essay about describing a teacher

How to Describe a Teacher in Writing (100+ Examples & Guide)

Ever noticed how certain teachers linger in your memory long after you’ve left the classroom?

It’s often not just what they teach, but how they teach and who they are as a human being.

Here is how to describe a teacher in writing:

Describe a teacher in writing by focusing on their appearance, teaching style, classroom environment, interactions with students, and voice. Mention attire, posture, teaching methods, classroom decor, communication style, and speech characteristics to create a vivid portrayal.

In this article, you’ll learn everything you need to know about how to describe a teacher in writing.

Types of Teachers to Describe

Table of Contents

I have a soft spot in my heart for teachers – some of my family are teachers and a teacher changed my life when I was a kid.

There are at least five common types of teachers that you can describe in writing.

• The Inspirational Mentor : Charismatic and passionate, this teacher type ignites a love for learning.
• The Strict Disciplinarian : Known for their firm rules, they command respect and instill discipline.
• The Innovator : Always on the cutting edge of teaching methods and technology.
• The Supportive Confidant : Approachable and empathetic, they often become students’ trusted advisors.
• The Old-School Traditionalist : Sticks to classic teaching methods and often has a wealth of experience.

How to Describe a Teacher’s Appearance

When describing a teacher’s appearance, consider not only their clothing but also the subtleties of their personal style.

Is their attire crisply formal, suggesting a no-nonsense approach, or do they prefer comfortable, approachable clothing that reflects a more relaxed teaching philosophy?

The way they groom themselves, from neatly trimmed hair to a more carefree look, can also say much about their personality.

Pay attention to their posture: a straight-backed, authoritative stance versus a relaxed, open posture can convey very different messages.

Observe their gestures: are they expansive and expressive or more reserved and precise?

Facial expressions are equally telling – a constant smile can indicate warmth and approachability, while a more serious demeanor might suggest a more disciplined approach to teaching.

• Mr. Jenkins always wore crisp suits, his tie perfectly knotted, exuding an air of formality.
• Ms. Rivera’s flowing skirts and colorful scarves mirrored her creative teaching style.
• Dr. Lee’s glasses perched on the tip of his nose, eyes twinkling behind them with a hint of humor.
• Coach Thompson’s athletic attire and energetic stride reflected his dynamic personality.
• Mrs. Smith’s hair was always in a neat bun, echoing her organized and methodical approach.
• Mr. Patel’s warm, constant smile made students feel immediately at ease.
• Ms. Johnson’s quirky jewelry and bright sneakers showed her playful side.
• Mr. Grey’s stern expression rarely changed, commanding respect and attention.
• Ms. Thompson’s casual jeans and t-shirts made her seem more like a friend than a strict teacher.
• Dr. Anderson’s posture was always upright, exuding a sense of confidence and authority.

How to Describe a Teacher’s Teaching Style

A teacher’s teaching style is a window into their educational philosophy and personality.

Some teachers prefer a highly interactive style, encouraging lively discussions and group activities, fostering a dynamic learning environment.

Others might lean towards a more traditional, lecture-based approach, imparting knowledge in a structured, methodical manner.

Consider if they favor hands-on learning experiences, allowing students to explore and discover through practical activities.

Do they integrate storytelling into their lessons, making learning more engaging and memorable? Technology usage is another aspect to consider; are they adept at incorporating digital tools and multimedia into their lessons?

Their teaching style can also reveal their adaptability, patience, and how they cater to different learning styles within the classroom.

• Mr. Brown’s lectures were filled with fascinating historical stories, bringing the past to life.
• Ms. Kim’s classroom buzzed with group discussions and collaborative projects.
• Mrs. Allen preferred quiet, focused individual work, guiding students through complex problems.
• Mr. Harris used technology seamlessly, his slideshows and videos making learning more interactive.
• Dr. Martin’s hands-on experiments made her biology classes exciting and insightful.
• Ms. Lopez often took her class outside, believing in learning through nature and exploration.
• Mr. Wilson’s teaching was flexible, adapting to the needs and interests of his students.
• Ms. Davis was patient, ensuring every student understood the concept before moving on.
• Mr. Khan’s math classes were a mix of traditional methods and innovative problem-solving activities.
• Dr. Roberts had a knack for simplifying complex theories, making them accessible to all students.

How to Describe a Teacher’s Classroom

The layout and decoration of a teacher’s classroom can be a reflection of their teaching style and personality.

A neatly organized, minimally decorated classroom might suggest a teacher who values order and structure, focusing on discipline and efficiency.

On the other hand, a classroom filled with vibrant artwork, student projects, and creative displays could indicate a teacher who encourages creativity and self-expression.

