teaching experience essay introduction

My Student Teaching Experience

A publish.illinois.edu site.

Goodbye Student Teaching

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

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

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

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

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

Nearing the End

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

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

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

Sticking to Expectations

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

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

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

A Role of Influence

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

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

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

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

Managing A Full Plate

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

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

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

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

The “Not-So-Shiny” Part of Teaching

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

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

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

Conquering the Interview

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

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

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

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

The Job Hunt

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

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

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

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

The Balance of Friend & Teacher

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

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

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

Teacher Tips

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

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

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

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

Home — Essay Samples — Education — Teaching Philosophy — My Teaching Philosophy: Beliefs and Personal Experience

My Teaching Philosophy: Beliefs and Personal Experience

Categories: Personal Philosophy Philosophy of Education Teaching Philosophy

About this sample

Words: 547 |

Updated: 6 December, 2023

Words: 547 | Page: 1 | 3 min read

The essay explores the author's teaching philosophy and their beliefs about education. The author highlights the significance of teachers in shaping the future generations and emphasizes the importance of effective teaching.

They discuss their alignment with Romanticism philosophies, which prioritize focusing on students and creating a positive learning environment. The author believes that students should develop a love for learning and good morals to achieve success. Additionally, they express agreement with Essentialism philosophies, emphasizing the importance of teaching essential content knowledge and using proven teaching strategies. Progressivism and Constructivism philosophies also resonate with the author, promoting experiential learning and encouraging students to build their knowledge.

The author's teaching philosophy is influenced by personal experiences, including positive interactions with teachers and an internship with an efficient kindergarten teacher. They intend to put their beliefs into action by fostering positive relationships with students, maintaining a positive learning environment, teaching good morals, and using effective teaching strategies. Group work and experiential learning will be incorporated to help students understand the value of collaboration and independent discovery.

Works Cited

Dewey, J. (2014). Democracy and Education: An Introduction to the Philosophy of Education. The Floating Press.
Freire, P. (2018). Pedagogy of the Oppressed. Bloomsbury Publishing.
Bruner, J. S. (1966). Toward a Theory of Instruction. Harvard University Press.
Nel Noddings. (2012). Philosophy of Education. Stanford Encyclopedia of Philosophy. Retrieved from [URL]
Palmer, P. J. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. John Wiley & Sons.
Kumashiro, K. (2009). Against Common Sense: Teaching and Learning toward Social Justice. Routledge.
Apple, M. W. (2000). Official Knowledge: Democratic Education in a Conservative Age. Routledge.
Eisner, E. W. (2002). The Educational Imagination: On the Design and Evaluation of School Programs. Merrill/Prentice Hall.
Shor, I. (1996). When Students Have Power: Negotiating Authority in a Critical Pedagogy. University of Chicago Press.
Freire, P., & Macedo, D. (2018). Literacy: Reading the Word and the World. Routledge.

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Essay on Teaching Experience

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

Let’s take a look…

100 Words Essay on Teaching Experience

Introduction.

Teaching is a noble profession that shapes the character and future of individuals. It is a rewarding experience that involves imparting knowledge and values to learners.

The Role of a Teacher

A teacher plays an important role in molding the intellectual and moral values of students. They guide students towards their goals and inspire them to become better individuals.

Challenges in Teaching

Teaching is not without challenges. It requires patience, understanding, and the ability to adapt to different learning styles. A good teacher turns these challenges into opportunities for growth.

In conclusion, teaching is a fulfilling profession. It allows one to make a significant impact on the lives of students.

250 Words Essay on Teaching Experience

The essence of teaching experience.

Teaching, an art as old as civilization itself, is a complex process that requires a delicate balance of knowledge, patience, and empathy. The experience of teaching is transformative, not just for the students, but for the teachers as well.

Impacting Lives

Teachers have the potential to shape the minds of their students, influencing their thoughts, actions, and futures. This responsibility, while immense, also makes teaching an incredibly rewarding experience. Teachers can witness the fruits of their labor as students grasp new concepts, overcome challenges, and grow as individuals.

The Learning Curve

Teaching is an iterative process. With each class, teachers refine their methods, adapting to the unique needs and capabilities of their students. This constant evolution is a significant part of the teaching experience. It fosters a growth mindset, encouraging teachers to continually learn and adapt.

Building Relationships

The relationships formed in the classroom are another crucial aspect of the teaching experience. Teachers often become mentors, guiding students not just acadically, but emotionally and socially as well. These relationships can have a profound impact on both the teacher and the student, often lasting well beyond the confines of the classroom.

In conclusion, the teaching experience is multifaceted, encompassing the transmission of knowledge, personal growth, and relationship building. It is an enriching journey that leaves an indelible mark on both the teacher and the student. As educators, we should strive to make the most of this experience, using it to shape future generations in the best way possible.

500 Words Essay on Teaching Experience

The significance of teaching experience.

Teaching is a profession that incorporates a multitude of roles. A teacher is not only an instructor, but also a mentor, a guide, a motivator, and a role model. Teaching experience, therefore, is not just about the number of years spent in a classroom, but rather, the depth of understanding and skills a teacher has developed through these years.

Enhancing Pedagogical Skills

One of the most critical aspects of teaching experience is the enhancement of pedagogical skills. As teachers spend more time in the classroom, they refine their teaching strategies, learning how to effectively communicate complex ideas and adapt to the diverse learning styles of their students. They learn to balance between being authoritative and approachable, ensuring the classroom remains a conducive environment for learning while maintaining discipline and order.

Understanding Student Psychology

Teaching experience also provides insight into student psychology. Experienced teachers are more adept at identifying students’ strengths and weaknesses, and can tailor their teaching methods to cater to individual needs. They understand the importance of emotional intelligence in teaching, recognizing that a student’s emotional state can significantly impact their learning ability. Hence, experienced teachers are often better at fostering a positive, supportive classroom environment.

Curriculum Development and Adaptation

A teacher’s experience significantly contributes to curriculum development and adaptation. Experienced teachers have a broad understanding of the curriculum and are better equipped to design lessons that align with the curriculum’s objectives. They can also adapt the curriculum to the local context, ensuring that the lessons are relevant and meaningful to the students.

Professional Development

Teaching experience plays a crucial role in a teacher’s professional development. Through years of practice, teachers refine their skills, gain confidence, and develop a deeper understanding of their profession. They learn to navigate the challenges of the teaching profession, such as dealing with difficult parents or handling administrative duties. This experience also opens opportunities for career advancement, such as moving into leadership roles or specializing in certain areas of education.

In conclusion, teaching experience is a multifaceted concept that goes beyond the number of years spent in a classroom. It encompasses the development of pedagogical skills, understanding of student psychology, curriculum development and adaptation, and professional growth. Teaching experience, therefore, is a critical factor in the effectiveness of a teacher and the quality of education students receive. It is a journey of continuous learning and growth, shaping not only the teacher’s professional life but also the lives of the students they teach.

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

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

Essay on My Teaching Experience
Essay on My Internship Experience
Essay on My First Flight Experience

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

Happy studying!

