teachers new essay

How the pandemic has changed teachers’ commitment to remaining in the classroom

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September 8, 2021

The 2020-2021 academic year was unlike any other. After nationwide school closures during the spring of 2020, schools reopened in the fall using combinations of in-person, hybrid, and remote learning models. Teachers had to adapt to unexpected conditions, teaching in unprecedented ways, using synchronous and asynchronous instruction, while also being challenged to establish connections with students, families, and colleagues. Health concerns added to the mix as some teachers went back to in-person education during the height of the pandemic. As a result, teachers’ levels of stress and burnout have been high throughout these unusual pandemic times , raising concerns about a potential increase in teacher turnover and future teacher shortages.

A RAND survey, fielded in early January 2021, found that nearly one-quarter of teachers indicated a desire to leave their jobs at the end of the school year , compared with an average national turnover rate of 16% pre-pandemic according to NCES data . In our research brief , we use new survey data from the nationally representative RAND American Teacher Panel (ATP) to provide additional insights into these issues.

We study data from 1,045 teachers from a survey administered in March 2021. About 30% of teachers in our sample reported teaching fully remote for the majority of the school year, 49% reported that they taught in a hybrid model, and 21% reported teaching fully in person. A large majority of teachers in our sample (71%) reported they had to switch instructional models at least once during the 2020-2021 school year, and the average teacher switched models twice. To see how teachers’ attitudes may have changed through the pandemic, we compare the March 2021 data to responses to a pre-pandemic survey of 5,464 teachers administered mid-February to mid-March 2020.

We find that, during the pandemic, teachers have become less certain that they would work a full career in the classroom. In March 2020, 74% of teachers reported that they expected to work as a teacher until retirement, while 9% said they did not expect to, and 16% did not know. In contrast, in March 2021, 69% of teachers reported they expected to work as a teacher until retirement, while 9% reported they did not expect to, and 22% said they did not know.

Teachers’ reported probability of leaving their current state or the profession within the next five years also increased from 24% on average in March of 2020 to 30% in March 2021. This change was due to a reduction in the percentage of teachers reporting a zero probability of leaving and a corresponding increase in the percentage reporting chances above 50%.

Furthermore, a high proportion of teachers reported having considered leaving or retiring during the 2020-2021 academic year. In March 2021, 42% of teachers declared they have considered leaving or retiring from their current position during the last year. Of these, slightly more than half say it was because of COVID-19.

Although the proportion of teachers that considered leaving or retiring was similar across different experience levels, those approaching retirement (55 or older) considered leaving at higher rates. Among teachers 55 and older, 34% said they considered leaving or retiring because of COVID-19, compared to 23% for all respondents. Compared to teachers younger than 35, teachers approaching retirement were 11 percentage points more likely to say they have considered leaving or retiring because of COVID-19. Importantly, teachers nearing the retirement age were as likely as younger teachers to report having considered leaving or retiring for reasons other than COVID-19.

In addition to approaching retirement age (being 55 or older), having to change instruction modes and health concerns were also significant predictors of the probability of considering leaving or retiring. Having to change instruction mode at least once during the year is associated with a 13-percentage-point higher probability of having considered leaving or retiring. Finally, compared to teachers who report a 0% chance of getting COVID-19, those who think they have a 50% chance are 10 percentage points more likely to have considered leaving or retiring.

In contrast, the mode of instruction did not appear to relate to teachers’ considerations of leaving or retiring. While in-person teachers (15%) were less likely than those teaching fully remote (23%) or hybrid (26%) to report that they considered leaving or retiring because of COVID-19, a higher proportion of in-person teachers (27%) reported having considered leaving or retiring for other reasons than fully remote or hybrid teachers (14% and 18%, respectively).

Despite high considerations of leaving or retiring during the pandemic, teachers report that more of their colleagues have considered leaving than have left their teaching jobs. We asked teachers to report the number of their colleagues that have considered leaving or retiring because of the COVID-19 pandemic, and then we asked how many of those colleagues left or retired. On average, teachers reported that around 40% of their colleagues that considered leaving because of COVID-19 ended up leaving.

The 2020-2021 academic year was a trying year for teachers and, as a result, teachers reported a higher probability that they will leave the profession than they did before the pandemic. However, so far, teachers’ considerations of leaving were more common than actually doing so, and teacher attrition rates have not increased . It remains to be seen whether this will persist as the pandemic continues and the Delta variant presents new challenges for the 2021-2022 academic year

Our results highlight three potential problem areas. First, a larger proportion of those approaching retirement age reported having considered leaving or retiring because of COVID-19, which could be problematic if schools begin to lose their more-experienced teachers. Second, most teachers had to change instructional mode at least once during the year (and many experienced multiple disruptions), and having to change instructional modes was associated with an increased probability of considering leaving or retiring. Finally, COVID-19 health concerns were also associated with an increased probability of considering leaving.

Teacher turnover is often bad for students , and a teacher shortage might be particularly disruptive in certain subjects or jurisdictions that are already strained. Even if teachers do not leave, higher levels of job dissatisfaction and intentions to leave could affect teacher effectiveness and could harm students’ academic progress . It is, therefore, important to get a better understanding of the factors that explain the increase in teachers’ considerations to leave so that we might find ways to better support teachers during these challenging times.

Addressing health concerns while trying to minimize school disruptions and changes in teaching mode could help increase satisfaction and retain teachers. Increasing school vaccination rates would certainly make a difference. In this respect, the recent FDA approval of a COVID-19 vaccine could open the door for vaccine mandates, and approval of a COVID-19 vaccine for children under 12 would allow a much larger share of the school-age population to get vaccinated. In the meantime, we should work together to control community spread, adopt school mitigation methods, and facilitate a supportive work environment to help teachers navigate the uncertainty of yet another school year in the pandemic.

Redefining the Role of the Teacher: It’s a Multifaceted Profession

A closer look at what being an educator really means.

Imagine a school where teaching is considered to be a profession rather than a trade. The role of teachers in a child's education -- and in American culture -- has fundamentally changed. Teaching differs from the old "show-and-tell" practices as much as modern medical techniques differ from practices such as applying leeches and bloodletting.

Instruction doesn't consist primarily of lecturing to students who sit in rows at desks, dutifully listening and recording what they hear, but, rather, offers every child a rich, rewarding, and unique learning experience. The educational environment isn't confined to the classroom but, instead, extends into the home and the community and around the world. Information isn't bound primarily in books; it's available everywhere in bits and bytes.

Students aren't consumers of facts. They are active creators of knowledge. Schools aren't just brick-and-mortar structures -- they're centers of lifelong learning. And, most important, teaching is recognized as one of the most challenging and respected career choices, absolutely vital to the social, cultural, and economic health of our nation.

Today, the seeds of such a dramatic transformation in education are being planted. Prompted by massive revolutions in knowledge, information technology, and public demand for better learning, schools nationwide are slowly but surely restructuring themselves.

Leading the way are thousands of teachers who are rethinking every part of their jobs -- their relationship with students, colleagues, and the community; the tools and techniques they employ; their rights and responsibilities; the form and content of curriculum; what standards to set and how to assess whether they are being met; their preparation as teachers and their ongoing professional development; and the very structure of the schools in which they work. In short, teachers are reinventing themselves and their occupation to better serve schools and students.

New Relationships and Practices

Traditionally, teaching was a combination of information-dispensing, custodial child care and sorting out academically inclined students from others. The underlying model for schools was an education factory in which adults, paid hourly or daily wages, kept like-aged youngsters sitting still for standardized lessons and tests.

Teachers were told what, when, and how to teach. They were required to educate every student in exactly the same way and were not held responsible when many failed to learn. They were expected to teach using the same methods as past generations, and any deviation from traditional practices was discouraged by supervisors or prohibited by myriad education laws and regulations. Thus, many teachers simply stood in front of the class and delivered the same lessons year after year, growing gray and weary of not being allowed to change what they were doing.

Many teachers today, however, are encouraged to adapt and adopt new practices that acknowledge both the art and science of learning. They understand that the essence of education is a close relationship between a knowledgeable, caring adult and a secure, motivated child. They grasp that their most important role is to get to know each student as an individual in order to comprehend his or her unique needs, learning style, social and cultural background, interests, and abilities.

This attention to personal qualities is all the more important as America continues to become the most pluralistic nation on Earth. Teachers have to be committed to relating to youngsters of many cultures, including those young people who, with traditional teaching, might have dropped out -- or have been forced out -- of the education system.

Their job is to counsel students as they grow and mature -- helping them integrate their social, emotional, and intellectual growth -- so the union of these sometimes separate dimensions yields the abilities to seek, understand, and use knowledge; to make better decisions in their personal lives; and to value contributing to society.

They must be prepared and permitted to intervene at any time and in any way to make sure learning occurs. Rather than see themselves solely as masters of subject matter such as history, math, or science, teachers increasingly understand that they must also inspire a love of learning.

In practice, this new relationship between teachers and students takes the form of a different concept of instruction. Tuning in to how students really learn prompts many teachers to reject teaching that is primarily lecture based in favor of instruction that challenges students to take an active role in learning.

They no longer see their primary role as being the king or queen of the classroom, a benevolent dictator deciding what's best for the powerless underlings in their care. They've found they accomplish more if they adopt the role of educational guides, facilitators, and co-learners.

The most respected teachers have discovered how to make students passionate participants in the instructional process by providing project-based, participatory, educational adventures. They know that in order to get students to truly take responsibility for their own education, the curriculum must relate to their lives, learning activities must engage their natural curiosity, and assessments must measure real accomplishments and be an integral part of learning.

Students work harder when teachers give them a role in determining the form and content of their schooling -- helping them create their own learning plans and deciding the ways in which they will demonstrate that they have, in fact, learned what they agreed to learn.

The day-to-day job of a teacher, rather than broadcasting content, is becoming one of designing and guiding students through engaging learning opportunities. An educator's most important responsibility is to search out and construct meaningful educational experiences that allow students to solve real-world problems and show they have learned the big ideas, powerful skills, and habits of mind and heart that meet agreed-on educational standards. The result is that the abstract, inert knowledge that students used to memorize from dusty textbooks comes alive as they participate in the creation and extension of new knowledge.