Consider the arrangement of desks – are they in traditional rows facing the front, promoting an individual learning experience, or are they arranged in groups to facilitate collaboration? The presence of technology, like smartboards or computers, can also hint at a teacher’s inclination towards modern teaching methods.

Even the lighting, whether bright and invigorating or soft and calming, plays a role in setting the classroom’s mood and atmosphere.

• Mr. Clarke’s classroom was a kaleidoscope of student art and colorful educational posters.
• In Ms. Hall’s room, desks were arranged in circles to encourage open discussion.
• Dr. Edwards’ classroom was minimalistic, with a focus on a clear, uncluttered learning space.
• Mrs. Lopez had a cozy reading corner, filled with cushions and a variety of books.
• Mr. Chang’s high-tech classroom had the latest gadgets, perfect for his computer science lessons.
• Ms. Foster’s room was bathed in warm, soft light, creating a relaxed and welcoming atmosphere.
• Mr. Thompson had a traditional setup with rows of desks, each student facing the front.
• In Ms. Patel’s classroom, plants and nature-inspired decor created a serene learning environment.
• Dr. Gomez’s walls were adorned with historical timelines and maps, complementing his teaching.
• Mrs. Jennings’ room had flexible seating options, allowing students to choose where they learned best.

How to Describe a Teacher’s Interaction with Students

How a teacher talks and acts with their students is really important. It’s part of how they teach and can change how the classroom feels.

Some teachers maintain a formal and authoritative distance, ensuring a disciplined and structured classroom.

Others foster a more relaxed and friendly atmosphere, where students feel comfortable participating and expressing their opinions.

Observe how they respond to questions – are they patient and encouraging, or do they prefer quick, concise answers? How do they handle conflicts or disruptions?

A teacher who navigates these situations with calm and fairness can create a safe and respectful learning space.

Their approach to feedback, whether constructive and supportive or more critical, can also affect students’ confidence and willingness to engage in the learning process.

• Mr. Hughes always had time for every student’s question, his responses thoughtful and thorough.
• Mrs. Garcia navigated classroom conflicts with a fair and unbiased approach.
• Mr. Ellis’ feedback was always constructive, aimed at helping students improve.
• Ms. Wright’s classroom was a hub of lively debates, encouraging students to voice their opinions.
• Dr. Kumar’s calm demeanor helped maintain a peaceful and focused classroom environment.
• Ms. Chen’s encouragement and praise boosted her students’ confidence.
• Mr. Bradley maintained strict classroom discipline, but was always fair in his decisions.
• In Ms. Johnson’s class, every student felt heard and valued.
• Mrs. Smith was known for her patience, especially with students who needed extra help.
• Dr. Lee often used humor to defuse tension, keeping the classroom atmosphere light and engaging.

How to Describe a Teacher’s Voice and Speech Style

The way a teacher speaks can leave a lasting impression on students.

An authoritative voice, clear and firm, can command attention and convey confidence. A gentle, soft-spoken teacher might create a calm and soothing classroom atmosphere.

Consider their speech pace – a rapid, energetic speech might reflect their enthusiasm and dynamic nature, while a slower, deliberate pace can be calming and give students time to absorb the information.

The use of humor, anecdotes, or storytelling can make their lessons more engaging and relatable.

A teacher’s voice and speech style not only influence how they are perceived but also how well students engage with the material.

• Ms. Parker’s voice was always gentle and encouraging, making students feel at ease.
• Mr. Johnson’s booming voice filled the classroom, capturing everyone’s attention.
• Dr. Ahmed spoke slowly and clearly, ensuring every student understood the lesson.
• Ms. Lee’s lectures were peppered with humorous anecdotes, making learning enjoyable.
• Mr. Foster’s enthusiastic tone made even the most mundane topics interesting.
• Dr. Simmons used storytelling effectively, turning complex concepts into engaging narratives.
• Ms. Gomez’s articulate speech was both captivating and inspiring.
• Mr. Thompson’s commanding tone left no room for disruptions.
• Mrs. Clark often varied her pitch and pace, keeping students engaged and attentive.
• Mr. Davis’s passionate speeches about literature often left students inspired and thoughtful.