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

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

About the Author

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

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

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

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

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

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

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

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

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

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

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

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

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

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My Student Teaching Experience: Lessons Learned

The student teaching experience allows you to put everything that you’ve learned about education and your subject matter into action. You get to test the waters under the supervision of an experienced teacher who can guide you along and help you become the kind of teacher that you want to be. If you embrace the opportunity, you can learn a lot from the experience. In fact, here are some things that I learned during my time as a student teacher .

Prepare for the Unexpected While Student Teaching

During my student teaching experience, I spent a lot of time preparing each lesson plan . I worked hard to research different ways to present the information for each lesson. I looked for activities that my students would enjoy, and I made sure that I had all of the materials and other things that I needed before class started. Even then, there were always things that would go wrong. Technology would fail. Students would complete activities quicker than planned. Or students would require much more time and explanation than expected.

As such, I realized that I needed to be prepared as much as possible, but, more importantly, I needed to prepare to be flexible. You never know what’s going to come up or what will catch the students’ attention. When creating lessons, remember that you need to be prepared for changes. Figure out alternative activities in order to help your day go as smoothly as possible and allow your students to gain the most from the lessons.

Make Friends

Teaching is difficult. You’re going to have rough days, and you’re going to need help sometimes. Introduce yourself to the librarian, cafeteria staff, administrators, custodians, secretaries, and other teachers. Of course, finding a teaching mentor is always a good idea. As I talked to other teachers about lessons that I was working on, they had plenty of suggestions for activities that I could use. I loved getting ideas for tried and true activities for my students, but I also enjoyed the tips and ideas that they could provide to help me grow as a teacher. They could also help you land a teaching job, too.

Not only can making friends prove to help you as a teacher, but it can also make your day more fun. Rather than eating lunch in your room every day to catch up on work, go to the lunch room and mingle with other teachers. Talk to teachers on the playground. Use the time to get to know others, and you just might end up making a friend for life.

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“dare to disturb the universe:” be fearless as a student teacher.

In high school, I had a teacher who always encouraged us to “dare to disturb the universe” as quoted from T.S. Eliot’s poem, “ The Love Song of J. Alfred Prufrock .” To me, this meant that we shouldn’t be afraid to do something different or to think outside of the box. When it came to student teaching, I found that I needed to listen to this advice again. I wanted to excel. I wanted to get great recommendations from my cooperating teacher, and I wanted my students to really learn the concepts.

What I found was that student teaching was the perfect time to think outside of the box and try different things. If they didn’t work, they didn’t work. At least, I got to try them in a safe environment. And in the process, I got to work on vital skills for teaching, such as classroom management. Luckily, I had an awesome cooperating teacher who set me free to try new things. Of course, it was always helpful to have my cooperating teacher review my lesson plans and advise me on things that I could do to improve my ideas to ensure that they were viable in the classroom.

Show Confidence

Confidence is crucial for a great student teaching experience. Students need to see that their teacher knows what he or she is talking about. They need a teacher that demands respect. When I first started as a student teacher, I was awkward and unsure of myself. I wasn’t sure what my cooperating teacher would think, and I worried about how my students would perceive this teacher who didn’t look old enough to teach in the first place.

As I fell into my groove and gained more confidence as a teacher , I found that my students not only respected me but felt more comfortable talking to me, too. Confidence meant I could be myself while still demanding respect from my students and colleagues.

Get Involved

Immersing yourself and taking advantage of every opportunity afforded to you can really enrich your student teaching experience. One of my biggest regrets as a student teacher was that I didn’t get involved more. Sure, I attended all of the meetings and met with parents. With the amount of work I put into creating lessons, I chose not to volunteer in after school activities, for example. I wish that I would have taken the opportunity to get more involved. You can gain more experience, meet more people, and find a new niche within the teaching community.

Seek Feedback on Your Student Teaching

One of the most important lessons that I learned was the importance of feedback. During your student teaching experience, you want to find ways to improve your teaching skills. Don’t be afraid to ask your cooperating teacher for advice. When observing you in action, he or she will notice things that you hadn’t noticed before. Maybe you use too many filler words, look at the floor too often, or stand in one place the entire time. Your cooperating teacher can point out these things to you, so you can make the necessary changes to improve.

More than just asking for feedback, you need to have a good attitude about the information that you receive. What will you do with this information? I found that when I was teachable and willing to hear criticism, I saw greater improvements in my teaching and increases in my confidence.

Student teaching was a great experience. It had its ups and downs, but I became a better teacher by working to make the most of my experience and looking for opportunities to learn.

InterviewPenguin.com – Your best job interview coach since 2011

Teacher Interview: Tell me more about your teaching experience – Sample answers & More

Experience. Everybody needs to get it somewhere, in a teaching job. Yet in almost every interview in education, they will ask you about your experience in the field. As if you were born with ten years of teaching experience already , or perhaps worked as a teacher in one of your past lives (should you believe in reincarnation). Regardless of whether this question makes sense or not (and in many cases it does not make sense), you will have to deal with it in your interview. So, what does the school principal, or whoever leads the interview with you want to hear from you?

First of all, that you have some experience. Perhaps you taught as a part of your college studies . Or you gave private classes to younger students , in your favorite subject, a subject you excel in. What I try to convey here is that you do not have to work as a teacher to gain teaching experience. In a true sense of a word, we are all teachers . Thinking about raising children for example. No doubt you try to teach them how to behave, how to act towards the others, how to be happy in life, and many other things (such as how to go the toilet, eat food on their own, etc). Do not hesitate to mention such teaching experience should you miss any other…

And secondly, they want to hear enthusiasm in your voice , feel your love for teaching. No doubt teaching isn’t an easy profession , especially nowadays. And no doubt you had your share of problems, challenges you faced with your students. Nevertheless, the positives outweigh the negatives , and you see a meaningful purpose in your teaching role. Let’s have a look at 7 sample answers to this interesting question.

7 sample answers to “Tell me more about your teaching experience” interview question

I’ve been teaching for seven years . Four years at elementary school, and three years at secondary school. Learned a lot along the way, especially what teaching methods work best with various classes and subjects , but also how to deal with problems with discipline , something every teacher faces in this district. I will be honest with you–it wasn’t always an easy ride, and I experienced a few really bad days, days when I considered quitting teaching . But luckily I’ve never done that, because when I look at the bigger picture, and all the good things that happened with the students, I still see teaching as my mission , and as a dream job to have.
I’ve worked as a Montessori teacher for a year . It was a great experience, and allowed me to experiment with unorthodox teaching methods, something I’d love to apply also in mainstream education–at least to some extent. Teaching by playing , putting emphasis on communication and creativity, I really feel it is the best we can do for the children , to help them develop their full potential. It is the only experience I have so far, but at the same time I believe my education, and all the courses I went to, prepared me for the role of a teacher at an elementary school.

Special Tip: This is just one question you may face while trying to get a job of a teacher, and to be honest, it isn’t the most difficult one . If you want to learn how to answer the really tricky questions , and actually practice your answers and get immediate feedback from a life-like AI interview coach , check out this practice page on our partner website, Real Mock Interviews . Just enter your email, pick one of the interview questions for teachers, and start practicing FOR FREE . It’s fun and you’ll thank me later :).