New Tools and Environments

One of the most powerful forces changing teachers' and students' roles in education is new technology. The old model of instruction was predicated on information scarcity. Teachers and their books were information oracles, spreading knowledge to a population with few other ways to get it.

But today's world is awash in information from a multitude of print and electronic sources. The fundamental job of teaching is no longer to distribute facts but to help children learn how to use them by developing their abilities to think critically, solve problems, make informed judgments, and create knowledge that benefits both the students and society. Freed from the responsibility of being primary information providers, teachers have more time to spend working one-on-one or with small groups of students.

Recasting the relationship between students and teachers demands that the structure of school changes as well. Though it is still the norm in many places to isolate teachers in cinderblock rooms with age-graded pupils who rotate through classes every hour throughout a semester -- or every year, in the case of elementary school -- this paradigm is being abandoned in more and more schools that want to give teachers the time, space, and support to do their jobs.

Extended instructional periods and school days, as well as reorganized yearly schedules, are all being tried as ways to avoid chopping learning into often arbitrary chunks based on limited time. Also, rather than inflexibly group students in grades by age, many schools feature mixed-aged classes in which students spend two or more years with the same teachers.

In addition, ability groups, from which those judged less talented can rarely break free, are being challenged by a recognition that current standardized tests do not measure many abilities or take into account the different ways people learn best.

One of the most important innovations in instructional organization is team teaching, in which two or more educators share responsibility for a group of students. This means that an individual teacher no longer has to be all things to all students. This approach allows teachers to apply their strengths, interests, skills, and abilities to the greatest effect, knowing that children won't suffer from their weaknesses, because there's someone with a different set of abilities to back them up.

To truly professionalize teaching, in fact, we need to further differentiate the roles a teacher might fill. Just as a good law firm has a mix of associates, junior partners, and senior partners, schools should have a greater mix of teachers who have appropriate levels of responsibility based on their abilities and experience levels. Also, just as much of a lawyer's work occurs outside the courtroom, so, too, should we recognize that much of a teacher's work is done outside the classroom.

New Professional Responsibilities

Aside from rethinking their primary responsibility as directors of student learning, teachers are also taking on other roles in schools and in their profession. They are working with colleagues, family members, politicians, academics, community members, employers, and others to set clear and obtainable standards for the knowledge, skills, and values we should expect America's children to acquire. They are participating in day-to-day decision making in schools, working side-by-side to set priorities, and dealing with organizational problems that affect their students' learning.

Many teachers also spend time researching various questions of educational effectiveness that expand the understanding of the dynamics of learning. And more teachers are spending time mentoring new members of their profession, making sure that education school graduates are truly ready for the complex challenges of today's classrooms.

Reinventing the role of teachers inside and outside the classroom can result in significantly better schools and better-educated students. But though the roots of such improvement are taking hold in today's schools, they need continued nurturing to grow and truly transform America's learning landscape. The rest of us -- politicians and parents, superintendents and school board members, employers and education school faculty -- must also be willing to rethink our roles in education to give teachers the support, freedom, and trust they need to do the essential job of educating our children.

Judith Taack Lanier is a distinguished professor of education at Michigan State University.

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

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

About the Author

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

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

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

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

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

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

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

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

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

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

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

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

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

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The Power of Teacher Inspiration: How Educators Shape The Future

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Essay On Teacher

Explore the qualities that make a great teacher in our insightful essay on teachers – a must-read for educators, parents, and students alike.

Table of Contents

Essay On Teacher (Set 1)

Essay on teacher (set 2), recommended book, essay on teacher (set 4), essay on teacher (set 5), frequently asked questions (faqs).

As a teacher, I understand that building relationships with students is of utmost importance. Not only are we educators; we’re mentors, role models, and guides as well – helping young people navigate the complexities of the world while offering support as they grow and learn. In this essay on teachers, we will explore all facets of this important profession; whether you’re a teacher yourself, a parent of students in our schools, or a student yourself this post will shed some light on this essential service and offer tips for becoming the best possible instructor possible!

We will explore what qualities make a great teacher, such as patience, empathy, and passion for learning. Additionally, we’ll address some of the challenges teachers are currently facing – from managing classrooms to dealing with difficult students and parents – before exploring what impact teachers can have both academically and personally on their students.

At the bottom of this post, you’ll find links to resources that can help you further explore teaching. These may include books, websites, or products designed to strengthen your teaching abilities while connecting with fellow educators.

So whether you’re an experienced educator looking to hone your craft, or an interested parent or student looking for more insight and information into this profession, we hope this essay on teachers will provide some insightful and educational materials. Let’s get down to work!

Teachers are special people who help us learn and grow. Teachers teach us the fundamentals such as reading, writing, and problem-solving; but more than that they inspire us to be kind, curious, and creative individuals.

A good teacher is patient and kind. They understand that learning can be challenging for everyone and always offer assistance when we need it or provide encouragement when we feel discouraged.

Teachers work tirelessly to create an atmosphere in their classroom where all children feel included and valued, encouraging us to work collaboratively, respect each other’s differences, and find peaceful solutions to problems.

As students and educators ourselves, we should express our thanks and appreciation for their hard work by working hard, being kind and respectful, and thanking them for all they do.

Remember, teachers are special people who make an enormous difference in our lives – take the time now to appreciate all they do! Let’s thank them for everything!

Teachers are like superheroes – with the power to transform our world through education. Their guidance inspires and motivates us all, helping us realize our fullest potential and reach it faster than ever before.

An exceptional teacher is someone who cares deeply for their students and wants them to succeed. They’re patient and understanding, taking time to get to know each student personally.

Teachers use their creativity and expertise to make learning fun and engaging for their students in the classroom, coming up with games, projects, and activities to help us understand complex ideas and concepts.

But being a teacher can be hard work; teachers spend long hours grading papers and planning lessons; they face challenges due to challenging students or limited resources – yet remain dedicated to both their craft and students.

Showing our appreciation for teachers can take many forms; listening carefully, asking thoughtful questions, and working diligently in class are all ways we can show our gratitude and show them we appreciate all they do for us. Additionally, saying thank you and showing how much we value their contributions can also show our thanks.

Conclusion Teachers are true superheroes in education; they shape our future through caring, creative teaching methods that lead to our success. Let’s thank them for all they do to make our world a better place!

Essay On Teacher (Set 3)

Teachers play an incredibly valuable role in our lives. They’re there to guide our growth and enable us to prepare ourselves for what lies ahead.

An amazing teacher is someone who is passionate about their subject matter and enjoys teaching it, with the ability to make even complex topics accessible and interesting for students.

Teachers play an essential part in our personal growth. They teach us fundamental values such as respect, kindness, and perseverance while inspiring us to pursue our dreams and believe in ourselves.

Teaching can be an exhausting career; teachers encounter unique challenges such as difficult students, tight budgets, and an ever-evolving curriculum. But teachers remain committed to making an impactful difference in the lives of their pupils every day.

Teachers deserve our thanks for showing respect, hard work, and engagement during class time. Additionally, it would be nice if we took time out of each day to thank them and acknowledge how much their efforts are appreciated.

Teachers are unsung heroes in our society, educating students and shaping our collective future one at a time. Let us all take the opportunity to thank them for all they do and show our appreciation for their hard work!

Some More Topics

ESSAYS & LETTER WRITINGFOR JUNIORS AND MIDDLE SCHOOL

Teachers serve as guides along our life’s path, leading us through challenges of learning and growth to discover our passions and advance our skills.

An exceptional teacher is someone patient, kind, and supportive. They understand the challenges associated with learning can be hard; everyone has unique strengths and weaknesses – yet still encourage us to keep trying when we become discouraged.

Teachers also help us develop vital life skills such as problem-solving, critical thinking, teamwork, and effective communication. In addition, they demonstrate ways to be contributing members of society while at the same time being responsible members.

No matter the obstacles they encounter such as long hours and limited resources, teachers still show up each day determined to make an impactful difference in the lives of their students. Their dedication is truly inspirational for us all.

Teachers deserve our appreciation for being respectful, engaged, and enthusiastic learners. We should thank them for all they do and express how much we value their hard work.

Teachers are indispensable guides on our life’s journey. They instill invaluable values and skills into us that we will carry throughout our lives, so let’s thank our teachers for helping us become the best versions of ourselves!

Teachers are champions of education, fighting tirelessly to ensure every child has access to learning and growth. Teachers inspire us all to be our best selves and strive towards reaching our dreams.

An incredible teacher is someone who demonstrates both enthusiasm and care for the subject being taught, resulting in learning that is exciting, and encouraging us to explore new ideas while encouraging critical thought.

Teachers play an essential part in our emotional growth. By creating a safe and welcoming learning environment where we can freely express ourselves without judgment from teachers, they help develop resilience and self-confidence by teaching us to trust ourselves and push through challenges to meet goals.

Teachers remain unsung heroes of society; shaping our future through one student at a time. Despite facing many obstacles such as limited resources and demanding schedules, they still work tirelessly to make a difference for their pupils. They truly make a positive contribution.

Respect, engagement, and enthusiasm can help us show our appreciation for teachers. Additionally, we should thank them for everything they have done to assist in our success and to improve society at large.

Teachers are the true heroes of education, fighting tirelessly to secure our society’s future. Their wisdom inspires challenges and supports us – helping us all be our best versions. Let’s thank our teachers for everything they do and honor their important efforts!

Essay On Teacher (Set 6)

Teachers are at the core of education, providing us with knowledge and skills that help prepare us for lifelong success. Teachers help us discover our interests and talents while leading us toward an enriching future that promises fulfillment and satisfaction.

An exceptional teacher is someone who embodies patience, kindness, and empathy; someone who connects with their students on an individual basis by understanding their unique challenges and providing assistance throughout their journey. An ideal learning environment should enable children to safely explore, take risks, and develop as individuals.