If you want to describe a good or great teacher, watch this video:

30 Best Words to Describe a Teacher

Consider using these words to describe teachers in your stories:

• Knowledgeable
• Compassionate
• Charismatic
• Approachable
• Authoritative
• Enthusiastic
• Encouraging
• Inspirational
• Disciplined

30 Best Phrases to Describe a Teacher

Here are phrases you can use to describe a teacher:

• A beacon of knowledge
• Commands the classroom with authority
• Nurtures curiosity and creativity
• A pillar of patience
• Engages students with interactive lessons
• Voice resonates with passion
• Cultivates a love for learning
• Approachable and always willing to listen
• Has a knack for simplifying complex concepts
• Infuses humor into lectures
• Master of storytelling
• A guiding light in students’ academic journey
• A fountain of wisdom
• Fosters a collaborative learning environment
• Maintains high expectations for all students
• A true mentor at heart
• Embodies the spirit of lifelong learning
• Has an infectious enthusiasm for the subject
• Known for their meticulous attention to detail
• Balances discipline with compassion
• An innovator in educational strategies
• Cultivates independent thinkers
• A guardian of academic integrity
• A reassuring presence in the classroom
• Skilled in addressing diverse learning needs
• A natural orator
• Exemplifies professionalism and dedication
• A champion for student success
• Has a calming influence on students
• A master at engaging reluctant learners

3 Full Writing Examples of How to Describe a Teacher

Here are examples of how to describe a teacher in writing in different kinds of stories.

In a Mystery

Ms. Hawthorne stood at the front of the dimly lit classroom, her piercing blue eyes scanning her students. She spoke in a slow, calculated manner, each word dripping with intention. Her presence was commanding, yet there was an air of mystery around her. She often paused mid-lecture, lost in thought, as if hiding a secret only she knew.

Professor Elarion, with his flowing robes and twinkling eyes, seemed to have stepped out of a tale of old. His voice, filled with wonder, spoke of ancient magic and realms beyond. In his class, the walls shimmered with enchantments, and every lesson was an adventure into the unknown.

Mr. Adams, with his charming smile and warm, inviting voice, had a way of making every student feel seen. His laughter filled the room, creating an atmosphere of ease and comfort. There was a gentle grace in his movements, and his eyes sparkled with genuine care and interest in his students’ lives.

Final Thoughts: How to Describe a Teacher in Writing

Capturing the essence of a teacher in writing is like painting a portrait with words.

Each stroke reveals a unique blend of characteristics that shape their identity and influence in the classroom.

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Essay on My Teacher

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

Introduction:

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

My Teacher:

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

Unforgettable Memories:

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

Conclusion:

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

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

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

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

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

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

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

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

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

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

Who Is my favourite Teacher?

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

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

How the teacher has impacted my life in school .

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

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

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

Types of Teachers

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

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

Attributes of a Teacher:

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

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

Attributes of My Favorite Teacher:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

My Teachers, My Role Models

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

My Best Teacher

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

Her Background

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

Her Smiling Attitude

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

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

Teacher’s In Today’s Scenario

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

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

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

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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

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Writing Nestling

How To Describe Teacher In Writing (10 Important Steps)

In the intricate tapestry of education, the task of describing a teacher in writing emerges as a unique and compelling endeavor.

Beyond the confines of a classroom, the narrative unfolds as a literary journey, exploring the nuances, influences, and intrinsic qualities that define an educator.

This venture transcends the ordinary and delves into the art of capturing pedagogical charisma, impact on students, and the intangible threads that weave the fabric of teaching excellence.

The act of describing a teacher becomes an exploration into the heart of education, where words become brushstrokes, creating a vivid portrait that extends beyond the physical presence into the realm of inspiration.

Join this literary exploration as we embark on a quest to articulate the indescribable, unravel the complexity, and pay homage to those who illuminate the path of knowledge.

Table of Contents

How To Describe Teacher In Writing

Describing a teacher in writing involves capturing their characteristics, qualities, and impact on students. Here’s a step-by-step process to help you achieve that:

Observation

Begin by observing the teacher in action. Pay attention to their teaching style, interactions with students, and overall demeanor in the classroom.

Gather Information

Collect relevant details about the teacher, such as their name, subject expertise, teaching experience, and any notable achievements or qualifications.

Identify Strengths and Qualities

List the teacher’s positive qualities, strengths, and attributes. Consider aspects like enthusiasm, patience, clarity in explanations, approachability, and dedication to students’ success.

Classroom Atmosphere

Describe the atmosphere in the classroom . Take note of how the teacher creates a conducive learning environment, manages the class, and fosters a sense of community among students.

Teaching Methods

Detail the teacher’s methods of instruction. Discuss whether they use innovative teaching techniques, employ technology, or incorporate real-life examples to enhance learning.

Communication Skills

Evaluate the teacher’s communication skills. Consider how effectively they convey information, encourage student participation, and address questions or concerns.

Connection with Students

Highlight the teacher’s ability to connect with students on a personal level. Mention instances where the teacher demonstrates understanding, empathy, and a genuine interest in students’ well-being.