This is my first job application , but it doesn’t mean I have no experience with teaching. Since I have always excelled in Math–something many people struggle with, I was earning some extra cash giving private lessons to my classmates at the college. The most important thing I learned during this teaching experience is that individual approach is the key . And I’d love to benefit from this in my first real teaching job, ideally with your school. I cannot wait to get to know the students, and try to help them reach their full potential, and also to enjoy their time at school!
It may look like I worked only in retail for the past 12 years, but I want to ensure you that as a mother of three, I have had my share of teaching experience . You love your children, but you also want them to become good citizens, and also to teach them many skills so they can do activities without you. And now I do not talk only about bathroom duties. It is also about preparing basic meals, learning to ride a bicycle, taking care of a dog, and other things. I taught my children all these skills and believe I did a good job as their “teacher”. Now, when I feel I am too old to work in sales, I’d like to finally benefit from my French skills, and become a French teacher . And while I never taught anyone French language before, I had great teachers myself, and can benefit from everything I learned from them , from our lessons.
My teaching experience is mostly from the corporate sphere . Working as a training specialist, I helped new hires learn how to work with the information system we used in the company , and also to ease into their new role. Over the years I worked with all kinds of personalities , and believe to know how to work with adults, how to teach them, which is one of the main reasons why I apply for this job with you. If I should characterize my teaching experience in three words only, I’d call it extensive and eye-opening .
The only experience I have comes from the obligatory 180 hours we had to teach in the last year at the University. I was assisting teachers in different classes, mostly in History and Geography. And I learned a few important things during this experience. First of all, that we should not idealize our job . Regardless of how hard we try, some students won’t pay attention, and some students will fail to pass the exams. It is how it is, and we have to focus on effort, instead of on results we achieve with the students. Secondly, that I really love this job , and want to teach for years on end, ideally at a high school level. And last but not least, that students have higher expectations nowadays , and unless we want to face problems with attention and discipline, we have to mix it up with innovative teaching methods, and cannot rely on lecturing only.
I’ve never taught anywhere , but I’ve studied at so many schools and language institutes, and had so many different teachers in life…. And since I am a great observer, I believe I learned how to teach effectively from a position of a student. I saw what worked, and what didn’t in the classes. How the student reacted, including me, when we learned the most, and when we didn’t learn anything. I know it is a bit unorthodox preparation for the role of a teacher. At the same time though, I am ready to prove my words in the job , and I am sure neither you nor the students will be disappointed with me as a teacher…

Ready to answer this one? I hope so! Do not forget to check also 7 sample answers to other tricky questions you may face in your teaching interview :

Tell me about yourself – teacher interview.
What are your strengths and weaknesses as a teacher?
Teacher interview – Where do you see yourself in 5 years from now?
Why do you want to be a teacher?
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A NARRATIVE REPORT ON STUDENT TEACHING EXPERIENCES

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15+ BEST Self-Introduction Scripts for ESL Teachers

Save your effort in thinking about what to write on your self-introduction – I have plenty of sample scripts for your ESL teaching job self-introduction audio/video.

Most online ESL companies would ask an audio/video self-introduction during the application process so make sure to prepare for it. The quality of introduction can make or break your application, so it’s monumental to do it right. Well good thing that you won’t be asked to produce an hour-long introduction video. Some even accept an audio-only recording.

By the way, I created a YouTube channel just recently so I hope you could be part of it. You mind supporting my channel by subscribing, liking, and watching my videos? I promise to better my content. I can only do that if you guys help me grow my channel. I’m fostering strays, spaying and neutering them when I can so if I’m able to monetize my channel, it’ll be a game changer for this cause that I believe in. My YouTube name is Momo. Thank you in advance.

More often than not, companies or recruiters would ask a 1-minute introduction – which you can simply record on your phone. As long as it’s audible, clear with no background noise, then you’re good. Essentially, you have to be mindful of your pronunciation and the words you use in your introduction: it has to be relevant, straightforward and catchy at the same time.

Things to Remember in Filming Your ESL Self-Introduction

If a company requires you to make an intro that’s specific for kids , that means you have to be lively or perky: speak in a level that a child or a beginner learner would understand. Use easy and simple words, not idioms nor slangs/colloquialisms. Never take for granted the instructions or guidelines that are given to you. It may seem simple or not a big deal but your ability to follow instructions can make or break your application.
If a company asks for a formal introduction wherein your students are adults, then make sure you submit something that’s beyond compare – with no pronunciation and grammar slips and don’t forget to wear a professional attire. You have to act, look and sound convincing to ace your application.
If the instruction is to submit a 1-minute introduction, be sure to follow it. If it’s a 30-second clip, then do it. There’s a reason why a company has specified the duration of your introduction, so it’s best to stick with the instruction.
Under no circumstances, do not use this line: What are you waiting for? This line is a turn-off – you’ll lack originality if you add this to your introduction script.
Record yourself and listen to it multiple times until your lines are perfectly delivered. Once you reach the point where you no longer get annoyed with your own voice, then you know it’s ready to be saved.
Your objective should be to charm whoever is listening or watching your ESL self-introduction. Be mindful that in submitting an introduction clip to a company, it wouldn’t be their first time receiving it. Again, it isn’t their first time seeing a video introduction from a job seeker or teacher like you. In that case, you aren’t special. You have to standout or else you won’t get invited for an interview.
I highly encouraged that you add some greetings. Make it personalized that way your intro is catchy and genuine. For instance, if the company you’re applying for caters Japanese, then say ‘Konnichiwa’. If they’re Koreans, say ‘Annyeong-haseyo’. For Chinese or Taiwanese, greet them with ‘Ni Hao’. What’s more, you may add another word using their native language at the end part of your intro like ‘Sayonara’ which means goodbye in English. So, what’s goodbye in Korean and Chinese? Well, if you google it, it’s ‘Annyeong’ and ‘Zàijiàn’ respectively.
If the learners of the company are juniors, I suggest starting with a short song that’s appropriate for their age. It’ll make your intro appealing this way and it’s cute too. You can also add simple questions like ‘What’s your name?’ or ‘How are you?’. It may sound corny but this might be your ticket to landing that role. If have no courage to pull it off, then try a different style. Be creative and charismatic.

SAMPLE SCRIPTS FOR ESL AUDIO/VIDEO INTRODUCTION

WHEN YOU HAVE TO SOUND PROFESSIONAL, CASUAL, OR FORMAL ON YOUR INTRODUCTION: (STUDENTS: ADULTS)

Hello there!

I’m ___from ___. I’ve been happily teaching English learners for __ years. My background includes teaching kids and adults of all levels. In my class, I talk about a variety of topics, and my classes are always fun and respectful. Most importantly, I focus on my learners’ goals.

I can’t wait to see you in my class soon – bye!

Konnichiwa!

My name is ___. I’ve been sharing my enthusiasm in English for about __ years. I’ve worked with diverse students including ___, and I always found them to be friendly and respectful.

