A teacher is very intelligent. They know how the mind of students gets concentrated in studies.

During teaching, a teacher uses creativity so that students can concentrate on their studies. They are a repository of knowledge and have the patience and confidence to take responsibility for the future of the student. They only want to see their students successful and happy. Teachers are very prestigious people in the society, who through their magic of education, take the responsibilities of raising the lifestyle and mind level of the common people.

Parents expect a lot from teachers. Teachers are the second parents who help the students balance their lives and spend the maximum childhood time. Just as our parents influence our childhood years, our teachers help shape us into the people we want to become when we grow up, having a huge impact on our lives. Students have complete faith in their teachers. In younger years, Students used to listen to their teachers more than anyone else as they used to spend more time with them than anyone else.

The role of the teacher varies from class to game. A teacher is an important creature in everyone’s life who appears to do different things in our life. They are the creator of a wonderful future for our nation.

Importance of a Teacher

A teacher has an important place not only in student life but also in every phase of life. They have all qualities which they distribute in their students. They know that not everyone has the same ability to receive, so a teacher observes all the abilities of each of their students and in the same way, they teach children. A teacher is a great listener of knowledge, prosperity, and light, from which we can benefit greatly throughout our life. Every teacher helps their students in choosing their path. Teachers teach their students how to respect elders. They tell their students the difference between respect and insult and many more. A teacher equips his/her student with the knowledge, skills, and positive behavior honored which the student never feels lost. The teacher makes them aware of how to use time and the restriction of time. A good teacher makes a good impression on his students. When any student makes a mistake, the teacher teaches them a lesson and also makes them realize their mistake. They teach us to wear clean clothes, eat healthy food, stay away from the wrong food, take care of parents, treat others well, and help us in understanding the importance of completing work.

A teacher has many qualities which hold a special place in every student’s life. Teachers embrace various roles they are our friends when we get sad, our parents when we are hurt, and always good advisers. Teachers reward their students for their good work while sometimes punishing them for realizing the mistake to understand that this is not right for their lives.

Children’s future and present both are made by the teacher. He also enhances a good society by creating a good student throughout his life. Only a teacher knows what kind of association his student lives in and what kind of association he holds.

Teachers are great role models. The teachers influence students’ decidedness. For example, India’s most respectable President, Dr. APJ Abdul Kalam, achieved his position as a great aerospace engineer because of his teacher. Mr. Siva Subramania Iyer’s teachings on how birds fly influenced Dr. Kalam’s contribution to society.

Not only in the education field, but there are also numerous examples in sports too, where teachers played a vital role in shaping the career of the athletes. A notable example is batting maestro Sachin Tendulkar, who credits his coach and teacher, Mr. Ramakant Achrekar, for success. Like this, there are numerous examples in various fields of dance, music, acting, arts, science where teachers act as a pivotal role in shaping the life of their disciples.

Relation of Student and the Teacher

The relationship between the teacher and the student was very sacred in ancient times as education was so perfect. There are so many stories written in our scriptures that revolve around student and teacher relationships. Out of all those, the supreme sacrifice made by Eklavya is of prime importance and showcases a student’s dedication towards his teacher.

Alas, This relation is lacking in recent times. Nowadays, it is considered a mere profession. It has become a business or source of income compared to earlier days where it was considered a noble profession. We should be conscious enough not to stain this noble profession and should not create an example that lifts people’s trust in teachers.

In India, we gave great importance to the teacher. According to the Indian concept, the teacher is the spiritual and intellectual father of the teacher. No education is possible without the help of the teacher. He is regarded as the “Guru” – a speculator, a companion, and a guide.

In ancient India, the transmission of knowledge was oral, and the teacher was the sole custodian of knowledge. The relationship between the teacher and the students was amiable and deep in ancient times.

Hard Work is the Key to be a Teacher

It takes a lot of hard work to be a good teacher. First of all, always respect the elders and also obey them. Concentration should be increased toward society and education. To be a good teacher, one has a sense of unity in the heart, does not discriminate against anyone, everyone should be seen with a glance. They always encourage students, they never criticize their students. Develops a good interpersonal relationship with a student. One should always tell good things to their younger ones and always treat the classmate well, always take inspiration from the teacher.

The teacher has a huge contribution to our life. No one can developmentally, socially, and intellectually in their life without a teacher. Many teachers slap students, many give punishment but in the end, the teacher is never bad. It only depends on the way they teach, which is different for everyone and this creates a different image in the student’s mind. They do whatever just to make our future bright.