Teachers play an invaluable role in our social development. They teach us how to interact with others ethically and respectfully, building strong relationships while working effectively as a team. Furthermore, teachers foster an environment in which all of their students feel valued and respected for who they are as individuals.

Even when faced with limited resources and overcrowded classrooms, teachers still show up each day with great passion for their profession. Their commitment inspires us to be our best selves and have an impactful impact on the world.

Teachers deserve our appreciation for being responsible and respectful students, arriving on time, completing our assignments on schedule, and being open-minded toward learning new material. Additionally, we should thank them for their dedication and hard work; acknowledging how integral their role in our lives may be.

Teachers are at the core of education, providing us with the knowledge, skills, and guidance we need for success in life. Teachers are unsung heroes in society who work tirelessly to make an impactful difference in students’ lives – let’s thank our teachers and recognize their important work!

Conclusion Teachers are unsung heroes in society, shaping the minds of our youth to prepare them for brighter futures. Hopefully, these six essays on teachers have shed some light on the significant roles they play and inspired you to show your gratitude.

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What qualities make a great teacher?

A great teacher possesses qualities such as patience, empathy, and a passion for learning. They inspire students to be kind, curious, and creative individuals.

How do teachers contribute to students’ personal growth?

Teachers play a crucial role in students’ personal growth by instilling fundamental values like respect, kindness, and perseverance, and by inspiring them to pursue their dreams.

What challenges do teachers face in their profession?

Teachers face challenges like managing classrooms, dealing with difficult students and parents, and working with limited resources. Despite these challenges, they remain committed to making a positive impact on their students.

How can students show appreciation for their teachers?

Students can show appreciation by being respectful, engaged, and enthusiastic learners. Additionally, expressing gratitude through words and actions, such as asking thoughtful questions, is a meaningful way to appreciate teachers.

Why are teachers considered unsung heroes in society?

Teachers are unsung heroes because they work tirelessly to shape the minds of the youth, facing challenges like limited resources and demanding schedules, yet remain dedicated to making a positive difference in students’ lives.

What role do teachers play in social development?

Teachers contribute to social development by teaching ethical and respectful interactions, building strong relationships, and fostering an environment where students feel valued and respected for their individuality.

How can parents support teachers in their efforts?

Parents can support teachers by encouraging their children to be respectful and engaged in class. Additionally, staying involved in their children’s education and expressing gratitude for the teacher’s efforts are ways to provide support.

What impact can teachers have academically and personally on students?

Teachers can have a significant impact academically by imparting knowledge and skills. They contribute to students’ growth by instilling values, inspiring them to pursue their dreams, and building their confidence.

Why is teaching considered a challenging career?

Teaching is considered challenging due to managing diverse classrooms, facing limited resources, and adapting to an ever-evolving curriculum. Despite these challenges, teachers remain dedicated to their profession.

How can educators further enhance their teaching abilities?

Educators can enhance their teaching abilities by exploring resources such as books, websites, or products designed to strengthen their skills and connect with fellow educators. Links to such resources can be found at the bottom of the provided content.

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The Hechinger Report

Covering Innovation & Inequality in Education

PROOF POINTS: AI essay grading is already as ‘good as an overburdened’ teacher, but researchers say it needs more work

ChatGPT scored an essay within one point of a human grader 89 percent of the time in one batch of essays

Still, this level of accuracy was impressive because even teachers disagree on how to score an essay and one-point discrepancies are common. Exact agreement, which only happens half the time between human raters, was worse for AI, which matched the human score exactly only about 40 percent of the time. Humans were far more likely to give a top grade of a 6 or a bottom grade of a 1. ChatGPT tended to cluster grades more in the middle, between 2 and 5.

Tate set up ChatGPT for a tough challenge, competing against teachers and experts with PhDs who had received three hours of training in how to properly evaluate essays. “Teachers generally receive very little training in secondary school writing and they’re not going to be this accurate,” said Tate. “This is a gold-standard human evaluator we have here.”

The raters had been paid to score these 1,800 essays as part of three earlier studies on student writing. Researchers fed these same student essays – ungraded – into ChatGPT and asked ChatGPT to score them cold. ChatGPT hadn’t been given any graded examples to calibrate its scores. All the researchers did was copy and paste an excerpt of the same scoring guidelines that the humans used, called a grading rubric, into ChatGPT and told it to “pretend” it was a teacher and score the essays on a scale of 1 to 6.

Older robo graders

Earlier versions of automated essay graders have had higher rates of accuracy . But they were expensive and time-consuming to create because scientists had to train the computer with hundreds of human-graded essays for each essay question. That’s economically feasible only in limited situations, such as for a standardized test, where thousands of students answer the same essay question.

Earlier robo graders could also be gamed, once a student understood the features that the computer system was grading for. In some cases, nonsense essays received high marks if fancy vocabulary words were sprinkled in them. ChatGPT isn’t grading for particular hallmarks, but is analyzing patterns in massive datasets of language. Tate says she hasn’t yet seen ChatGPT give a high score to a nonsense essay.

Tate expects ChatGPT’s grading accuracy to improve rapidly as new versions are released. Already, the research team has detected that the newer 4.0 version, which requires a paid subscription, is scoring more accurately than the free 3.5 version. Tate suspects that small tweaks to the grading instructions, or prompts, given to ChatGPT could improve existing versions. She is interested in testing whether ChatGPT’s scoring could become more reliable if a teacher trained it with just a few, perhaps five, sample essays that she has already graded. “Your average teacher might be willing to do that,” said Tate.

Many ed tech startups, and even well-known vendors of educational materials, are now marketing new AI essay robo graders to schools. Many of them are powered under the hood by ChatGPT or another large language model and I learned from this study that accuracy rates can be reported in ways that can make the new AI graders seem more accurate than they are. Tate’s team calculated that, on a population level, there was no difference between human and AI scores. ChatGPT can already reliably tell you the average essay score in a school or, say, in the state of California.

Questions for AI vendors

At this point, it is not as accurate in scoring an individual student. And a teacher wants to know exactly how each student is doing. Tate advises teachers and school leaders who are considering using an AI essay grader to ask specific questions about accuracy rates on the student level: What is the rate of exact agreement between the AI grader and a human rater on each essay? How often are they within one-point of each other?

The next step in Tate’s research is to study whether student writing improves after having an essay graded by ChatGPT. She’d like teachers to try using ChatGPT to score a first draft and then see if it encourages revisions, which are critical for improving writing. Tate thinks teachers could make it “almost like a game: how do I get my score up?”

Of course, it’s unclear if grades alone, without concrete feedback or suggestions for improvement, will motivate students to make revisions. Students may be discouraged by a low score from ChatGPT and give up. Many students might ignore a machine grade and only want to deal with a human they know. Still, Tate says some students are too scared to show their writing to a teacher until it’s in decent shape, and seeing their score improve on ChatGPT might be just the kind of positive feedback they need.

“We know that a lot of students aren’t doing any revision,” said Tate. “If we can get them to look at their paper again, that is already a win.”

That does give me hope, but I’m also worried that kids will just ask ChatGPT to write the whole essay for them in the first place.

This story about AI essay scoring was written by Jill Barshay and produced by The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters .

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn't mean it's free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

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The Best Advice for New Teachers, in 5 Words or Less

Cue the early-morning alarms —it’s that time of year again.

As the COVID-19 Delta variant continues to spread rapidly across the country, many things about the first day of school feel different. But one thing that isn’t changing: Teachers just entering the profession are looking for advice on how to find their footing.

We put a call out on Twitter for experienced educators to share their best tips for new teachers, in five words or less. Here’s what they said.

Foster relationships with students

Many people responding pointed to the importance of building strong relationships with students—and how critical that is for learning.

Relationships matter more than anything.

Don't stop loving your students.

Make them believe they can.

Enjoy your students, be yourself.

Know your students as individuals.

Connect with students before curriculum.

Students learn when you care.

Mentors matter

In May, we spoke with experienced teachers, former mentees, and current mentors to uncover key components of mentorships that effectively give new teachers a solid foundation in their early careers. Here , they told us what’s worked for them and what didn’t.

Many of those who responded on Twitter spoke to the need for mentorship as well.

Find teammates that inspire you.

Find a mentor to trust.

Always ask for help

Get a mentor right away

Keep classrooms in line and lessons on track

Respondents also shared tips for behavior management and lesson planning.

Don't reinvent the wheel!

Classroom procedures are top priority!

Direct, explicit instruction works best.

Monitor and adjust!

Start smiling on day one.

Practice self-care

Self-care is frequently prescribed to protect against burnout in any profession. “I think people are starting to recognize that teachers’ well-being is really critical to their ability to perform their jobs well,” Patricia Jennings, a professor of education at the University of Virginia and an expert in teacher stress, told EdWeek reporter Madeline Will recently.

Protect your mental health/wellbeing

Be patient with yourself, too.

Get the vaccine!

Invest in yourself.

Remember who you are

Who are you when the workday begins? What about when it ends? Some respondents on Twitter advised new teachers to reflect on their identities beyond the job—and to stay true to them.

Have an identity beyond work.

Be authentic. Be yourself.

Never forget why you began

Teachers are still students

Establish a work-life balance

In July of 2020, we wrote about how remote teachers could craft a better work-life balance when there’s “no barrier between the classroom and the living room.” Maintaining a work-life balance is crucial for any setting, teachers on Twitter agreed.

Don’t forget Happy Hour times.

Never. Take. Work. Home.

Leave no later than 6pm

June, July, August.

It is all about balance!

Remember to be kind to yourself

Lastly, respondents shared advice that new teachers have likely heard before—but it’s worth remembering when times get tough.

Give yourself grace every day.

Embrace the chaos. Enjoy it.

You can make a difference.

The first version isn't perfect.

Embrace not knowing everything.

You’ll get better.

Still in search of more teaching advice? We’ve got you covered. This blog post from Education Week Opinion contributor Larry Ferlazzo houses 10 years’ worth of advice for new teachers to follow.