In my class, I’m interested in many topics and I’m happy to focus on my learners’ goals.

I look forward to having a class with you soon!

My name is Monica, a ___ from the Philippines. I’m (age).

I’ve been teaching for more than __ years, and I’ve worked with learners around the world. My background includes planning and delivering lessons to children and adults. I specialize in Business English, job interview practice, and exam preparations like IELTS, OPIC, and TOEIC.

In my class, I work with wonderful enthusiasm and positivity. I’m interested in many different topics, and I’m happy to work with learners of all levels.

I can’t wait to meet you soon! See yah!

Konnichiwa! _____-desu.

I am an experienced ESL teacher with expertise in one-to-one and group classes. I would love to share my enthusiasm with the learners in this platform. I’ve been working with diverse learners of all levels for many years. I coach learners in ESL, IELTS, and TOEIC.

Throughout my career, I’ve been recognized for my work ethic and effectiveness. I’m greatly passionate about my profession, and I love helping others improve their English skills. I’m thrilled about this opportunity, so I look forward to speaking with you soon. Sayonara!

My name is ___. You can call me ___ or ___.

I have a varied experience in ESL teaching, and I’ve worked with diverse learners for many years. My background includes planning and delivering lessons to children and adults. I give instructions in General English, Business English, Job Interview Practice, Exam Preparations, among others —all with the aim of helping students achieve their goals.

In my class, I make sure that students feel heard and understood. I teach in a manner that encourage them to speak without the fear of making mistakes. Essentially, I center my attention towards the class’ objectives while taking into consideration my students’ level and preference.

I hope to see you soon!

How To Become A Home-Based Online ESL Teacher

Hello! I’m ___.

I’m a ____ by profession. I’ve been teaching for more than ___ years, and I loved every minute with my students for many years.

Teaching is my passion, so there’s no better feeling in this world than seeing my students learned something from my class.

I hope to speak with you soon. See you!

Annyeong-haseyo!

Call me ___. I’m a ___ from the Philippines. I’ve been to ___ ___ years ago, and it was my most treasured experience. I’ve worked with Korean learners for many years, and I always found them to be cordial and smart.

In my class, I aim to be a valuable resource for my students. I love to discuss many different topics, so if you’re someone who’s interested about music, politics, food, travel, books, movies, and sports—you’ll find my class quite interesting.

Talk to you soon! Annyeong!

Hi there! It’s ___.

I’m an experienced teacher, and currently based in _____. I love working with diverse people, and I aim to become a valuable resource for my students wherever I teach.

I’d like to share my enthusiasm in English with the learners in your platform.

I can’t wait to start my first class!

Hello lovely learners!

I’m ____ from the Philippines. Have you been here? I’d love to share with you some insights about the Philippines while simultaneously helping you improve your English skills.

I can’t wait to meet you. I promise it’s going to be fun. See you!

WHEN YOU HAVE TO SOUND LIVELY ON YOUR INTRO: (STUDENTS: YOUNG LEARNERS)

Hello! How are you today?

My name is ____. You can call me ‘Teacher ____’. How about you? What’s your name?

I am excited to meet you in my class.

Have a lovely day! See you soon!

It’s me Teacher ____.

I am from the Philippines. How about you?

I have been teaching English to learners around the world for many years. I love seeing my students have fun in my class. I hope we can practice English together!

I look forward to speaking with you soon. Bye!

Hello to you!

Call me ____. I live in the beautiful country of the Philippines. Have you been here before?

We have hundreds of beautiful beaches – do you love going to the beach? How about cute animals like dogs, cats, and dolphins? In my class, I talk about these interesting things. Let’s talk about them in my class.

See you soon!

My name is ___ from the Philippines. How about you? Where do you live?

In my country, our current season is summer, so it is hot right now. How about in your place?

I am sure there are many things that you would like to share with me, right? I’d love to hear them, so I can’t wait to meet you in class.

See you soon! Zàijiàn!

What’s your name?

By the way, I am ____. You can call me ____ for short.

I want to get to know you in my class.

I have so many funny stories and jokes for you. Do you want to hear them?

I’ll see you in my class, okay?

Hello hello hello..

Hello how do you do?

I’m glad to be with you, and you and you and you···

Oh Hi! I’m Teacher ____.

Nice to meet you!

I’m excited to have a class with you in English. I am sure it’s going to be fun.

Talk to you soon!

(You Can Start By Singing A Popular Song For Kids In Your Intro)

♫ I have two hands, the left and the right Hold them up high, so clean and bright Clap them softly One, two, three Clean little hands are good to see ♫

Hello! My name is ____. You can call me ____ or Teacher ____.

Do you know the song I just sing?

In my class, we will sing all your favorite songs. I love singing and dancing. I am sure you do too!

See you in my class and let’s have fun learning English! ☺

Looking for homebased online ESL jobs ? How about sample introduction scripts for no experience or fresh grad? Check my previous posts – there’s a ton of them! ♥

Share this:, 2 thoughts on “15+ best self-introduction scripts for esl teachers”.

Wow, these self-introduction scripts for ESL teachers are incredibly helpful! As someone who’s passionate about teaching English as a second language, I’m always looking for creative ways to introduce myself and engage with my students. The variety of scripts provided here seems fantastic, offering options for different teaching styles and age groups. I particularly love the emphasis on building rapport and creating a positive classroom environment. Thank you for sharing these valuable resources. Can’t wait to try them out and make my self-introduction even more engaging for my students!

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Essay Editor

Reading Instructions: Teacher's Guide Report

1. introduction to effective reading instruction.

Reading has been described as "the heart of all learning activities." Students who experience reading difficulties in school are at serious educational risk, since progress across all or most of the curriculum areas is at least partly contingent on the skill of reading. Indeed, by Grade 3, the very requirements of learning begin to change, so that students who are not proficient readers soon fall more and more behind with their progress. This is certainly true when it comes to teaching academic subjects, but also relates to practical and technical subjects. Even in subjects in which a student has achieved good success, central concepts or new information may well be partially stored or represented on paper, as an illustration or graph, or in written format so that reading that material is necessary for any student to gain full understanding. Furthermore, throughout the school, students are required to read and report on their reading, to write a great many structured pieces of prose, and to become increasingly responsible for independent study and learning.

1.1. Importance of Reading Instruction

Reading is the most important of all communication skills, because everything we know and still have to learn is found through print and other visual symbols that are part of silent and oral language. The importance of reading lies in the essential relationship between effective reading skills and the ability to understand, create, and communicate meaning. Reading is the most difficult to master and, therefore, the most preventing and frustrating of all academic subjects when students fail to learn. Stopping the growth level of reading development before complete mastery is achieved effectively stops learning. It effectively stops the discovery of new knowledge and new skill development. Effective reading instruction is, therefore, essential for all students. A society well versed in reading and writing well-balanced members, able to express ideas and opinions and, with open minds, consider those of others. Preferably, the productive, critical participation in a democratic society necessitates reading, writing, and speaking - the confidence gained enabling winners in every economic and social aspect of our international society.