Every year, some teachers get honored. Teachers’ day is celebrated every year on 5 September, in memory of Dr. S. Radhakrishnan, India’s second President. India is a home ground of some great teachers like Dr. S. Radhakrishnan, Dr. APJ Abdul Kalam, Premchand, Swami Vivekanand, who have given some great lessons of life which are still in trend. On this day a special ceremony takes place in the school, in which students participate enthusiastically. A nation always honors all those teachers who help in eradicating ignorance of darkness. A teacher is an ocean of knowledge, we should keep acquiring knowledge on a subject for as long as possible.

FAQs on Teacher Essay for Students in English

1. Why are Teachers are Important?

Teacher are building block of the nation. Children’s future and present both are made by the teacher. He also enhances a good society by creating a good student throughout his life.

2. What Makes a Good Teacher?

It takes a lot of hard work to be a good teacher. They always have to study and gain knowledge. To be a teacher good one have a sense of unity in the heart, do not discriminate against anyone, everyone should be seen with a glance.

3. What Should Be the Qualities to Be a Good Teacher?

Given are some qualities to be a good teacher

They always encourage students, they never criticize their students.

Develops a good interpersonal relationship with a student.

Imparts moral values and values of life.

Develop self-confidence in students.

4. When is Teacher’s Day celebrated and after whom?

Every year, teachers’ day is celebrated on 5th September, in memory of Dr. S. Radhakrishnan, India’s second President.

5. Give an example reflecting how a teacher shaped the life of their disciple.

One of the prominent examples is of our Ex-President, Dr. APJ Abdul Kalam. Dr. APJ Abdul Kalam achieved his position as a great aerospace engineer because of his teacher, Mr. Siva Subramania Iyer who introduced him to the science behind birds being able to fly.

What Makes an Effective Teacher? Analytical Essay

An effective teacher, pedagogy and practice, the way these factors interact, professional characteristics, access and fairness, classroom climate and management, impact of educational reforms, the nature of learners and learning.

From the image of an effective teacher, the analysis will be based on the teacher’s qualification as well as career history, her skills of instruction, her professional characteristics as well as the classroom setting or management (Jones, Jenkin, & Lord, 2006).

In general, there are three major factors espoused from the image and include the setting of classroom, skills of teaching and professional characteristics.

As depicted from the image, each of these factors provides not just complementary ways, but also unique ways that the teacher can comprehend their contribution. It must be understood that they all work or interact to avail value-based teaching.

From the image, effective teaching entails making hard and principled decisions, making cautious decisions, as well as respecting the intricate nature of the mission of educational (Farr, 2010).

On top of the technical skills and knowledge the teacher uses in his everyday practice, he or she must be conscious of his profession’s ethical direction.

Based on this, the primary mission of the effective teacher depicted in the image is to encourage the advancement of dispositions, skills as well as understanding, whilst recognizing considerately and sensibly an array of learners’ conditions and requirements.

According to Stronge (2007) teachers who are effective should have a collection of instructional strategies and methods, and also remain reflective and critical in relation to their practice. In general, his or her professional characteristics or responsibilities should be focused on providing education to students.

In nature, these attributes of an effective teacher different. From the image, it can easily be made out that skills of instruction and professional aspects are key factors relating to what is brought to the job by a teacher.

In the image, the professional features are basally the continuing trends of behavior that are blended to drive the activities of the teacher (Farr, 2010). The micro-behaviors are some of the examples of these things and are covered by the skills of instruction.

Generally, in as much as skills of instruction can be acquired through learning, managing to carry them forward for the time the teacher is still actively involved in his work depends on the nature of professional aspects.

Different from the two factors discussed above is the classroom setting. Generally, it connotes or denotes a measure of results delivered by professional characteristics and skills of instruction.

The classroom setting allows the instructor to fully comprehend or know the level of contentment of her students in class. The contentment is in the context of different dimensions of classroom setting created by the teacher and which functions to instigate or initiate student motivation to learn.

From the image, the professional skills or characteristics help the teacher to hold his student to account. This generally involves setting up clear objectives as well as parameters in order to hold students responsible for their performance in class.

This behavior pattern makes it easier for the instructor to fully display skills of instruction such as offering opportunities for students or learners to be in charge of their conduct or to be accountable in their studies.

When this happens, skills of instruction are put into use and students are likely to feel that there is some feeling or sense of orderliness in class or even some form of support that allows them to attempt novel things (Farr, 2010).