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Building the Next Generation of Teachers Through Apprenticeship

A teacher stands in the doorway of a classroom, giving high fives to young children as they enter.

Registered Apprenticeship is an effective "earn and learn" model with a long history of establishing career pathways in growing industries by providing structured, paid, on-the-job learning experiences with a mentor combined with job-related technical instruction that leads to a nationally recognized credential. To learn more about Registered Apprenticeships, visit www.apprenticeship.gov .

Building on the Biden administration’s Good Jobs Initiative, we’re expanding Registered Apprenticeships for educators and investing in quality teacher preparation programs. These efforts started with a joint effort, leadership, and call to action from our departments through a Dear Colleague Letter for education and workforce leaders to address educator shortages, and investments to support developing, expanding and scaling high-quality and affordable pathways into teaching. This call to action aims to ensure teachers have access to increased pay and better working conditions across the early childhood, K-12 and higher education workforce.

The Department of Labor’s Employment and Training Administration has continued to partner with the Department of Education to make significant investments to develop and scale teacher apprenticeship programs, including:

We also recently announced the availability of nearly $200 million to support Registered Apprenticeship expansion, prioritizing projects that support the Investing in America agenda by increasing access to Registered Apprenticeships in high-demand sectors and occupations, including K-12 teacher occupations. Strategies to use Registered Apprenticeship to train a next generation of teachers continue to expand, with 37 states and territories now providing K-12 teacher apprenticeship programs, up from just two states in 2022. Today, over 100 K-12 teacher Registered Apprenticeship programs have been registered and over 3,000 K-12 teacher apprentices have been trained. That’s a lot of progress made in just two years! And this administration is committed to ensuring that progress continues.

To support raising awareness around K-12 teacher Registered Apprenticeships, ETA industry intermediary partner RTI International published a Profile in Educator Registered Apprenticeship Programs report, which explores different program design models, varying target populations, modernized onramps to successful teacher pathways, innovative funding models, and opportunities for degree attainment.

The report is the first in a series, which ETA will release in partnership with RTI to explore various strategies to expand the use of Registered Apprenticeship to train America’s educators. K-12 teacher Registered Apprenticeship programs will continue to play a key role in increasing pathways to rewarding careers in the education sector, filling vacant positions with high-quality, well-trained teachers, and a focus on diversifying the workforce. For additional information on any of these programs, please visit Apprenticeship.gov.

Employment and Training Administration (ETA)
apprenticeship
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Registered Apprenticeship

Essay on My Teacher My Inspiration

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

Let’s take a look…

100 Words Essay on My Teacher My Inspiration

Introduction.

Teachers play a crucial role in shaping our lives. They are the ones who ignite the spark of curiosity and help us discover our passions. My teacher, Mrs. Smith, is my inspiration.

Guidance and Support

Mrs. Smith always guides and supports me. She has a unique way of making learning fun and interesting. She encourages creativity and critical thinking.

Life Lessons

Beyond academics, Mrs. Smith teaches important life lessons. She emphasizes the values of honesty, kindness, and resilience. These teachings inspire me to be a better person.

In conclusion, Mrs. Smith, my teacher, is my inspiration. She has greatly influenced my life and I am grateful for her presence.

250 Words Essay on My Teacher My Inspiration

Teachers are the guiding lights that illuminate our paths to knowledge and wisdom. They are not just educators, but role models, mentors, and inspirations. My teacher, in particular, has been a significant source of inspiration for me.

Embodiment of Knowledge

My teacher is a veritable treasure trove of knowledge. Their profound understanding of the subject matter and ability to simplify complex concepts has always left me in awe. It is their knowledge that has ignited the spark of curiosity within me, encouraging me to delve deeper into my studies.

Instilling Values

Beyond academics, my teacher has been instrumental in instilling in me values of integrity, discipline, and empathy. They have shown me that education is not just about acquiring knowledge, but also about developing character and becoming a responsible and compassionate individual.

Perseverance Personified

My teacher’s resilience and perseverance in the face of challenges have been a source of great inspiration. Their determination to overcome obstacles and their unwavering commitment to their profession have taught me the value of perseverance and hard work.

In conclusion, my teacher has been a beacon of inspiration in my life, shaping my character and guiding me towards knowledge. They have shown me the importance of perseverance, instilled in me valuable life values, and ignited my curiosity. It is through their guidance that I have been able to navigate my academic journey with confidence and enthusiasm.

500 Words Essay on My Teacher My Inspiration

The beacon of knowledge: my teacher.

Teachers play a pivotal role in shaping the minds of students. They are the architects of a nation’s future, molding young minds into responsible citizens. My teacher, a paragon of wisdom and patience, has been my greatest inspiration, instilling within me a thirst for knowledge and a love for learning.

The Epitome of Patience

Patience is the hallmark of my teacher’s persona. I have observed her dealing with the most challenging situations with an unruffled calmness. She has the ability to transform complex concepts into simple, digestible information. This patience is not confined to the academic realm alone. She extends it to understanding the unique personality of each student, recognizing their strengths and weaknesses, and guiding them accordingly. Her patience has taught me the importance of perseverance and resilience, shaping my approach towards challenges in life.

A Source of Motivation

My teacher is a constant source of motivation. Her passion for teaching and dedication to her profession is infectious. She has an unquenchable thirst for knowledge, which she passes on to her students. Her words of encouragement have always been a source of strength to me, pushing me to strive for excellence. She has shown me that learning is not a destination, but a journey of discovery, exploration, and enlightenment.

The Power of Empathy

Empathy, a virtue often overlooked, is another quality I admire in my teacher. She has the ability to understand the emotional state of her students, providing comfort and guidance during difficult times. This empathetic approach fosters a nurturing and inclusive environment in the classroom, allowing students to express themselves freely. Her empathy has inspired me to be more understanding and compassionate towards others.

Beyond the academic sphere, my teacher has instilled in me the importance of ethical values. Honesty, integrity, respect for others, and self-discipline are some of the values that she emphasizes. She leads by example, demonstrating these values in her interactions with students and colleagues. These lessons have been instrumental in shaping my character and guiding my actions.

Conclusion: A Lasting Impact

The influence of a good teacher can never be erased. My teacher, through her knowledge, patience, motivation, empathy, and moral teachings, has left an indelible mark on my life. She has not just taught me academic lessons, but also life lessons that I will carry with me throughout my journey. She is more than just a teacher; she is my inspiration, my guiding star leading me towards knowledge and wisdom. In the words of Henry Adams, “A teacher affects eternity; he can never tell where his influence stops.”

In conclusion, my teacher has played an integral role in my personal and academic development. Her influence extends beyond the classroom, shaping my values, attitudes, and outlook on life. She is, indeed, my greatest inspiration.

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 Ambition in Life to Become a Teacher
Essay on I Want to Become a Teacher Because
Essay on A Class Without a Teacher

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

Happy studying!

New York State Legislature approves bill revising state's teacher evaluation system

Students sit in a classroom at Valley Stream 24 school in Valley Stream on April 14, 2022. State lawmakers on Wednesday approved a bill revising the state’s teacher evaluation system. Credit: Kendall Rodriguez

State lawmakers have approved a bill revising the state’s teacher evaluation system — giving more local control to districts and eliminating student test scores as a required assessment tool.

The legislation, supported by the state Education Department and the New York State United Teachers union, awaits Gov. Kathy Hochul's signature. A representative from her office said Thursday the governor will review the legislation.

Several statewide education groups, including the New York State Council of School Superintendents and the New York State Parent Teacher Association, have applauded the changes.

Under the proposal, evaluation of a teacher's job performance would be subject to an agreement between representatives of the local teachers union and district leaders — much like the way contracts are negotiated. The legislation also will give school districts extended time to come up with an evaluation process. Districts can incorporate test scores if that is agreed to locally.

WHAT TO KNOW

State lawmakers approved a bill revising the teacher evaluation system — giving more local control to districts and eliminating student test scores as a required assessment tool.
The legislation is supported by the state Education Department and the New York State United Teachers. It awaits Gov. Kathy Hochul's signature.
Under the bill, evaluation of a teacher's job performance would be subject to an agreement between representatives of the local teachers union and district leaders — much like the way contracts are negotiated.

“This is a win for students, educators and communities, because it will allow instruction to focus on a love of teaching and learning, and it will treat our educators like the professionals they are,” said Melinda Person, NYSUT president, in a statement Wednesday.

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The legislation, drafted by the New York State Educational Conference Board, creates a new system for measuring teacher and principal accountability that focuses on professional development and support, she said.

Person and State Education Commissioner Betty Rosa had jointly delivered the legislation to the State Capitol in March.

“We thank our allies in both chambers for overwhelmingly passing bipartisan legislation that would return teacher and principal evaluations to local control,” Person said.

Greg Perles, president of North Shore Schools Federated Employees, who is also a history teacher at North Shore High School in Nassau County, said Thursday the bill “actually allows teachers to challenge kids in a more interesting and creative way.

“What we are going to get are local communities making decisions rather than Albany making decisions, so that the teachers and the school administrators here are able to put more sophisticated work in front of kids,” he said. “And the end result is that we are going to get back to authentic teaching and authentic learning.”

The measure was passed by the state Senate and Assembly Wednesday.

Ken Girardin, research director for the Empire Center for Public Policy, a fiscally conservative think tank, said the state should instead be strengthening accountability of teaching staff.

“No rational person would look at the low performance and high cost of New York's public schools and say that the biggest problem was insufficient input from the teachers union in deciding how teachers get evaluated,” he said Thursday. “Standardized tests aren't the end-all, be-all but when people ask why kids in Texas and Kentucky are outperforming New York students while New York schools are spending twice as much, it stands to reason that Albany needs to be strengthening accountability, not kicking the can to local school boards where NYSUT helped most members get elected.”