2. Foundations of Reading Development

Many factors contribute to the development of proficient readers. Ideally, emerging readers benefit from exposure to a rich literacy environment from birth. Children with knowledgeable adults who read and engage them in literary activities on a regular basis have an edge without explicit instruction. High quality preschool experiences can also be powerfully effective in developing emergent literacy skills. Allowing children to engage in meaningful reading and writing activities with adult support helps children understand that reading and writing are functional skills. Activities such as shared reading, shared writing, bookmaking, discussions, and retelling through book conversations are important connections between reading and writing. Assist children in understanding print concepts, emergent reading, and emergent writing. Provide direct instruction and modeling of emergent concepts and skills. These experiences are the earliest and formative steps in the long and complex process of becoming a reader. They provide a critical foundation for later academic behavior, neither of these contribute to many or possibly most children. How does the reading underdevelopment originate? The seeds of success are sown in the first four years of life in a rich literacy environment. Successful readers have the literary knowledge of their environment when they enter school. Additional oral-language precursors to reading success include attention to phonological elements and an appreciation of print. These physical components of spoken language have long-lasting effects on the actual learning to read. The ability to think and reason logically embedded in the child's vocabulary ensures the acquisition of meanings at least at the rate of one per day. The level of reading success emerges when the student enters school and is placed in a learning environment.

2.1. Phonemic Awareness

Phonemic awareness is a basic oral language skill and is critical to literacy learning. Before children learn to associate speech sounds, or phonemes, with letters (phonics), they need to have a sensitivity to the sounds that make up language. This involves not only blending and segmenting the sounds that make up spoken words, but also manipulating these sounds. Children who are skilled in phonemic awareness are prepared to connect sounds with letters and to use phonics effectively. Research clearly indicates that instruction in phonemic awareness can help prevent reading difficulties and can be a useful tool for remediation. To what extent does phonemic awareness predict children's reading achievement? Phonemic awareness is the most powerful predictor of reading and spelling success, more powerful than IQ, vocabulary, or socioeconomic status. Children with strong phonemic awareness skills have no difficulty learning to read; those with weak phonemic awareness skills almost invariably become poor readers. Based on studies spanning 30 years, three conclusions have been reached about how to teach phonemic awareness. It can be taught, it is most effectively taught in kindergarten and in first grade, and it is most effectively taught using only the sounds of the phonemes, with no letters attached to them. In other words, phonemic tasks should only involve the sounds of phonemes, not the letters that represent the phonemes.

2.2. Phonics Instruction

The emphasis theory of reading instruction focuses on the importance of instruction that teaches the relationship of sounds to letters and requires children to illustrate that they have learned this relationship independently. Phonics instruction is the type of reading instruction that qualifies under this definition. The goal is not the memorization of lists of irregularly spelled words or sight memory of words. Instead, the goal of phonics instruction is the development of decoding skills. The broad claim is that phonics offers the child a set of tools to use in attacking the spelling problem. This is not a particularly controversial claim and has generally been endorsed across the political and ideological spectrum. For decades, the connection between inadequate phonics instruction and reading disability has been well known. All published K-2 and first-grade studies have yielded effect sizes ranging from significant to overwhelming in its support of systematic phonics instruction. Studies have also found that increases in phonics scores after repeated readings of the same words suggest readers do not develop a core body of knowledge to recognize words but rather continue to rely on lower-level decoding than predicting words from meaning. Despite these findings, phonics has not been a major focus of reading instruction within North American schools. As a result of the lack of phonics instruction, students in K-2 continue to struggle with decoding, particularly words they have not been exposed to repeatedly in reading text. Datchuk has long pointed out that this lack of instructional emphasis could be responsible for reading disability producing a multigenerational cycle of low socioeconomic status.

3. Effective Instructional Strategies

A great deal of data and evidence is now available, confirming the practices that seem to be most effective for teachers in helping their students all read better. Based on these facts, there is no longer a need for trial and error. What does work is known. The key is to decide when and how to apply the practices. We strongly recommend any opportunity for professional development to become familiar with the array of materials now being produced, discussed, and made available. While the standards movement is a strong political movement intended to raise the level of expectations of what all students will be taught, it is also very important to match the teaching strategies to the specific needs of students. Students, even within the same classroom, are starting to learn at a variety of skill levels, and teachers must be alert to the differences and be able to provide specific help or instructional strategies that are appropriate to the students' individual skill levels.

3.1. Explicit Instruction

Explicit instruction is directed teaching. It is characterized by a series of supports or instructional scaffolds provided by the teacher and gradually removed as students develop independence. This is a teacher-centered instructional approach, with the goal of moving children from the teacher-directed instruction of important skills to the child's independent performance. This process involves the teacher explaining, demonstrating or modeling, and providing guided practice before students practice independently. Although explicit teaching is a popular method used to teach reading skills and concepts, it is not exclusive to reading instruction. In fact, this instructional method promotes mastery learning and higher levels of student achievement across varied curriculum areas. This is not a cookie-cutter approach, however. "One-size-fits-all" uniformity in the classroom will deprive slower learners the opportunity to "catch up" and faster learners the opportunity to advance. Instruction must be neither too fast nor too slow, but supportive of each child's learning rate. Although explicit instruction is known to be effective, it is made more effective when used in combination with other instructional approaches. For example, implementation of cooperative learning activities, providing learner-centered instruction, employing a discovery learning approach, and offering individualized instruction are a few methods that can be combined with explicit teaching to promote mastery learning and peak student performance.

3.2. Differentiated Instruction

Differentiated instruction is a key aspect of effective reading instruction. It is simply a description of different learning experiences given to students in the same classroom. It recognizes that each learner in the classroom is completely unique in terms of educational needs and that even within an inclusive classroom, you can have students that are far ahead of grade level and ongoing basic skills for English language learners, as well as students with exceptionalities. Differentiated instruction is simply a way to accommodate what each student needs without overwhelming them. Some say that differentiated instruction equals personalized education. While it could be if done the way it should be, currently realistic personalized education is just not possible in public schools because of classroom management issues and an aging teaching force that has not been trained to teach in a diverse society. Tier I - This type of instruction is what most of the class would receive. Instruction is general and applies to the entire classroom. For example, the teacher may use an overhead to explain a concept. Tier II - At this level, there is a small group re-teaching, in addition to the Tier I information taught. This group of students typically just need a little extra time on the same topic because it was not fully understood the first time it was covered. They may not have done well on their quizzes but the struggle is not severe. An example would be students who earned 70% or below on a quiz. Tier III - At this level, there is a small group of newly placed students who begin instruction with the original concept taught in a different way than was used with the class, or a new concept. Students with severe struggles may receive instruction in a structured 1:1 environment instead of in small groups.

Personal reflection on parenting.

1. Introduction Reflecting on one’s own experience can provide an opportunity for personal and professional insight and a deepened understanding of self and how one functions within the environment in which one lives, works, and plays. This paper aims to provide insight into how I currently function as a parent by comparing aspects of my parenting style with prominent determinants in society—governmentality and key government policies in which children are considered social subjects. I use the ...