This should not be generalized as it is only an example relating to the image used in discussion. Other methods of instruction might turn out to be highly effective in other settings with different students.

It must be emphasized that in education, there are many ways that determine the way instructors choose the approaches to employ in classroom in order to fully influence the way his or her students feel about the instruction in general.

According to Farr (2010) professional aspects of an effective teacher are behavior patterns, which are regularly displayed. From the image, professional characteristics are how the teacher manages to execute his job.

They mainly involve things such as values and self-image or simply, the inspiration that drives performance, as well as the manner in which the teacher routinely approaches or responds to circumstances.

Teachers who are effective always depict unique combinations of features that foster or generate success for their students (Jones, Jenkin, & Lord, 2006).

As seen in the image, the professional aspects are grouped into a number of classes including thinking, professionalism, leading, prospect, and relating with other people and, setting and planning.

For one to be called an effective teacher, he or she must have strength in each of the mentioned aspects. When the mentioned aspects are strongly held and enacted they form a powerful foundation for professionalism in the teaching job.

Respect for other people, as factor, emphasizes all things that are done by a teacher who is effective, and is normally concerned with ensuring that everyone treats not just pupils but also other school members with respect (Jones, Jenkin, & Lord, 2006).

Teachers who are highly effective unequivocally regard others with high value, as well as respect the diversity within their school. A teacher who is effective usually manages to create a great feeling of community not just in the class, but also in the entire school.

Teachers who are effective also provide support and challenge. That is, they do not only cater for the needs of students, but also continually express the expectations as well as build the self-esteem of students in a way that can succeed in life and as learners.

In most circumstances, teachers who are effective usually display confidence, expressing hopefulness regarding their own abilities to deliver in class. The confidence grows as time goers by to a point that the teacher feels like he or she can now deliver in most situations.

Teacher who are effective draw on their own experience to help the not just students but also the entire school to achieve their objectives (Jones, Jenkin, & Lord, 2006). This can be done through shaping policies and procedures used in schools.

Because teachers who are effective are always committed, they are usually consistent and fair, and spend most of their class time building trust with their students.

Teacher who are effective are have been known be genuine and usually create the conducive environment that allows students to venture out, express themselves fully and are usually not troubled about making mistakes. In the teaching profession, this is a very important point for initiating learning.

The progress of these teachers in their profession is partly based on the fact that they stick to the objectives or believes of their profession.

These teachers are usually supportive of their students, and their professional feeling is at the core or center of effective teaching. When taken together, these characteristics of a teacher who is effective result in increased concern for students as well as their success.

According to Stronge (2007) classroom climate or setting is the general perception by students of the way it feels like being in a classroom of under a particular teacher. In this case, such perceptions or feelings impact the motivation of every student not just to learn, but also perform according to their abilities.

Jones, Jenkin and Lord (2006) indicate that teachers who are effective use their behaviors, skills as well as knowledge to create, in their classrooms, a learning setting that effective. These teachers create settings that optimize learning opportunities, in which students are not just well managed, but also encouraged to learn.

Order in classrooms is always important; therefore, from the viewpoint of students, they are always anticipating an instructor who can create orderliness and a sense of security as such aspects gives them an opportunity to take actively part in the class.

Jones, Jenkin and Lord (2006) indicate that the setting in classroom also depicts considerable relationships with professional aspects and teacher skills.

That is, the level or extent that a teacher is willing to develop their characteristics as well as skills that impact classroom environment, can engage or motivate his or her students effectively.

As Stronge (2007) established, the progress of students is considerably impacted by an instructor who exhibits both high levels of teaching skills and professionalism. These factors can result in the establishment of favorable environment in classroom.

Farr (2010) based on lucid proof of the progress of students in classroom; the teaching profession is a platform for professional development. In particular, it stresses the significance and influence of teachers in enhancing school and classroom standards.

Generally, teaching that is effective develops on a daily basis, supported by research that impacts the practices and beliefs of educators. It mainly avails higher standards for instructors mainly certification, as well as provision of in-house training for professional teaching staff (Farr, 2010).

Furthermore, support and training particularly time for teachers not to plan, but also to learn together and from each other.

With educational reform, instructors are repetitively challenged to adapt instruction mainly to diverse needs of students whilst maintaining high teaching standards (Jones, Jenkin, & Lord, 2006). With inclusion, all students get to learn best, especially when respect diverse ways of carrying out things.