Impact on Learning

Discuss the impact the teacher has on students’ academic and personal development. Include any anecdotes or examples that showcase their positive influence.

Professionalism

Comment on the teacher’s professionalism. This may include punctuality, organization, responsiveness to feedback, and a commitment to continuous improvement.

Summarize your observations and present a well-rounded depiction of the teacher. Emphasize the overall positive qualities that make them an effective and inspiring educator.

Remember to provide specific examples and details to support your descriptions, making your writing more vivid and convincing.

Establishing the Purpose

In the delicate dance of crafting a vivid portrayal of a teacher, the initial brushstrokes are woven into the tapestry of purpose.

Imagine purpose as the compass, guiding the journey through the labyrinth of observation and description. It is not merely about capturing the essence of a teacher, but about distilling the very spirit that fuels their impact.

Purpose here is the alchemist’s touch, transforming mere words into a symphony that resonates with insight. It is the heartbeat, pulsating beneath every carefully chosen adjective, every nuanced observation, urging the writer to unravel the magic concealed within the daily rituals of a classroom.

In this exploration of purpose, we embark on a quest not only to depict a teacher but to immortalize the very reason they stand at the forefront of inspiration – an ode to the pursuit of knowledge and the indomitable spirit of education.

Defining the Purpose of Description

Defining the purpose of description in the portrayal of a teacher is akin to setting the stage for a captivating narrative.

It serves as the North Star, providing direction and intent to the nuanced art of capturing an educator’s essence.

Purpose transcends the surface level; it breathes life into each carefully chosen word, elevating the portrayal from a mere visual snapshot to a compelling narrative.

It’s the compass guiding the writer through the labyrinth of observations, steering towards the heart of what makes a teacher truly remarkable.

The purpose is the silent conductor orchestrating a symphony of words, harmonizing the intricacies of a teacher’s presence, pedagogical prowess, and impact on students.

It transforms the act of description into a deliberate and profound exploration, ensuring that every stroke of the pen resonates with a deeper understanding and appreciation for the role educators play in shaping minds and futures.

Observational Techniques

Embarking on the journey of observational techniques in unraveling the enigma of a teacher is akin to wielding a kaleidoscope of perception.

It’s not merely about witnessing the physicality of presence but engaging in a dance with the subtleties that define an educator.

It demands a Sherlockian attention to detail, where every nuance becomes a clue, leading to the core of instructional artistry.

It’s about deciphering the unspoken language of a classroom, where the tilt of a head, the cadence of a voice, and the unscripted moments echo a narrative that textbooks fail to capture.

These observational techniques transform the mundane into the extraordinary, turning a classroom into a canvas where the colors of teaching philosophy, dedication, and charisma come alive.

It is, in essence, a journey into the kaleidoscopic universe of pedagogy, where every observation unfolds a new facet of the teacher’s multifaceted brilliance.

Close Observation

Close observation in the context of describing a teacher is a profound exercise in unveiling the layers of pedagogical charisma and instructional finesse.

It’s akin to being a literary detective, carefully dissecting not just the physical appearance but the nuances that define a teacher’s persona.

The subtlest gestures, the inflections in their voice, and the unspoken interactions with students become the building blocks of a detailed narrative.

Close observation transcends the superficial, delving into the realm of instructional choreography, where every step, every choice of words, and every unguarded moment is a clue to the profound impact a teacher has on their students.

Through this lens, close observation becomes a portal to the heart of teaching, allowing the writer to capture not just what the eyes perceive but the very essence of the educator’s influence within the classroom tapestry.

Identifying Teaching Style

Identifying a teacher’s style is like deciphering a symphony of educational notes, where each chord resonates with a unique blend of passion, innovation, and pedagogical prowess.

It’s not just about the methodical delivery of information but an intricate dance between theory and engagement, a choreography of knowledge that sets the classroom stage ablaze.

Imagine a teaching style as a fingerprint, unique and indelible, weaving through the fabric of instruction with finesse.

It’s the art of recognizing the subtle cadence in their voice, the strategic pauses, and the dynamic interplay between traditional wisdom and avant-garde methodologies.

Identifying a teacher’s style is not just an observation; it’s an immersion into the educational ecosystem, where every strategy, every choice of interactive tool, and every moment of spontaneous brilliance defines a pedagogical fingerprint that lingers long after the lesson concludes.

Classroom Dynamics

Classroom dynamics embody the pulsating heartbeat of the educational ecosystem, orchestrating a symphony of interactions, energy, and intellectual engagement.

It’s a living entity, constantly evolving with the ebb and flow of ideas, student personalities, and the teacher’s guidance.