In 2010, lawmakers approved basing teachers' ratings on students' achievement on state English and math standardized tests, as well as on classroom tests and supervisor evaluations. In 2019, lawmakers approved ending the mandate tying teacher evaluations to students’ scores on standardized tests under the process known as the Annual Professional Performance Review (APPR). But even supporters acknowledged at the time that it didn’t completely unlink exams and evaluations, leaving 50% of a teacher’s appraisal to some measure of student performance.

Those changes were prompted in large part by massive student boycotts of state tests that swept across the state and remain strong on Long Island to this day.

That law required local districts to negotiate with their teacher unions to choose the exams to be used to evaluate an educator's performance. About half of job ratings were based on test scores, and the other half on classroom observations by district supervisors.

These performance reviews were paused for three years during the COVID-19 pandemic and then re-evaluated when they resumed to “move forward with a performance review process that prioritizes educator growth,” according to the Senate summary of the bill.

Changes in the bill will allow districts and staff to negotiate performance review plans. These agreements would develop a process to rate educators on a 1-4 scale, with 4 being the highest, on multiple measures and provide support for teachers rated 1 and 2. Parents would receive the most recent score of their child's teacher each year.

Districts and BOCES would have eight years to transition to the new system.

“The current APPR statute is cumbersome and expensive, and has taken up precious time and resources … This legislation will provide a new framework to ensure a system of evaluations that better serves our teachers, students, parents, and school communities,” read the Senate bill summary.

Joie Tyrrell is a Long Island native and covers education for Newsday, where she has worked since 1998.

Scaling up AI-based professional development for math teachers everywhere

New study positively reports the impact of AI-powered teacher professional development on mathematics instruction.

The United States has struggled to fill and retain math teacher jobs for years. In the 2011–2012 school year, 19% of public schools were unable to fill a teaching position for math, and by the 2020–2021 school year, 32% of public schools were unable to fill a teaching position for math. Compounding this math teacher shortage is the reality that many math teachers do not have positive experiences with the subject and do not receive adequate support. Fortunately, scalable and accessible online professional development (PD) for math instructors providing just-in-time feedback based on teachers’ understanding of content can improve the quality of math instruction. Just-in-time feedback provides teachers with training and development the moment they need it, instead of waiting for a PD trainer to assess and provide the feedback for the teacher. It also allows the teacher to apply new knowledge quickly.

Associate Professor Yasemin Copur-Gencturk’s newly published article positively reports the impact of artificial intelligence (AI)-powered PD on mathematics instruction with a prototype of a scalable and accessible program that creates an active learning environment for math teachers.

While evidence suggests that PD programs can improve teachers’ knowledge, instructional practices and learning outcomes for students, one problem that has not been addressed is whether effective programs are scalable so teachers in any location can access them. The barriers to accessing high-quality PD can be significant for teachers from rural and high-needs areas. Other factors such as lack of time and travel distances can limit teachers’ ability to participate in high-quality training.

Copur-Gencturk started her career as a math instructor in her native Turkey and understands the challenges that math teachers face. This on-the-ground experience inspired her research to examine alternative forms of learning environments, such as asynchronous online PD programs.

“While there has been online instruction in teacher education for some time, people have quit these programs because of the lack of interaction. We need to find a way to reach teachers anywhere and anytime to provide quality feedback, and this is where AI comes in,” said Copur-Gencturk.

To overcome the limitations of asynchronous PD programs by incorporating effective elements of in-person PD, Copur-Gencturk used intelligent tutoring systems to create an interactive, personalized learning environment by analyzing the performance of several instructors and interacting with them through a sequence of feedback cycles. The program that Copur-Gencturk and her research team developed utilizes a virtual facilitator that interacts with teachers through multiple activities. Math teachers from across the country worked through targeted content at their own pace, in their own space and on their own schedule.

Findings: The data reported in Copur-Gencturk’s new article shows that the teachers who participated in the AI-based PD program utilized mathematically richer tasks and created a more coherent and connected learning environment for students to build conceptual understandings than teachers who did not have access to the training. This piece builds off of Copur-Gencturk’s previous work over the past several years looking at how AI can be used to create effective, scalable teacher PD. The findings in this recently published article point to how AI-based PD programs that provide just-in-time feedback based on instructors’ understanding could improve the quality of their instruction. Tailored, just-in-time feedback from a virtual facilitator could be a substitute when human facilitators are unavailable. Reshaping how practitioners think about and conduct PD is one strategy that could be used to retain math instructors and support their continued development in the field.

Yasemin Copur-Gencturk

Associate Professor of Education

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Yes, A.I. Can Be Really Dumb. But It’s Still a Good Tutor.

By Peter Coy

Opinion Writer

I understand why parents are unhappy with the proliferation of computers in school, as my Opinion colleague Jessica Grose documented in a recent series of newsletters. “One way or another,” she wrote in one of the pieces , “we’ve allowed Big Tech’s tentacles into absolutely every aspect of our children’s education, with very little oversight and no real proof that their devices or programs improve educational outcomes.”

I’m optimistic, though, that artificial intelligence will turn (some) haters into fans. A.I. can custom-make lessons based on each student’s ability, learning style and even outside interests. For example, imagine teaching ratios by showing a Yankees fan how to update Aaron Judge’s batting average. A.I. can also give teachers and parents the detailed information they need to help their young charges more effectively.

As I wrote last month , there’s a risk that A.I. will substitute for human labor and eventually render us all superfluous. How much better it would be for us to have A.I. teach us, developing our strengths so that A.I. becomes a complement rather than a substitute for human labor.

There are no guarantees that this nice vision will pan out, of course. At worst A.I. could turn into just a more sophisticated drill machine or an electronic babysitter. My bottom line for it is the same as Grose’s, which is that the use of devices and apps in school “should be driven by educators, not tech companies.”

I’ve never taught, so I checked out this newsletter with two of my nieces, both of whom are science teachers. One teaches at a middle school in Connecticut, the other at a high school in the Los Angeles Unified School District. More from them in a minute.

I admit that A.I. is probably more of a headache than a boon to educators right now. Generative A.I. — which can write a perfectly grammatical essay on any topic in seconds — is ideal for cheating. That shouldn’t be much of a problem in the long run, though, because A.I. is really good at detecting material generated by A.I. (It takes a thief to catch a thief.)

Another problem with A.I. in education is that it sometimes gets the answers wrong. When a reporter for The Wall Street Journal tested Khan Academy’s A.I.-powered tutor, Khanmigo, earlier this year, the software miscalculated subtraction problems such as 343 minus 17.

Or take this incomprehensible response by ChatGPT when asked how a man and a goat who have a boat can cross a river:

The man takes the goat across the river first, leaving the boat on the original side. Then, the man returns alone with the boat. He leaves the goat on the other side and takes the boat back to the original side. Finally, he takes the cabbage across the river.

That farcical paragraph lays bare how large language models are really nothing but autocomplete functions on steroids. This one had clearly ingested a lot of puzzles involving boats, goats and, um, cabbages.

That’s OK, though. A.I. can be useful without duplicating human intelligence, just as a wrench or hammer or screwdriver can be useful without duplicating human features.

“It’s not that A.I. is going to answer questions,” Jonathan Grayer, who founded the education tech company Imagine Learning in 2011, told me. “What it’s going to do is change the process by which teachers teach, kids learn and parents help.”

Emma Braaten, the director of digital learning at the Friday Institute for Educational Innovation at North Carolina State University, told me that the lesson of the past two decades in ed tech is to focus on augmentation, not substitution, of teachers — “to do things that were previously inconceivable.”

This gets back to Grose’s idea that ed tech needs to be built around teachers’ needs. That often hasn’t been the case. “A lot of times ed tech is put into classrooms through whim, word of mouth, ‘Hey, let’s try this,’” Steven Ross, the director of the Center for Research and Reform in Education at Johns Hopkins University’s School of Education, told me.

When I wrote about Khan Academy’s Khanmigo a year ago, I didn’t realize it was going to have arithmetic difficulties. This week I spoke with Kristen DiCerbo, the company’s chief learning officer, about that and other challenges. She said the company has come up with four measures to get the math right. One is that when the software detects math is being done, it sends the problem out to a calculator to get the answer. (How human of it.)

She also said Khan Academy tries to remind students that Khanmigo may be their amigo, but it’s not a human being. And not just because it might be wrong occasionally. “As a society we need to wrestle with what it means if people start forming relationships with technology,” she said. “Seems like a slippery slope.”

I’ll finish with some thoughts from my wonderful nieces. Abigail in Los Angeles isn’t all in on tech. “I would prefer to teach in a low-tech school that bans smartphones in the classroom,” she told me via email.

Still, she has found several uses for A.I. “I find that A.I. is really helpful for speeding up the annoying prep tasks that take me the longest, like generating a list of new stoichiometry practice problems for students to drill at home to be ready for an assessment,” she wrote. She also finds it useful “to reword scientific articles to help students with disabilities” and to help Advanced Placement students “brainstorm topics and research questions.”

Amy in Connecticut recounted how in the course of teaching a unit on plate tectonics featuring Mount Everest, she found an article about it in The Times that was above her students’ reading level. “ChatGPT helped me make it an accessible text,” she wrote. ChatGPT also helped her concoct a scavenger hunt for her seventh graders, complete with rhyming clues. “It turned something that would’ve been tedious into a task that only took several minutes.”

My nieces have figured out how A.I. can be a help, not just a hindrance. If they can do it, others can, too.

The Readers Write

Taking the system in isolation, holding down benefits at the top would certainly help. However, I like to look at things from a macro perspective. Federal deficits crowd out national saving and investment. I wonder if a reduction in benefits paid at the top would reduce spending in that group. If it doesn’t — and I suspect the effect would be quite small — the impact would be merely to shift saving from households to the government (in the form of a smaller deficit).

Charles Steindel Glen Ridge, N.J.

I am very surprised that you and others who address this issue do not consider that taxing only the first $168,600 of annual earnings is a gift to those who receive very high salaries. Rather than taking benefits from the wealthy, let them pay their full freight for Social Security.

Virginia Orenstein Lakewood Ranch, Fla.