With time and with effective instructional guidance and support, learners who are successful can easily create consequential, consistent representations of knowledge. In addition, the strategic learning aspect requires students to be led towards the set goals.

In other words, students are supposed to not just generate, but also pursue goals that pertinent (Stronge, 2007). Effective teachers in this regard must create student learning goals that are meaningful and in line with their educational and personal aspirations and interests (Stronge, 2007).

In addition, they are supposed to assist learners to integrate and acquire knowledge and also learners to develop, apply, and assess their strategic skills of learning using approaches such as thematic organization.

Farr, S. (2010). Teaching as leadership: the highly effective teacher’s guide to closing the achievement gap. San Francisco, SC.: Jossey-Bass.

Jones, J., Jenkin, M., & Lord, S. (2006). Developing effective teacher performance. Thousand Oaks, CA.: Paul Chapman.

Stronge, J. (2007). Qualities of effective teachers. Alexandria, Va. : Association for Supervision and Curriculum Development.

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IvyPanda. (2024, April 12). What Makes an Effective Teacher? https://ivypanda.com/essays/effective-teacher/

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Bibliography

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Teaching Practices Observation and Evaluation
Education Philosophy of a Learning Instructor
Basic Methods of Instruction for Teachers
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Classroom Assessments: The Impact on Teachers and Students
Defining Curriculum and Instruction
Differentiated Instruction, Its Sense and Advantages
Flipped Classrooms' Advantages and Disadvantages
Differentiated Instruction’ Strategies and Benefits
Individualizing Instruction for Gifted in Mathematics
Teachings Methods in Modern Educational System
Vision for Your Teaching and Learning & Role as a Teacher-Leader or Teacher-Researcher
Conceptual Framework of a Study About Teachers` Practical Knowledge
Health Instruction in Teaching
Development of Teaching Study

Center for Teaching

Teaching statements.

Print Version

What is a teaching statement?
What purposes does the teaching statement serve?
What does a teaching statement include?

General Guidelines

Reflection questions to help get you started
Exercises to help get you started
Evaluating your teaching statement
Further resources

What is a Teaching Statement?

A Teaching Statement is a purposeful and reflective essay about the author’s teaching beliefs and practices. It is an individual narrative that includes not only one’s beliefs about the teaching and learning process, but also concrete examples of the ways in which he or she enacts these beliefs in the classroom. At its best, a Teaching Statement gives a clear and unique portrait of the author as a teacher, avoiding generic or empty philosophical statements about teaching.

What Purposes does the Teaching Statement Serve?

The Teaching Statement can be used for personal, professional, or pedagogical purposes. While Teaching Statements are becoming an increasingly important part of the hiring and tenure processes, they are also effective exercises in helping one clearly and coherently conceptualize his or her approaches to and experiences of teaching and learning. As Nancy Van Note Chism, Professor Emerita of Education at IUPUI observes, “The act of taking time to consider one’s goals, actions, and vision provides an opportunity for development that can be personally and professionally enriching. Reviewing and revising former statements of teaching philosophy can help teachers to reflect on their growth and renew their dedication to the goals and values that they hold.”

What does a Teaching Statement Include?

A Teaching Statement can address any or all of the following:

Your conception of how learning occurs
A description of how your teaching facilitates student learning
A reflection of why you teach the way you do
The goals you have for yourself and for your students
How your teaching enacts your beliefs and goals
What, for you , constitutes evidence of student learning
The ways in which you create an inclusive learning environment
Your interests in new techniques, activities, and types of learning

“If at all possible, your statement should enable the reader to imagine you in the classroom, teaching. You want to include sufficient information for picturing not only you in the process of teaching, but also your class in the process of learning.” – Helen G. Grundman, Writing a Teaching Philosophy Statement

Make your Teaching Statement brief and well written . While Teaching Statements are probably longer at the tenure level (i.e. 3-5 pages or more), for hiring purposes they are typically 1-2 pages in length.
Use narrative , first-person approach. This allows the Teaching Statement to be both personal and reflective.
Be sincere and unique. Avoid clichés, especially ones about how much passion you have for teaching.
Make it specific rather than abstract. Ground your ideas in 1-2 concrete examples , whether experienced or anticipated. This will help the reader to better visualize you in the classroom.
Be discipline specific . Do not ignore your research. Explain how you advance your field through teaching.
Avoid jargon and technical terms, as they can be off-putting to some readers. Try not to simply repeat what is in your CV. Teaching Statements are not exhaustive documents and should be used to complement other materials for the hiring or tenure processes.
Be humble . Mention students in an enthusiastic, not condescending way, and illustrate your willingness to learn from your students and colleagues.
Revise . Teaching is an evolving, reflective process, and Teaching Statements can be adapted and changed as necessary.