Gender Inequality and Socio-Economic Development

1. Introduction There is increasing consensus that gender inequality in basic capabilities and economic opportunities can be an important cause of the overall economic challenge of sustained and socially inclusive growth. There has been growing interest, both at the global level and within the region, to understand the nature of gender inequalities and how to address them. This has been motivated by factors such as the contrast between rapid growth and slow poverty reduction in some countries o ...

LA School Uniforms as Mandatory Attire for All Students

1. Introduction School uniforms are one of the most highly demanded tools of educational reform among schools of poverty. Prior research suggests that school uniform policies have the potential to reduce behavioral problems and increase parent involvement, student self-worth, and student behavior. Additional evidence related to how students react to uniforms is necessary before school uniform policies can be recommended as a strategy to improve school safety and student behavior. The author tak ...

3- to 5-Year-Old Development and Learning

1. Introduction Many factors influence the organization and individual differences in children's early cognitive competence in the temporal period from 3 years of age to the time just before kindergarten entry. This chapter adopts a bioecological systems perspective to examine the social, structural, and built environments that may impact early learning, focusing attention on what is currently known and not known. First, the behavioral systems and experiences of children in the range of 3 to 5 ...

Nuclear Family v Single Parenting Effects on Child

1. Introduction There has been much debate over the past 30 years as to the effects of single parenting on children. The debate has gone back and forth with single parenting being sometimes accepted as normal, and other times held responsible for all manner of ills in children. It used to be that if a family had only one parent, they were missing something that they could never be able to heal, or so it was held. In the last 15 years, things have begun to change. There are millions of children ...

Personal High School Experience Reflective Essay

1. Introduction Plunging into my high school experience gave me an opportunity to grow and mature not only as a student and a learner but also as an individual, as a human being, and as a citizen. High school education is one of the most significant periods that shape an individual, define an identity, and create opportunities for personal growth and progression. Reflecting on high school experiences, I realize how much I have changed since my freshman year. Personal growth is a gradual and con ...

Introduction to American Deaf Culture by Thomas Holcomb

1. Introduction The topic of American Deaf people has become increasingly popular over the past ten years. This growth in the amount and the quality of literature is important as it reflects a change in perceptions within the general population, and perhaps reflects increasing awareness by some in considering Deaf people as a cultural American linguistic minority rather than as a handicap or disability. Because ideas about American Deaf persons are changing and being restructured, several impor ...

Generalization of Research Results

1. Introduction The fact whether generalizations of research results can be and have been made determines the degree of scientific relevance of any publication. Generalizations are at the same time the hardest part of scientific work, involving an appeal to originally inductive thinking and implying the most creative approach, an ability to find a general principle behind a combination of numerous concepts and laws. It is done by the establishment of a statement with a wider range of object var ...

Learning & Education

How generative AI expands curiosity and understanding with LearnLM

May 14, 2024

[[read-time]] min read

LearnLM is our new family of models fine-tuned for learning, and grounded in educational research to make teaching and learning experiences more active, personal and engaging.

Generative AI is fundamentally changing how we’re approaching learning and education, enabling powerful new ways to support educators and learners. It’s taking curiosity and understanding to the next level — and we’re just at the beginning of how it can help us reimagine learning.

Building a new family of models for learning

Today we’re introducing LearnLM: our new family of models fine-tuned for learning, based on Gemini.

Grounded in educational research and tailored to how people learn, LearnLM represents an effort across Google DeepMind, Google Research and our product teams to help make learning experiences more engaging, personal and useful. Our technical report presents our approach to improving generative AI for education and highlights how we’re working together with the AI and EdTech communities to responsibly maximize its positive impact and potential.

Working alongside educators and other learning experts, we’re infusing learning science principles, like the following, into our models and the products they power:

Inspire active learning: Allow for practice and healthy struggle with timely feedback
Manage cognitive load: Present relevant, well-structured information in multiple modalities
Adapt to the learner: Dynamically adjust to goals and needs, grounding in relevant materials
Stimulate curiosity: Inspire engagement to provide motivation through the learning journey
Deepen metacognition: Plan, monitor and help the learner reflect on progress

Bringing LearnLM to products you already love

With LearnLM we’re enhancing learning experiences in products you already use today — like Search, YouTube and when chatting with Gemini — so they can help you deepen understanding, rather than just giving an answer. Here are a few examples:

In Google Search , soon you’ll be able to make sense of complex topics by tapping a button to adjust your AI Overview into the format that’s most useful for you — whether you want to simplify the language, or break it down.
On Android, Circle to Search can help people get unstuck on math and physics word problems directly from their phones and tablets. Later this year, you’ll be able to solve even more complex problems involving symbolic formulas, diagrams, graphs and more.
When chatting with Gemini , soon you’ll be able to use Gems , custom versions of Gemini that can act as personal experts on any topic. Learning coach, one of the pre-made Gems, can support you in building knowledge by providing step-by-step study guidance, along with helpful practice activities like quizzes and games. Learning coach in Gemini will launch in the coming months, and with Gemini Advanced, you’ll be able to further customize this Gem to suit your unique learning preferences.
On YouTube , a conversational AI tool makes it possible to figuratively “raise your hand” while watching academic videos to ask clarifying questions, get helpful explanations or take a quiz on what you’ve been learning. This even works with longer educational videos like lectures or seminars thanks to the Gemini model’s long-context capabilities. These features are already rolling out to select Android users in the U.S.

A search query for "explain the connection between lightning and thunder" with the option to use AI Overview to make it simpler

Video format not supported A demo of the Circle to Search feature on a mobile device. Circle appears around a math question
Video format not supported A demo of the user experience of Learning coach on a mobile device. In response to two queries, Learning coach first explains the photosynthesis equation, then shares a mnemonic device to help the user remember it.
Video format not supported A demo of the user experience of asking a question while watching a YouTube video

Applying LearnLM to build generative AI experiences for schools

We’ll also apply LearnLM to inform and enable the generative AI experiences that we build for schools. Through a new pilot program in Google Classroom, we’re working directly with educators to see how we can help simplify and improve the process of lesson planning — a critical, but time-consuming component of teaching. These features will help teachers discover new ideas and unique activities, find engaging materials, and differentiate their lessons and content to meet each of their students where they are. No technology can ever replace the magic of a teacher, but when applied in deliberate and thoughtful ways, AI can help to augment their capacity — giving them time back to invest in themselves and their students.

A video of how new tools are helping teachers apply generative AI in the classroom

Introducing two new experimental tools to advance learning

Beyond LearnLM and our existing products, we’re also building entirely new tools and experiences that expand learning:

Illuminate is a new experiment that breaks down research papers into short audio conversations. In minutes, it can generate audio with two AI-generated voices in conversation, providing an overview of key insights from these complex papers. And soon, you’ll be able to ask follow-up questions. Visit Labs.google to check out a library of available audio conversations and join the waitlist to generate your own.

A video demonstrating how illuminate let's you search for academic papers by author and ask follow up questions about them.