Peter here: Dozens of readers made this point. Applying the payroll tax to all earnings would amount to a big tax increase for upper-income families.

Quote of the Day

“But the age of chivalry is gone. That of sophisters, economists and calculators has succeeded; and the glory of Europe is extinguished forever.”

— Edmund Burke, “Reflections on the Revolution on France” ( 1790 )

Peter Coy is a writer for the Opinion section of The Times, covering economics and business. Email him at [email protected] . @ petercoy

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Want to show teachers appreciation? This top school gives them more freedom

Teachers at a Florida public school say the creativity they are allowed in the classroom is why their students excel on the state’s standardized tests. (AP Video: Cody Jackson)

Art and technology teacher Jenny O’Sullivan, right, shows students a video they made, Monday, April 15, 2024, at A.D. Henderson School in Boca Raton, Fla. While many teachers nationally complain their districts dictate textbooks and course work, the South Florida school’s administrators allow their staff high levels of classroom creativity...and it works. (AP Photo/Wilfredo Lee)

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Third grade teacher Megan Foster walks through her classroom as students take a break from a reading lesson to explore a computer animation of the planet Mars, at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. When teachers at the K-8 public school, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy. (AP Photo/Rebecca Blackwell)

Middle school science teacher Vanessa Stevenson, right, talks with students in her Science Fair class at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. When teachers at the K-8 public school, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy. (AP Photo/Rebecca Blackwell)

Third graders listen at the start of Lindsey Wuest’s Science As Art class, at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. When teachers at the K-8 public school, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy. (AP Photo/Rebecca Blackwell)

Twelve-year-olds Emma Starkman, left, and Jianna Landazabal-Echeverri test fake neurotoxins to determine which ailments afflicted their imaginary patients, Monday, April 15, 2024, at A.D. Henderson School in Boca Raton, Fla. While many teachers nationally complain their districts dictate textbooks and course work, the South Florida school’s administrators allow their staff high levels of classroom creativity...and it works. (AP Photo/Wilfredo Lee)

Marisha Valbrun, 12, picks out a vial of fake neurotoxins to test in her Medical Detectives class, Monday, April 15, 2024, at A.D. Henderson School in Boca Raton, Fla. While many teachers nationally complain their districts dictate textbooks and course work, the South Florida school’s administrators allow their staff high levels of classroom creativity...and it works. (AP Photo/Wilfredo Lee)

A student raises her hand to contribute in Megan Foster’s third grade class, at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. When teachers at the K-8 public school, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy. (AP Photo/Rebecca Blackwell)

Eighth grader Anik Sahai, 14, tests and modifies code controlling a robotic arm, as he polishes the function of an app he created that uses a cellphone’s camera to diagnose diabetic retinopathy, an eye disease that is a leading cause of blindness worldwide, in the Science Fair class at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. Sahai’s app took first place in the state’s middle school science fair and is being considered for commercial use. (AP Photo/Rebecca Blackwell)

Eighth grader Anik Sahai, 14, displays an app he created that uses a cellphone’s camera to diagnose diabetic retinopathy, an eye disease that is a leading cause of blindness worldwide, in the Science Fair class at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. Sahai’s app took first place in the state’s middle school science fair and is being considered for commercial use. (AP Photo/Rebecca Blackwell)

Books are organized by theme inside the classroom of third grade teacher Megan Foster at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. When teachers at the K-8 public school, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy. (AP Photo/Rebecca Blackwell)

Middle school students walk between classes at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. When teachers at the K-8 public school, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy. (AP Photo/Rebecca Blackwell)

Students are reflected in a mirror as they wait to enter teacher Lindsey Wuest’s Science As Art classroom, at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. When teachers at the K-8 public school, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy. (AP Photo/Rebecca Blackwell)

Ella Oliveri, 8, center left, gets guidance from teacher Lindsey Wuest, as students make clay models of endangered or vulnerable animal species, in Wuest’s Science As Art class at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. When teachers at the K-8 public school, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy. (AP Photo/Rebecca Blackwell)

Ella Oliveri, 8, left, works alongside third grade classmates to sculpt clay models of endangered or vulnerable animal species, in Lindsey Wuest’s Science As Art class, at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. (AP Photo/Rebecca Blackwell)

Elementary school students line up in a hall on their way to a class at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. (AP Photo/Rebecca Blackwell)

Grace Ong, 13, foreground, works on a flight simulator, Monday, April 15, 2024, at A.D. Henderson School in Boca Raton, Fla. While many teachers nationally complain their districts dictate textbooks and course work, the South Florida school’s administrators allow their staff high levels of classroom creativity...and it works. (AP Photo/Wilfredo Lee)

Julia Nance, 14, works on a flight simulator in a class taught by her father, James Nance, Monday, April 15, 2024, at A.D. Henderson School in Boca Raton, Fla. While many teachers nationally complain their districts dictate textbooks and course work, the South Florida school’s administrators allow their staff high levels of classroom creativity...and it works. (AP Photo/Wilfredo Lee)

Michael Guerrier, 8, works on a computer, Monday, April 15, 2024, at A.D. Henderson School in Boca Raton, Fla. A public school of 636 kindergartners to eighth graders on the campus of Florida Atlantic University, Henderson scored in the top 1 to 3% in every subject and grade level on the state’s latest standardized tests, with the exception of sixth-grade math where students scored in the top 7%. (AP Photo/Wilfredo Lee)

A first grader works on an assignment from math interventionist Jessica Foreman, who works with students in small groups, at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. When teachers at the K-8 public school, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy. (AP Photo/Rebecca Blackwell)

Math interventionist Jessica Foreman, center, works with a small group of first graders, at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. When teachers at the K-8 public school, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy. (AP Photo/Rebecca Blackwell)

Superintendent of Schools Joel Herbst speaks during an interview, Monday, April 15, 2024, at A.D. Henderson School in Boca Raton, Fla. (AP Photo/Wilfredo Lee)

Assistant principal Lauren Robinson speaks during an interview, Monday, April 15, 2024, at A.D. Henderson School in Boca Raton, Fla. (AP Photo/Wilfredo Lee)

A sign hangs inside the classroom of third grade teacher Megan Foster at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. When teachers at the K-8 public school, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy. (AP Photo/Rebecca Blackwell)

BOCA RATON, Fla. (AP) — When teachers at A.D. Henderson School, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy.

Nationally, most teachers report feeling stressed and overwhelmed at work, according to a Pew Research Center survey of teachers last fall. Waning job satisfaction over the last two decades has accompanied a decline in teachers’ sense of autonomy in the classroom, according to a recent study out of Brown University and the University of Albany.

But at this South Florida school, administrators allow their staff high levels of classroom creativity — and it works.

A public school of 636 kindergartners to eighth graders on the campus of Florida Atlantic University, Henderson scored in the top 1% to 3% in every subject and grade level on the state’s latest standardized tests, with the exception of sixth grade math, where students scored in the top 7%. In almost every subject, 60% or more of Henderson students score significantly above the state average.

Middle school science teacher Vanessa Stevenson, right, talks with students in her Science Fair class at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. When teachers at the K-8 public school, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy. (AP Photo/Rebecca Blackwell)

“There is a lot of our own individual input allowed in doing the activities that we want to do in the classroom,” said Vanessa Stevenson, a middle school science teacher finishing her third year at the school. She plans to start an equine medicine class next fall even though the school has no stables — she believes she will find a way.

“It’s a bit of trial and error because there’s nothing being handed to you saying, ‘Do it this way.’ You just have to figure it out,” she said.

Missy Testerman, the 2024 National Teacher of the Year toasts with first lady Jill Biden during a State Dinner at the White House in Washington, Thursday, May 2, 2024, to honor the 2024 National Teacher of the Year and other teachers from across the United States. (AP Photo/Susan Walsh)

Joel Herbst, superintendent of Henderson and its sibling FAU High School, calls the faculty his “secret sauce” and argues the school’s success can be duplicated anywhere — if administrators cede some control.

When that happens, he said, teachers create hands-on programs that help students “not only show their understanding, but gain more depth.”

“Give (teachers) the freedom to do what they do best, which is to impart knowledge, to teach beyond the textbook,” he said.

A student raises her hand to contribute in Megan Foster's third grade class, at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. When teachers at the K-8 public school, one of the top-performing schools in Florida, are asked how they succeed, one answer is universal: They have autonomy. (AP Photo/Rebecca Blackwell)

Portland State University education professor Madhu Narayanan, who studies teacher autonomy, said independence has a high correlation to faculty morale and success. But autonomy must be paired with administrative support.

“It can’t be, ‘Here is the classroom, here is the textbook, we’ll see you in six months.’ Those teachers have tremendous autonomy, but feel lost,” he said.

‘THAT LITTLE SOMETHING EXTRA’

Henderson emphasizes science, technology and math, using arts and humanities to help with those lessons. About 2,700 families enter a lottery each year for the 60 spots in Henderson’s kindergarten class and openings in other grades. There is no screening — some children entering Henderson are prodigies, most are average learners and some have learning disabilities like dyslexia .

The only tweaking is to comply with a Florida law requiring the student population at university-run “laboratory” schools match state demographics for race, gender and income. Because families apply to attend, parental involvement is high — an advantage Herbst and his staff concede.

Selected kindergartners are tested months before arrival so any needs can be immediately addressed.

“Some of them come in reading and some know five letters — and it is not just reading, but all subjects,” said Lauren Robinson, the elementary program’s vice principal. “We are going to provide every opportunity to close those gaps before those gaps grow and grow, instead of waiting until a certain grade level and saying, ‘Now we’ll try to close them.’ It’s Day One.”

Art and technology teacher Jenny O’Sullivan, right, shows students a video they made, Monday, April 15, 2024, at A.D. Henderson School in Boca Raton, Fla. (AP Photo/Wilfredo Lee)

In Jenny O’Sullivan’s art and technology classroom, kindergartners learn computer coding basics by steering a robot through a maze. Fourth and fifth graders make videos celebrating Earth Day . Students learn design by building cardboard arcade games like Skee-Ball for their classmates. Legos teach engineering.