Within this dynamic realm, the teacher emerges as the conductor, skillfully balancing authority with approachability, fostering an environment where curiosity is sparked, and collaborative learning flourishes.

Picture the classroom as a vibrant tapestry, interwoven with threads of dialogue, shared discoveries, and the electric hum of minds at work.

Classroom dynamics encapsulate the essence of a learning community, where diversity is celebrated, questions are encouraged, and every student becomes an integral note in the melodious journey of education.

It’s the delicate choreography of relationships and intellectual exchange that transforms a physical space into a vibrant hub of knowledge and growth.

Noteworthy Traits and Characteristics

In the mosaic of teaching, noteworthy traits and characteristics compose the vibrant brushstrokes that define an educator’s portrait.

It’s more than the sum of knowledge and degrees; it’s the intangible alchemy of passion, empathy, and unwavering dedication that sets a remarkable teacher apart. Imagine a tapestry woven with threads of patience, a genuine enthusiasm for learning, and an innate ability to adapt teaching methods to suit the diverse needs of students.

These are not just traits; they are the secret ingredients that turn a classroom into a haven of inspiration. A truly extraordinary teacher is a blend of mentor and magician, cultivating not only academic excellence but also the seeds of curiosity and critical thinking.

These noteworthy characteristics are the invisible hands shaping minds and futures, leaving an indelible mark on the educational landscape.

Pedagogical Skills

Pedagogical skills are the magic wand in the hands of a masterful educator, conjuring an enchanting realm of learning within the classroom.

Beyond the chalk-and-board routine, these skills are the transformative tools that breathe life into the curriculum.

It’s the art of distilling complex concepts into digestible nuggets of understanding, navigating the diverse learning styles of students with finesse.

Picture a pedagogical virtuoso orchestrating a symphony of engagement, where clarity in communication acts as the melody and adaptability becomes the harmonious rhythm.

These skills transcend the conventional, fostering an environment where intellectual curiosity is sparked, critical thinking is honed, and a genuine passion for knowledge is kindled.

In the realm of education, pedagogical skills are the beacon guiding students through the labyrinth of learning, leaving an indelible imprint on the minds fortunate enough to be molded by a skilled and dedicated teacher.

Passion for Subject Matter

The passion for the subject matter is the incandescent flame that transforms an educator into a beacon of inspiration.

It’s more than an intellectual pursuit; it’s a contagious fervor that ignites a classroom with the sparks of curiosity.

Envision a teacher whose eyes light up at the mere mention of their subject, a fervent storyteller weaving the narrative of knowledge with infectious enthusiasm.

This passion transcends textbooks; it’s an unwavering commitment to share the beauty and significance of the subject with students.

A teacher’s ardor for their chosen field is the catalyst that transforms lessons from mundane lectures into immersive journeys of exploration.

It becomes the bridge connecting the abstract theories to real-world relevance, allowing students to glimpse the magic inherent in every equation, historical event, or scientific principle. In the realm of education, a teacher’s passion for their subject is the driving force that kindles a lifelong love affair with learning.

Impact on Students

In the grand tapestry of education, a remarkable teacher is not merely an instructor; they are architects of inspiration, crafting a profound impact on the very fabric of their students’ lives.

It’s like witnessing the ripple effect of knowledge, where every lesson is a stone cast into the pond of young minds, creating waves of understanding and empowerment.

Imagine a mentor whose influence extends beyond the confines of the classroom, shaping not just academic acumen but also fostering resilience, self-discovery, and a hunger for lifelong learning.

This impact is not measured in grades alone but in the metamorphosis of timid uncertainties into confident convictions.

A truly extraordinary teacher leaves an indelible mark, cultivating not just scholars but passionate seekers of wisdom, resilience, and positive change.

Their impact resonates far beyond the academic realm, echoing through the corridors of time as the catalyst for futures unfurled with purpose and possibility.

Academic Influence

The academic influence wielded by an exceptional teacher is akin to a guiding beacon illuminating the educational journey of their students.

It extends far beyond the transmission of facts and figures, delving into the art of cultivating intellectual curiosity and fostering a genuine love for learning.

Picture a mentor who not only imparts knowledge but also instills a sense of critical inquiry, challenging students to explore the depths of their chosen subjects.

This influence is transformative, propelling students beyond the boundaries of textbooks into the realm of independent thought and scholarly pursuits.

It shapes not only academic achievements but also lays the foundation for a lifelong commitment to intellectual exploration.

The true impact of academic influence lies not just in the grades earned but in the development of analytical skills, a passion for discovery, and the empowerment of students to navigate the ever-evolving landscape of knowledge with confidence and purpose.