Learn About is a new Labs experience that explores how information can turn into understanding by bringing together high-quality content, learning science and chat experiences. Ask a question and it helps guide you through any topic at your own pace — through pictures, videos, webpages and activities — and you can upload files or notes and ask clarifying questions along the way. Sign up to be an early tester.

With any emerging technology, there are still risks and new questions that will arise as AI advances and its uses evolve. To us, building AI responsibly means both addressing the risks and maximizing the benefits for people and society. Reimagining learning and education with AI will require collective effort. We’ve collaborated with MIT RAISE to develop an online course to help educators better understand and use generative AI in the classroom. And as we work to extend LearnLM beyond our own products, we will partner with experts at institutions like Columbia Teachers College, Arizona State University, NYU Tisch and Khan Academy to test and improve this technology. We want to build for you and with you, so please let us know if you’re interested in working together to help define educational benchmarks, improve academic capabilities and ultimately explore the possibilities when it comes to applying advances in generative AI to teaching and learning. These possibilities — much like our curiosity — are endless.

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3 new ways to use Google AI on Android at work

New support for AI advancement in Central and Eastern Europe

EDU _ CM - Global Accessibility Awareness Day-04

How we’re building accessibility into our Chromebooks around the world

Four new ways we’re partnering with the disability community

8 new accessibility updates across Lookout, Google Maps and more

Bringing Gemini to Google Workspace for Education

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Sex Education vs. Conservative Ideologies Essay

Introduction, the chosen research design, the alternative type of research design.

The intended research paper aims to discuss the institutional barriers and discourse challenges of implementing sex education in conservative states of the US. The major puzzle is that academic research demonstrates that properly structured sex education lessons in schools change the perception of sexual relations and diminish the number of abortions and HIV infections (Alemansour et al., 2019; Astle et al., 2021; Bialystok et al., 2020). The preliminary research question is “What could explain the reluctance of parents and legislators in conservative states to accept sex education in schools?”. To correctly answer the main question, some sub-questions are also needed. There are two of them: “What are the possible drawbacks and limitations of the abstinence-only-until-marriage approach?” and “What features of the discourse on the rejection of sex education allow for compromises?”.

It is important to declare how the study is designed in qualitative research. In my study about sex education, hermeneutic phenomenology is one of the most suitable options. This approach focuses on the real-life experiences of participants and their interpretation by a researcher (Ramsook, 2018). It is an interpretive kind of study because it acknowledges the absence of objective, observable reality but recognizes the differences between how people see the world (Packard, 2018). The benefit of this method is that it perceives researchers as “co-constructors” of meaning, giving more freedom on how to approach scholarly investigation. Another advantage of hermeneutic phenomenology is contextual: the opinions and values of conservative citizens are usually ignored by researchers. The confidence in scientific knowledge and progressive policing may be the reason to judge conservative people as uneducated and uncomprehending. However, it is important to listen to them and try to find avenues for compromise.

However, there are some valid concerns about the use of hermeneutic phenomenology. First of all, because the data collection process is considered subjective, it becomes hard for journals’ editorial boards to evaluate the validity of the information (Fuster Guillen, 2018). Secondly, the philosophical basis of this method is complicated and ambiguous. The writings of Martin Heidegger and Edmund Husserl are almost untranslatable from the German language and require a decent knowledge of classic philosophy. Therefore, there is always a danger that a researcher will wrongly understand the essence of hermeneutic phenomenology and consequently produce inaccurate results.

It should be noted that phenomenological research has two types: transcendental and hermeneutic phenomenology. The latter was chosen as the main method, while the former deserves additional scholarly description. The ontological assumption of transcendental phenomenology is that reality is internal to the knower (Neubauer et al., 2019). At the same time, transcendental phenomenology demands exploring the world descriptively without engaging in interpretation. On the one hand, although such an approach recognizes the internal nature of reality, it separates the researcher from the world by allowing only descriptive observation (bias-free) (Neubauer et al., 2019). On the other hand, it seems that the task of my study to find compromises requires reflections and interpretations. Thus, hermeneutic phenomenology is the better type of phenomenological design for these purposes.

Summarizing all the above, using hermeneutic phenomenology as the research design suits the needs of my study. The main idea after this design is that lived experience presents the interpretive field in which the researcher is an active participant. By using specific terminology and methods, the answer to the research question will present an elaborate discussion of the views and perceptions of conservatives on sex education policies in schools. This analysis through self-reflection will be academically relevant for sociologists, political scientists, and policymakers.

Alemansour, M., Donohue, A., Shellum, L., & Thackray, S. (2019). Sex education in schools . The Georgetown Journal of Gender and the Law, 20 (3), 467-468. Web.

Astle, S., McAllister, P., Emanuels, S., Rogers, J., Toews, M., & Yazedjian, A. (2021). College students’ suggestions for improving sex education in schools beyond ‘blah blah blah condoms and STDs’ . Sex Education, 21 (1), 91-105. Web.

Bialystok, L., Wright, J., Berzins, T., Guy, C., & Osborne, E. (2020). The appropriation of sex education by conservative populism . Curriculum Inquiry , 50 (4), 330-351. Web.

Fuster Guillen, D. E. (2019). Qualitative Research: Hermeneutical Phenomenological Method . Journal of Educational Psychology-Propositos y Representaciones , 7 (1), 217-229. Web.

Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others . Perspectives on medical education , 8 (2), 90-97. Web.

Packard, M. D. (2018). Why I am not a performativist (yet) . Journal of Business Venturing Insights , 9 , 39-44. Web.

Ramsook, L. (2018). A methodological approach to hermeneutic phenomenology . International Journal of Humanities and Social Sciences , 10 (1), 14-24. Web.

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IvyPanda. (2024, May 25). Sex Education vs. Conservative Ideologies. https://ivypanda.com/essays/sex-education-vs-conservative-ideologies/

"Sex Education vs. Conservative Ideologies." IvyPanda , 25 May 2024, ivypanda.com/essays/sex-education-vs-conservative-ideologies/.

IvyPanda . (2024) 'Sex Education vs. Conservative Ideologies'. 25 May.

IvyPanda . 2024. "Sex Education vs. Conservative Ideologies." May 25, 2024. https://ivypanda.com/essays/sex-education-vs-conservative-ideologies/.

1. IvyPanda . "Sex Education vs. Conservative Ideologies." May 25, 2024. https://ivypanda.com/essays/sex-education-vs-conservative-ideologies/.

Bibliography

IvyPanda . "Sex Education vs. Conservative Ideologies." May 25, 2024. https://ivypanda.com/essays/sex-education-vs-conservative-ideologies/.