While her new classroom has the latest technology, she insists such classes can be taught anywhere if the teacher is allowed creativity.

“My grandmother is from Louisiana and there’s a (Cajun) saying: ‘Lagniappe,’ that little something extra,” O’Sullivan said. “I get to be the lagniappe in (the student’s) education. Could you do without it? Yes. But would you want to? No.”

Working in small groups while dressed in white lab coats and goggles, the sixth graders in Amy Miramontes’ Medical Detectives class solve a mystery daily. They have examined strands of rabbit muscle under a microscope, using safe chemicals to determine what neurological disease each animal had. They have tested fake neurotoxins to determine which ailments afflicted their imaginary patients.

Marisha Valbrun, 12, picks out a vial of fake neurotoxins to test in her Medical Detectives class, Monday, April 15, 2024, at A.D. Henderson School in Boca Raton, Fla. While many teachers nationally complain their districts dictate textbooks and course work, the South Florida school's administrators allow their staff high levels of classroom creativity...and it works. (AP Photo/Wilfredo Lee)

Miramontes hopes the class not only piques the students’ interest in medicine, but implants knowledge needed in two years when they take the state’s eighth-grade science test.

“They’re always learning by having their hands on something,” Miramontes said. “If they mess up, it’s OK — we start over. But then we learn a great life lesson that we have to be very diligent.”

Marisha Valbrun, 12, took Medical Detectives because she might want to be a doctor. She’s learned that while science is challenging, by seeking assistance she can overcome obstacles.

“I feel like if I just ask any person in this room for help, they can give you that right answer,” she said.

USING ART TO TEACH SCIENCE

Even at a school where teachers exude enthusiasm, elementary art teacher Lindsey Wuest stands out — she can’t stand still while describing how her lessons center on science.

On this afternoon in her Science as Art class, Wuest and a visiting artist are showing third graders how to make clay bobblehead dolls of endangered species — while also teaching the chemistry of why glazes change color in the kiln.

“Hopefully those students who love art can also develop a love of science,” she said. “Project-based learning sticks with the kids for longer.”

Ella Oliveri, 8, left, works alongside third grade classmates to sculpt clay models of endangered or vulnerable animal species, in Lindsey Wuest's Science As Art class, at A.D. Henderson School in Boca Raton, Fla., Tuesday, April 16, 2024. (AP Photo/Rebecca Blackwell)

Third grader Maximus Mallow said that by working on his leopard bobblehead, he learned how the animal’s camouflage works.

“We have fun while we create stuff about science,” the 9-year-old said.

Henderson’s success leads to grants — and nowhere shows that better than the middle school’s drone program, which recently won a national competition in San Diego.

Henderson’s drone teams have a room to practice flying the 3-inch-by-3-inch (75 millimeter), four-rotor devices through an obstacle course, plus flight simulators donated by the local power company.

Grace Ong, 13, foreground, works on a flight simulator, Monday, April 15, 2024, at A.D. Henderson School in Boca Raton, Fla. While many teachers nationally complain their districts dictate textbooks and course work, the South Florida school's administrators allow their staff high levels of classroom creativity...and it works. (AP Photo/Wilfredo Lee)

The drone program is a chance to compete while using the physics and aeronautics learned in the classroom, teacher James Nance said. While expensive equipment is a benefit, Nance said, drone classes can be taught on a shoestring. At a previous school, he made a flying course out of PVC pipe and balloons.

Eighth grader Anik Sahai pulls out his cell phone in Stevenson’s science classroom, an act at Henderson that usually means a trip to the office . But he is demonstrating an app he created that uses the camera to diagnose diabetic retinopathy, an eye disease that is a leading cause of blindness worldwide. It took first place in the state’s middle school science fair and is being considered for commercial use.

The 14-year-old credits his success to his years at Henderson, beginning in the preschool program.

“The teachers here, they’re amazing,” he said. “They’ve been trained on how to get us to the next level.”

Sharon Lurye contributed reporting from New Orleans.

The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org .

Mentoring of New Teachers Exploratory Essay

The database used for the present paper was the EBSCO host. The tutorial watched was the ‘EBSCO advanced search – guided style’ one. The newly acquired knowledge included the way to apply limiters and expanders during the search process, where to enter the search term and which fields to search (subject terms).

It also became clear how results could be refined after the search had been completed, and how one could ensure the increased result refinement by sorting the sources according to the source type. The process used to locate the articles was the search by keywords ‘mentoring of new teachers’.

The educational sphere deserves particular attention, and pedagogics is not an exception. This paper is focused on research findings on mentoring of new teachers, conducted by two different groups of researchers. Pedagogics goes hand in hand to educational developments in the spheres of teaching and learning.

Mentoring of new teachers has become one of the most spread topics within pedagogics and methodology. The aim of the paper is to reveal the nature of mentoring, outline key elements of two research findings, and compare them.

British researcher, Kim Brown (2001), examined the problem of mentoring of newly qualified language teachers. This perspective seems to be of current interest, because thousands of newly-qualified and graduated teachers may face the same problems during their first year of teaching.

According to the author’s findings, “conflicts over teaching language methodology, in particular, emerge as a contributory factor in the breakdown of relationships between these teachers and their mentors” (Brown, 2001, p. 69). Proceeding from this statement, mentoring may lead to misunderstanding.

Brown observed six teachers with different experiences, who received different kinds of their mentors’ support. In the results of the analysis of the research, the author comments upon the findings. The research shows that a new teacher may perceive his mentor’s support in a different way.

In its turn, it causes many challenges for a young teacher. A mentor is considered to be “a reflection of seniority and experience” (Brown, 2001, p. 71), who has a positive influence on a teacher. Ideally, a mentor and a teacher should have “a shared vision of effective language teaching methodology” (Brown, 2001, p. 71).

Two teachers received formal induction support that was expressed in available and reliable mentor’s help, regular meetings of the teacher with the mentor, and a “good teamwork and liaison” (Brown, 2001, p. 74).

Four teachers received informal induction support, where there were the following negative characteristics: mentor’s non-membership to a language department, absence of special programs for newly qualified teachers, irregular meetings of teachers with their mentors. Consequently, conflicts and absence of positive role models are basic aspects of unsatisfactory experiences of mentoring.

The results of the findings show that “it is precisely the shared understanding of subject-specific issues which helps to ensure successful induction for newly qualified teachers” (Brown, 2001, p. 87). Thus, a positive experience of mentoring helps a newly qualified teacher to survive at the beginning of his/her pedagogical career.

The second research illustrates the positive experience of mentoring; it seems to deepen the previous research. The research, conducted by a group of researchers, is focused on the mentors’ program of support for teachers.

The activity of an Ohio career center inspired the research, because this “center provides strong support for its new teachers because it recognizes that mentoring can be as important for them as it is for their students” (Lynch et al., 2006, p. 24). The findings show the core of this program, and details of the successful and effective mentoring.

According to the program, a true mentor should be “knowledgeable and skillful in the observation and conferencing process” (Lynch et al., 2006, p. 25). For successful mentoring, these features are primarily essential. Also, the program claims that “the mentoring program is a complex process that involves support, assistance and guidance but not evaluation of the mentee” (Lynch et al., 2006, p. 25).

What is the core of successful mentoring? There are several integral parts of the effective mentoring: a positive rapport, high level of trust, practicing the skills of an effective teacher, implementation of necessary and correct methods of classroom management and discipline. Mentors should “wear three hats: coach, collaborator, and cheerleader” (Lynch et al., 2006, p. 26).

Thus, mentoring means support, encouragement, listening and facilitation of self-reliance. In achieving the aim, the program suggests its means: assembling a motivated team, qualitative administration, regular meetings with teachers, and professional consultations with an experienced mentor.

Taking everything into consideration, some conclusions about mentoring of new teachers can be made. The focuses of the both researches are different, but the idea of positive mentoring experience is common.

Positive mentoring is characterized by the senior role of skillful and experienced mentor, who plays an active part in teachers’ pedagogical life. One of the main aims of the effective mentoring of new teachers is to establish cooperation and good relationships with them by means of trust and reliable help.

Brown, K. (2001). Mentoring and the Retention of Newly Qualified Language Teachers. Cambridge Journal of Education, Vol. 31 (1), 69-88.

Lynch, J., Rose, J. De, & Kleindienst G. (2006). Mentoring New Teachers. Techniques: Connecting Education & Careers, Vol. 81 (6), 24-28.

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1. IvyPanda . "Mentoring of New Teachers." June 26, 2019. https://ivypanda.com/essays/mentoring-of-new-teachers/.

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✍️Essay on Favourite Teacher: Samples in 100, 150 and 200 Words

Updated on
Oct 30, 2023

There is no doubt that teachers are considered to be the first mentors in our lives. They are responsible for showing us the right path and teaching us what is right and what is wrong. They are the ones who nurture and shape our minds. Most importantly, they teach us the importance of hard work and finally, instil the quality of learning in us. Speaking of which, we all have had our favourite teachers in schools or colleges. Having our favourite teacher’s period made us want to go to school or college for that matter.

So, today we will be talking about our favourite teachers and how they shape our future by instilling all the good qualities. In this article, we will go down our memory lane and get to read a few sample essays about our favourite teachers.

Table of Contents

1 Why Are Teachers Important In a Society?
2 Essay on Favourite Teacher in 100 words
3 Essay on Favourite Teacher in 150 words
4 Essay on Favourite Teacher in 200 words

Why Are Teachers Important In a Society?

We all know that teachers play a huge role in shaping our future. But did you know that teachers also play a huge role in society? Here are some of the reasons why teachers are important.