Personal Growth

The profound impact of a remarkable teacher extends beyond the academic realm, reaching into the fertile soil of personal growth.

Imagine a mentor who becomes a catalyst for self-discovery, guiding students through the intricate landscapes of their own potential.

It’s not just about mastering subjects; it’s about nurturing resilience, instilling a sense of confidence, and fostering a spirit of self-belief.

A teacher’s influence becomes a transformative force, encouraging students to navigate challenges with determination and view failures as stepping stones to success.

The classroom, under the guidance of such a mentor, becomes a laboratory for the development of character, emotional intelligence, and the seeds of lifelong resilience.

In this symbiotic relationship between teacher and student, personal growth becomes a harmonious melody, echoing long after the academic journey concludes, as students emerge not only academically enriched but also as empowered individuals ready to face the complexities of the world with courage and authenticity.

Incorporating Anecdotes

In the literary dance of describing a teacher, anecdotes are the sparkling gems that illuminate the narrative, turning it into a captivating journey rather than a mere recitation of facts.

Picture the classroom as a canvas where anecdotes are the vibrant strokes, painting a vivid portrait of the teacher’s impact.

These are not just stories; they are the living, breathing testimonies to the transformative power of education. Each anecdote is a snapshot, capturing the essence of a moment when a teacher’s wisdom transcended the ordinary, leaving an indelible mark on the hearts and minds of students.

It’s in these anecdotes that the nuances of teaching philosophy, humor, and genuine connection come alive, creating a narrative that transcends the confines of the classroom and resonates with readers as a testament to the magic that transpires when passion meets pedagogy.

Illustrative Stories

Illustrative stories serve as the enchanting tapestry that weaves together the experiences and impact of a teacher, transcending the realm of mere description.

Picture these stories as luminescent threads that illuminate the often unseen corners of a classroom, revealing the transformative power embedded in the art of teaching.

These stories are not merely narrative; they are windows into moments when education transcends the ordinary, sparking inspiration and fostering profound connections between teacher and student.

Each illustrative story is a brushstroke, painting a vivid panorama of the teacher’s pedagogical prowess, empathy, and the subtle alchemy that turns mundane lessons into lifelong lessons.

In these tales, the essence of a teacher’s influence unfolds, capturing the hearts of readers and allowing them to step into the vibrant world where education becomes a narrative of shared discovery and enduring impact.

Language and Tone

Language and tone in describing a teacher are the poetic instruments that orchestrate the symphony of appreciation, casting the narrative in hues of admiration and insight.

Imagine language as a palette of vivid adjectives, each stroke delicately capturing the nuances that define a teacher’s persona.

It’s not just about description; it’s a dance with words that transcends the ordinary, evoking a vivid mental portrait.

The tone, akin to a melodic cadence, sets the mood – a harmonious balance between respect and enthusiasm. It’s the difference between a mundane recitation and a lyrical composition that resonates with readers.

Through carefully chosen language and tone, a description transforms into a captivating ode, where every word is a note, and every sentence is a stanza, rendering the portrait of a teacher in a masterpiece of literary artistry.

Selecting Descriptive Language

In the intricate craft of portraying a teacher, selecting descriptive language is akin to choosing the finest brushstrokes for a masterpiece.

It’s the art of infusing words with the richness and vibrancy that reflect the depth of the educator’s impact. Imagine language as a palette of hues, each adjective a brushstroke that delicately unveils the subtle shades of a teacher’s persona.

Here, precision is paramount, and each word acts as a building block, constructing a vivid and nuanced portrayal.

From the radiant glow of enthusiasm to the measured elegance of pedagogical finesse, descriptive language becomes the conduit through which the essence of teaching is conveyed.

It’s not just about words; it’s a meticulous selection that breathes life into the narrative, creating a literary canvas that captures the spirit of a teacher with unparalleled clarity and resonance.

Maintaining a Respectful Tone

Maintaining a respectful tone is the sacred compass that guides the narrative, transforming the act of describing a teacher into a gesture of reverence.

Imagine the prose as a dialogue, where each word is chosen with an inherent understanding of the profound role teachers play.

It’s more than a linguistic exercise; it’s a conscious acknowledgment of the dedication, expertise, and impact woven into the fabric of a teacher’s journey.

A respectful tone doesn’t just honor the subject of description; it elevates the entire narrative, creating an atmosphere of admiration and appreciation.

In a world where educators are the architects of knowledge, the tone becomes a silent pledge to recognize and celebrate the unwavering commitment that defines their vocation.

In maintaining a respectful tone, the description transcends the literary and becomes a sincere homage to the invaluable contributions of those who shape minds and inspire futures.