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Introduction. As a teacher, I have been able to practice my professional skills in various fields of education. At first, it is necessary to speak about special education. In particular, I worked with children who had attention deficit disorder, autism, or various physical disabilities. We will write a custom essay on your topic.
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Having these experiences is the true life of a teacher. With being honest about my mistakes and imperfections, I was able to also form stronger connections with the students. This is another takeaway from the semester. I have always valued forming strong relationships with my students in order to create the best learning environment for them ...
Future Plans and My Teaching Experience
I believe that I will be able to help all my students reach their optimal potential. I would like to use my experience and skills to grow and become a motivating teacher through your program. I want to be an enthusiastic, personable, and a creative teacher for our children of the future. You may also be interested.
PDF A Transformative Experience: Expanding My Teaching and Learning ...
Introduction I began my academic career in 2006 at the Centre for Regional Engagement, University of ... Reflecting on my teaching experiences in 2006 and 2007, I found that I was a gatekeeper of ... Collected Essays on Learning and Teaching Vol. V 88 and the Mount Gambier Regional Centre. Education is delivered through an off-campus distance ...
My Teaching Philosophy: Beliefs and Personal Experience
In sum, my philosophy of education as a teacher is described in this essay. My teaching philosophy, as seen from the essay, is based on my beliefs and personal experiences. Works Cited. Dewey, J. (2014). Democracy and Education: An Introduction to the Philosophy of Education. The Floating Press. Freire, P. (2018). Pedagogy of the Oppressed.
My Teaching Experience Essay
My Teaching Experience Essay. Decent Essays. 988 Words. 4 Pages. Open Document. When I first come to Saint Cloud High School, I was uncertain of how I would fit into the world of education as a teacher, in fact, this was my first teaching practice. After completing a few observations, I changed my view and recognized my teaching abilities.
The rationale and reflections of my teaching experiences
The rationale and reflections of my teaching experiences. Section 1: Introduction. In this essay, I describe three of my recent teaching experiences, explain t he rationale for my. decisions ...
Teaching Experience Essays (Examples)
Teaching Experience. PAGES 2 WORDS 573. Data Analysis, Reflection and Action Plan Data Analysis. The majority of the students met the standards. Of the 12 students, only 2 showed signs of needing more support. The impact of my instruction was that most students succeeded in acquiring the knowledge expected of them.
Essay on lessons learned from the start of a college teaching career
Here's what I've learned so far. 1. Teaching is a learning experience. Every time I teach a lesson, I learn the material in new and deeper way. I also always learn so much from my students. I learn from their own life experiences. I learn from their insights and reactions.
(PDF) My journey as a teacher: a report on my internship as an
Finally, this experience makes me rethink about teaching and helped me to get many practical experiences. 2 Chapter One: Introduction "A good teacher is a doctor who heals the ignorance and an artist who inspires creativity" I never thought of becoming a teacher in my life, and I have no prior teaching experience before this internship.
How to Write an Essay Introduction
Step 1: Hook your reader. Step 2: Give background information. Step 3: Present your thesis statement. Step 4: Map your essay's structure. Step 5: Check and revise. More examples of essay introductions. Other interesting articles. Frequently asked questions about the essay introduction.
(PDF) Reflective Essay on Learning and Teaching
ISSN: 2581-7922, Volume 2 Issue 5, September-October 2019. Kerwin A. Livingstone, PhD Page 57. Reflective Essay on Learning and Teaching. Kerwin Anthony Livingstone, PhD. Applied Linguist/Language ...
Essay on Teaching Experience
In conclusion, the teaching experience is multifaceted, encompassing the transmission of knowledge, personal growth, and relationship building. It is an enriching journey that leaves an indelible mark on both the teacher and the student. As educators, we should strive to make the most of this experience, using it to shape future generations in ...
Becoming a Teacher: What I Learned about Myself During the Pandemic
As a teacher educator and her mentor, I believe this essay represents how the gift of time to stop and reflect can open space to digest what has been experienced, and how the gift of reflective writing can create a deeper level of thinking about how experiences integrate with one's larger narrative as a person. About the Author
My Student Teaching Experience: Lessons Learned
One of the most important lessons that I learned was the importance of feedback. During your student teaching experience, you want to find ways to improve your teaching skills. Don't be afraid to ask your cooperating teacher for advice. When observing you in action, he or she will notice things that you hadn't noticed before.
Reflection Of My Teaching Experience
Decent Essays. 799 Words. 4 Pages. Open Document. Teaching is not just a job that I perform because I expect a reward at the end of each month; it is my passion and I feel extremely satisfied with every successful lesson. I like to help the society, and teaching gives me a great opportunity to do so. I am passionate about educating my students ...
Tell me more about your teaching experience
First of all, that you have some experience. Perhaps you taught as a part of your college studies. Or you gave private classes to younger students, in your favorite subject, a subject you excel in. What I try to convey here is that you do not have to work as a teacher to gain teaching experience. In a true sense of a word, we are all teachers.
A NARRATIVE REPORT ON STUDENT TEACHING EXPERIENCES
This study examines these questions through type narratives specific to narrative research by summarizing the students' experiences in four different type narratives. Questions persist, according to the authors, with respect to how much influence student teaching plays in the teacher socializa tion process.
Teaching English as a Foreign Language: Experiences Essay
I have had a variety of teaching experiences, ranging from working as a tutor to coaching tennis. In each position, there were nuances and learning curves in the teaching process and approach to students. However, once I became accustomed to the job, it became a passion. The famous maxim attributed to Confucius, "choose a job you love, and ...
Essay on giving a teaching demonstration as an academic job candidate
Giving a successful demo can be challenging, especially for candidates who haven't taught their own classes. To prepare, start by finding out what kind of teaching demo you'll be giving. Demos can take a few forms. You might demo to a group of faculty acting as students, or you might teach an actual class. In either scenario, you may be ...
PDF Teaching Practice Experience for Undergraduate Student Teachers: A ...
Keywords: Practicum experience, Undergraduate, Education students, Morogoro, Tanzania. 1. Introduction Practice teaching is an important component towards becoming a teacher. It provides experiences to student teachers in the actual teaching and learning environment. During teaching practice, a student-teacher is given the
15+ BEST Self-Introduction Scripts for ESL Teachers
You have to act, look and sound convincing to ace your application. If the instruction is to submit a 1-minute introduction, be sure to follow it. If it's a 30-second clip, then do it. There's a reason why a company has specified the duration of your introduction, so it's best to stick with the instruction.
Reading Instructions: Teacher's Guide Report
Differentiated Instruction. 1. Introduction to Effective Reading Instruction. Reading has been described as "the heart of all learning activities." Students who experience reading difficulties in school are at serious educational risk, since progress across all or most of the curriculum areas is at least partly contingent on the skill of reading.
How Google's LearnLM generative AI models support teachers and learners
LearnLM is our new family of models fine-tuned for learning, and grounded in educational research to make teaching and learning experiences more active, personal and engaging. Generative AI is fundamentally changing how we're approaching learning and education, enabling powerful new ways to support educators and learners.
My practice teaching experience
My practice teaching experience brought me so much memory. I had experience to become a real teacher. I became more responsible with my duties as a student teacher. Practice teaching is where I had learned a lot of things which had helped me to improve. Practice teaching is where I developed my good personality as a teacher.
Sex Education vs. Conservative Ideologies Essay
Introduction. The intended research paper aims to discuss the institutional barriers and discourse challenges of implementing sex education in conservative states of the US. The major puzzle is that academic research demonstrates that properly structured sex education lessons in schools change the perception of sexual relations and diminish the ...