Reflection Questions To Help You Get You Started:*

Why do you teach the way you do?
What should students expect of you as a teacher?
What is a method of teaching you rely on frequently? Why don’t you use a different method?
What do you want students to learn? How do you know your goals for students are being met?
What should your students be able to know or do as a result of taking your class?
How can your teaching facilitate student learning?
How do you as a teacher create an engaging or enriching learning environment?
What specific activities or exercises do you use to engage your students? What do you want your students to learn from these activities?
How has your thinking about teaching changed over time? Why?

* These questions and exercises are meant to be tools to help you begin reflecting on your beliefs and ideas as a teacher. No single Teaching Statement can contain the answers to all or most of these inquiries and activities.

Exercises to Help You Get You Started:*

The Teaching Portfolio , including a section on teaching statements, Duquesne University Center for Teaching Excellence. This website includes five effective exercises to help you begin the writing process
Teaching Goals Inventory , by Thomas A. Angelo and K. Patricia Cross and their book Classroom Assessment Techniques . This “quiz” helps you to identify or create your teaching and learning goals.

Evaluating Your Teaching Statement

Writing A Statement Of Teaching Philosophy For The Academic Job Search (opens as a PDF), The Center for Research on Learning and Teaching at the University of Michigan.

This report includes a useful rubric for evaluating teaching philosophy statements. The design of the rubric was informed by experience with hundreds of teaching philosophies, as well as surveys of search committees on what they considered successful and unsuccessful components of job applicants’ teaching philosophies.

Further Resources:

General information on and guidelines for writing teaching statements.

Writing a Philosophy of Teaching Statement , Faculty and TA Development at The Ohio State University. This site provides an in-depth guide to teaching statements, including the definition of and purposes for a teaching statement, general formatting suggestions, and a self-reflective guide to writing a teaching statement.
Writing a Teaching Philosophy Statement , Center for Excellence in Teaching and Learning at Iowa State University. This document looks at four major components of a teaching statement, which have been divided into questions—specifically, to what end? By what means? To what degree? And why? Each question is sufficiently elaborated, offering a sort of scaffolding for preparing one’s own teaching statement.
Writing a Meaningful Statement of Teaching Philosophy , McGraw Center for Teaching and Learning at Princeton University. This website offers strategies for preparing and formatting your teaching statement.

Articles about Teaching Statements

Grundman, Helen (2006). Writing a Teaching Philosophy Statement (opens as a PDF), Notices of the AMS , Vol. 53, No. 11, p. 1329.
Montell, Gabriela (2003). How to Write a Statement of Teaching Philosophy , from the Chronicle Manage Your Career section of the Chronicle of Higher Education .
Montell, Gabriela (2003). What’s Your Philosophy on Teaching, and Does it Matter? , from the Chronicle Manage Your Career section of the Chronicle of Higher Education .

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Home / Essay Samples / Education / Teacher / What Sets Apart Great Teachers: Essential Qualities

What Sets Apart Great Teachers: Essential Qualities

Category: Life , Education , Sociology
Topic: Skills , Teacher , Teacher-Student Relationships

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Essay About Being a Teacher: Top 5 Examples and Prompts

1. Reflections on being a teacher … by Darren Koh

What is teaching? A definition and discussion

What is teaching?

Fostering learning

Attending to people’s feelings, experiences and needs

Learning particular things

Subject knowledge

Engaging people in learning

Going beyond the given

Intervening

Teaching, pedagogy and didactics

Approaching teaching as a process

Recognizing and cultivating teachable moments

Cultivating collaborative relationships for learning

Scaffolding

Differentiation

Accessing resources for learning

Adopting a growth mindset

Structuring interventions and making use of different methods

What does good teaching look like?

Further reading and references

Acknowledgements

Essay on Teacher for Students and Children

A Good Teacher

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What Makes an Effective Teacher? Analytical Essay

Center for Teaching

General Guidelines

What is a Teaching Statement?

What Purposes does the Teaching Statement Serve?

What does a Teaching Statement Include?

Reflection Questions To Help You Get You Started:*

Exercises to Help You Get You Started:*

Evaluating Your Teaching Statement

Further Resources:

Articles about Teaching Statements

Teaching Guides

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