Structuring the Description

Structuring the description of a teacher is akin to architectural design, where every section is a carefully crafted blueprint, and every word is a pillar supporting the narrative edifice.

Envision this structure as a literary marvel, with the introduction serving as a grand entrance, inviting readers into the world of pedagogical exploration.

The body of the description unfolds like the intricate chambers of a library, each section a repository of observations, traits, and anecdotes meticulously organized for maximum impact.

The conclusion, a majestic archway, leaves a lasting impression, summarizing the essence of the teacher in a crescendo of admiration.

Through this unique structure, the description transcends the mundane and becomes a literary monument, a testament to the thoughtful arrangement that transforms words into a captivating portrait of an educator’s influence.

Introduction

In the overture of describing a teacher, the introduction is the threshold to a realm where pedagogy meets prose.

It’s not merely a doorway but a captivating portal that beckons readers into the vibrant universe of an educator’s influence.

Here, a brief background serves as the key, unlocking the narrative potential, while a carefully crafted thesis statement becomes the compass guiding the exploration.

Imagine the introduction as the first few chords of a symphony, setting the tone for the harmonious journey that follows.

It’s an invitation to step into the classroom, not just as passive observers but as eager participants in the unfolding narrative of teaching excellence.

In this literary overture, the introduction is the promise of discovery, a tantalizing prelude to the nuanced portrayal that awaits, inviting readers to embark on a journey where every word is a step into the enriching world of education.

Revision and Editing

In the refining crucible of revision and editing, the narrative metamorphoses from a rough gem into a polished jewel.

Picture this stage as an alchemical workshop where words are not just refined but transmuted, each edit a transformative spell cast to enhance clarity and resonance.

Revision becomes the sculptor’s chisel, carving away excess and revealing the true contours of the narrative sculpture.

Through the lens of editing, the language becomes a finely-tuned instrument, playing a harmonious melody that resonates with precision and impact.

It’s a meticulous process where peer reviews act as the crucible, subjecting the prose to the constructive fires of collaboration.

In this literary alchemy, revision and editing are not mere formalities but the enchanted spells that elevate the description to a realm of refined brilliance, ensuring that every word shines with the luminosity of thoughtful craftsmanship.

Seeking Feedback

In the quest for narrative refinement, seeking feedback becomes the compass that guides the writer through uncharted territories of improvement.

It’s an act of literary courage, opening the creative endeavor to the perspectives and insights of others. Picture this process as a collaborative dance, where each partner – the writer and the feedback provider – contributes to the graceful choreography of refinement.

Feedback is not merely a critique; it is a treasure trove of valuable gems, illuminating blind spots and revealing hidden facets of the narrative.

It transforms the writing journey from a solitary venture into a collective symphony, where the harmonious notes of constructive criticism resonate, shaping the narrative into a masterpiece.

In this collaborative tapestry, seeking feedback is not just a step in the editing process; it is a profound acknowledgment that the narrative, like any art, thrives on the communal exchange of ideas and perspectives.

Frequently Asked Questions about How To Describe Teacher In Writing

Why is it important to describe a teacher in writing.

Describing a teacher in writing helps convey their impact and significance, providing insights into their teaching style, qualities, and influence on students. It serves as a means of recognition and appreciation.

What are the key steps in describing a teacher effectively?

The process involves careful observation, gathering relevant information, identifying strengths, evaluating teaching methods, assessing communication skills, highlighting the teacher’s connection with students, and emphasizing overall impact on learning.

How can I gather information about a teacher for my description?

Collect details such as the teacher’s name, subject expertise, teaching experience, and any notable achievements or qualifications. Additionally, observe their interactions in the classroom and consider seeking input from students or colleagues.

What qualities should I focus on when describing a teacher?

Highlight positive qualities such as enthusiasm, patience, clarity in explanations, approachability, dedication to students’ success, effective communication, and the ability to create a conducive learning environment.

How do I address the teacher’s teaching methods in my description?

Discuss the methods they use, whether it involves innovative techniques, technology integration, or real-life examples. Consider how these methods contribute to a dynamic and engaging learning experience.

Is it necessary to mention the teacher’s impact on students?

Yes, it’s crucial. Describe instances where the teacher has positively influenced students’ academic and personal development. Provide concrete examples to illustrate their impact.

What role does professionalism play in the description of a teacher?

Professionalism is significant. Comment on aspects like punctuality, organization, responsiveness to feedback, and a commitment to continuous improvement, as they contribute to the overall effectiveness of the teacher.

Can I include personal anecdotes in my description?

Yes, personal anecdotes can add depth and authenticity to your description. However, ensure they are relevant and contribute to a comprehensive understanding of the teacher’s qualities and impact.