Education: They impart knowledge and essential skills to students, which is the foundation for personal and overall growth.
Moral and Social Development: Teachers play a role in instilling values, ethics, and social skills in students, contributing to well-rounded individuals and a harmonious society.
Innovation: They nurture creativity and critical thinking, fostering innovation and progress in various fields.
Economic Development: Education leads to a more skilled and capable workforce, driving economic development.
Cultural Preservation: Teachers help preserve and pass on cultural and historical knowledge to the next generation.
Social Equality: They reduce social disparities by providing equal opportunities for all students, regardless of their background.
Personal Growth: Teachers are mentors and guides, aiding students in their personal development and self-discovery.

All in all, teachers are the cornerstone of an educated, informed, and progressive society.

Also Read: Essay on the Importance of the English Language for Students

Essay on Favourite Teacher in 100 words

Teachers play a pivotal role in shaping the future of individuals and society. They are the guiding lights who impart knowledge, inspire, and nurture young minds. A teacher’s impact extends far beyond the classroom, as they instil values, critical thinking, and a love for learning. Teachers dedicate their time and effort to ensure students’ growth and development, equipping them with the tools to succeed in life. Their patience, passion, and dedication are commendable. In essence, teachers are the architects of a brighter future, as they mould the next generation. Their influence is immeasurable, making them invaluable contributors to society’s progress.

Essay on Favourite Teacher in 150 words

Teachers are not merely instructors but mentors, guiding students on their educational journey. Teachers impart knowledge and life skills, instilling values and fostering critical thinking.

Teachers inspire, motivate, and nurture young minds, helping them reach their full potential. They create a positive and inclusive learning environment, where students feel safe to express themselves and explore new ideas. A good teacher not only imparts academic knowledge but also fosters character development, teaching empathy, resilience, and problem-solving.

Moreover, teachers are instrumental in building a literate and educated society, which is essential for progress and development. They are instrumental in equipping students with the tools they need to succeed in their chosen paths, whether in academics, careers, or life in general.

In conclusion, teachers are the unsung heroes who shape the future generation. Their dedication, passion, and commitment to education make them invaluable contributions to society’s advancement.

Essay on Favourite Teacher in 200 words

Teachers play a pivotal role in shaping the future of individuals and society as a whole. Their impact goes far beyond the classroom, influencing the personal, intellectual, and emotional development of their students.

First and foremost, teachers are the custodians of knowledge and wisdom. They impart subject matter expertise, instil critical thinking skills, and foster a love for learning. Their guidance is instrumental in preparing students for the challenges of the future.

Teachers also serve as mentors and role models. Their dedication, values, and work ethic can leave a lasting impression on young minds, shaping their character and moral compass. A good teacher not only educates but also inspires.

Furthermore, teachers are essential in addressing educational inequalities. They adapt their teaching methods to meet the diverse needs of students, ensuring that no one is left behind. They create a safe and inclusive environment where students can thrive.

In conclusion, teachers are the unsung heroes of society, laying the foundation for progress and development. Their influence extends far beyond the classroom, making them instrumental in shaping a brighter future for generations to come. We must value, support, and celebrate the profound impact that teachers have on our lives.’

Teachers play a crucial role in society because they transform lives, foster aspirations, and push the envelope of human potential.

Good teachers demonstrate to their students their dedication to learning best practices, their willingness to try out various teaching methods, and their comfort with technology.

The term ‘professional teacher’ at its most basic level relates to the position of a person who is compensated for teaching.

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Malvika Chawla

Malvika is a content writer cum news freak who comes with a strong background in Journalism and has worked with renowned news websites such as News 9 and The Financial Express to name a few. When not writing, she can be found bringing life to the canvasses by painting on them.

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Teacher’s Day Essay for Students in English

The teacher’s day is to honor and appreciate teachers for their dedication and hard work. Because teachers play a great role in everyone’s life. From teaching science and languages to giving life-long lessons, teachers help us build ourselves in every field of life. Therefore, they deserve to be honored. So, we should at least dedicate a day to thank them for everything that they do for us. With that being said, in the article below, we have written a teacher’s day essay and we have listed some best teacher’s day quotes for you to add icing on top of the cake.

Teacher’s Day

Teacher’s day is a very special occasion for students, teachers, and everyone in general. Every year students celebrate teacher’s day on the 5th of September to honor teachers and pay tribute to their dedication and hard work. In India, 5th September is celebrated as teacher’s day as a reminder of one of the greatest teachers, in Indian history, Dr. Servepalli Radhakrishnan’s birth. Dr. Radhakrishnan was also the second president of India besides being a great mentor. On this special occasion, students present their best wishes and respect to their teachers. They also give cards, flowers, gifts, and write a teacher’s day essay for their favorite teacher to express their love. Among all, writing a special teacher’s day essay for their favorite teacher is most appreciable.

Moreover, on this day, students organize teacher’s day events that include inspirational acts, singing competitions, speeches, and debates to make their teachers feel proud and honored. Students also dress up as teachers, on this special day, and perform.

It is indeed true that there is no other profession as honorable as the profession of teaching. And it is the most respectable profession in the world. September 5 was dedicated to the teaching profession by celebrating this day as Teachers’ Day across India. It is celebrated annually to commemorate the birthday of one of the greatest teachers in Indian history and former President of India, Dr. Sarvapalli Radhakrishnan, as well as to honor teachers. India’s former president’s birthday was dedicated to highlighting the nobility of the teaching profession and the contributions of our teachers to society and the development of the country.

In the life of a student, a teacher reserves a place above the parents. Parents give birth to and care for their children while teachers create their future. Only teachers make children successful in their lives. A good teacher can lead children to limitless heights of success in life. Besides, teaching is a prophetic profession. Because teachers disperse knowledge which is the most precious thing ever found. Knowledge shows us the right path and enables us to distinguish right from wrong. Moreover, teachers are a source of inspiration and guidance for students. It is rightly said that “The mediocre master tells, the good master explains, the superior master demonstrates and the great master inspires”. Masters inspire students with diligence, hard work, and dedication.

Moreover, there is no doubt that teachers are like real potters who not only shape our lives but also allow us to light ourselves like a lamp forever after dispelling darkness from all over the world. So that our nation can be illuminated with many luminous lamps. Therefore, we pay homage and respect to all teachers in the country on this honorable day. However, we cannot give our teachers anything in return for their excellent work; we must always respect them and be grateful for their hard work and dedication. Besides, we must make a commitment to respect and wholeheartedly honor our teachers in our daily lives. Because without a good teacher we are all incomplete in this world.

In conclusion, we need to realize the need and importance of teachers in our lives and celebrate Teachers’ Day every year to honor them for their great work. Teachers are more than our parents who shape our minds for success in every field of life. Besides, they only become happy and successful in life if their dedicated students go ahead and spread the name of teachers all over the world through our activities and by reflecting back on all the lessons that we learned from our teachers. Thus, we should follow all the good lessons in our life taught by our teachers.

Best Teacher’s Day Quotes

“A good teacher is like a candle – it consumes itself to light the way for others.’” ~Mustafa Kemal Atatürk

“If a country is to be corruption free and become a nation of beautiful minds, I strongly feel there are three key societal members who can make a difference. They are the father, the mother, and the teacher.” ~ Dr. APJ Abdul Kalam

“It is the supreme art of the teacher to awaken joy in creative expression & knowledge.” ~Albert Einstein

“Let us remember: One book, one pen, one child, and one teacher can change the world.” ~Malala Yousafzai

“Teaching is only demonstrating that it is possible. Learning is making it possible for yourself. ” ~Paulo Coelho

“There are two kinds of teachers: the kind that fills you with so much quail shot that you can’t move, and the kind that just gives you a little prod behind and you jump to the skies.” ~Robert Frost

“Those who educate children well are more to be honored than they who produce them; for these only gave them life, those the art of living well.” ~Aristotle

“Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important.” ~Bill Gates

“Education is the most powerful weapon which you can use to change the world.” ~Nelson Mandela

“The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterward.” ~Anatole France

Best Essay on Teachers Day in English for Students

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Student teachers deserve to be paid for their labor. Will new legislation be enough?

Gov. Andy Beshear signed House Bill 377 into action on April 4. The bill was designed to counteract statewide teacher shortages by making college education programs more accessible to students. It established the Teacher Recruitment Student Loan Forgiveness Pilot Program and the Student Teacher Stipend Program, offering student teachers a stipend of up to $5,000.

“Enrollment in Kentucky’s teacher prep program is down 37% from a decade ago,” according to Jess Clark of Louisville Public Media . Currently, one of the largest barriers to becoming a teacher is financial strain from college tuition. When one undergoes student teaching, they are expected to take on as much classroom responsibility as possible to gain a full understanding of the role of a teacher and the unwavering work ethic required. While mentor teachers still act as the principal instructor, with the majority of the workload, student teachers are still deserving of compensation for their efforts.

Student teachers are overworked and unpaid

With a daily workload of college courses and over seven hours of unpaid work, five days a week (not including non-contracted hours spent grading papers, attending meetings, creating lesson plans and completing paperwork), most student teachers are unable to retain a full or part-time job to support themselves during the school year. This can lead to an alarming percentage of teachers in student loan debt, with a national average of $58,700 per teacher —almost double the average starting teacher salary in Kentucky (Hershcopf, 2021).

Pollio is right, Kentucky education is scary. That's why state lawmakers have stepped in.

With droves of teachers leaving the profession for a myriad of reasons, it is imperative to incentivise education as a career and make necessary legislative changes teachers have requested for decades. This begs the question: Will HB 377 be enough to retain current Kentucky educators and fill roughly 11,000 vacancies ? One thing is for certain, with societal changes demanding fair and equitable compensation for labor and the national student debt crisis creeping towards $2 trillion , many college students will opt for careers outside of education if unpaid semesters of student teaching result in starting their careers in debt.

Olivia Andrews is a graduate student at the University of Louisville pursuing a degree in Music Education. She is a passionate advocate for Kentucky students and educators. Olivia is also involved in the Miss Kentucky Scholarship Organization and will be competing for the title of Miss Kentucky as Miss University of Louisville.

Essay on Teacher for Students and Children

500+ words essay on teacher.

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

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

A Good Teacher

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

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

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

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

Impact of Teachers on a Student’s Life

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

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

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

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

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