How do I conclude my description of a teacher?

Summarize your observations, emphasizing the overall positive qualities that make the teacher an effective and inspiring educator. Conclude with a statement that encapsulates the essence of your description.

Should I seek feedback from others when describing a teacher?

Yes, feedback from students, colleagues, or administrators can provide additional perspectives and enrich your description. However, ensure that the feedback aligns with your own observations and the overall purpose of your writing.

In conclusion, effectively describing a teacher in writing involves a thoughtful and comprehensive process that goes beyond surface observations.

By meticulously observing their teaching style, gathering relevant information, and identifying key qualities, one can craft a vivid portrayal of an educator.

Emphasizing strengths, assessing teaching methods, and highlighting the impact on students contribute to a well-rounded description.

Additionally, recognizing the teacher’s professionalism and incorporating personal anecdotes can add authenticity to the narrative.

In the end, a successful description not only captures the essence of the teacher but also serves as a testament to their dedication, impact, and the positive influence they wield within the realm of education.

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• School Education /

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

• Updated on  
• Mar 22, 2024

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

Table of Contents

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

Why are Teachers Important?

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

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

Sample Essay on Teacher in 100 Words

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

Also Read: Teacher Self Introduction to Students and Samples

Sample Essay on Teacher in 250 Words

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

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

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

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

Also Read- How to Become a Teacher?

Sample Essay on Teacher in 300 Words

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

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

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

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

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

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

Also Read – Self Introduction for Teacher Interview

Related Reads:-     

A. Here are two lines lines for a good teacher: Teachers are like shining stars guiding us to the path of knowledge. Teachers are our guardian angels.

A. A teacher is not an acronym, so there is no full form for it, yet some students exhibit affection for their teacher. It also allows one to express creativity. Following are some popular full forms of Teacher: T – Talented, E-Educated, A-Adorable, C-Charming, H-Helpful. E-Encouraging, R-Responsible.

A. A teacher is an educator or a person who helps one acquire knowledge and imparts wisdom through teaching methods.

This brings us to the end of our blog on Essay on Teacher. Hope you find this information useful. For more information on such informative topics for your school, visit our essay writing and follow Leverage Edu . 

Rajshree Lahoty

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Descriptive Essay: The Best Teacher I Have Ever Had

Identifying which teacher was the best I’ve ever had is a very simple task, despite the array that I have to choose from. He was my history teacher for four years, taking me all the way through the basic knowledge of Nazi Germany to an in-depth study of Russian Tsarism and USSR Communism.

What made him the best teacher I’ve ever had? It can be described very simply: he was engaging and had an interesting life. All too often teachers distance themselves from their students (which was taken to a whole new level at my school, where two teachers working in the same department got married without anyone knowing about it), which leads to their students becoming disengaged with the person at the front of the room. It’s all too easy, in these situations, to see the teacher as a generic employee who you have no real connection to and therefore don’t value.

My history teacher was different.

Unlike most teachers at my school, he was educated at Cambridge and went to a private school. The contrast between his demeanour and way of speaking and the way that many of his students had been brought up was striking; he wore a fine suit even outside of work, while the typical student at my school wore track suit bottoms outside of school with a scruffy t-shirt and trainers.

It takes someone special to engage a classroom of 30 teenagers, but somehow he managed it. Many people would describe him as an eccentric, but I’d say he was more carefree than anything else. He knew that he had the authority in the classroom, yet had a compassionate side. There was one rule that everyone who met him knew they should break at their own risk: insulting the importance of history in his presence was a one-way ticket to experiencing his wrath.

The image of a stuffy old history teacher is not an accurate description of my teacher. He was young, ran marathons, liked to drink (as demonstrated by his request that we buy him wine for a leaving present, not the generic teacher mug) and had a partner. He was a friendly man, but there was always a clear line between the student and the teacher. After all, he came from a background where teachers were authority figures, not friends.

Teaching history is not like teaching any other subject. To teach history you have to relate what you are learning to your students so that they don’t become alienated with events that occurred one hundred years ago. It takes something more than a teacher training course to enable a man to get teenagers arguing about which of the Russian Tsars did the greatest things for pre-Soviet Russia; he was just that man.

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Essay on My Favourite Teacher for Students and Children

500+ words essay on my favourite teacher.

A teacher is one who instills in the learner an inspiration to learn and to be good. With this message, I want to start an essay on my favorite Teacher. I am a student of XII class in a  private school which is a well-known school in the city. It is a reputed school with over 1,700 students. There are about 40 teachers in our school. Among all the teachers who taught us Mr. Anurag is my favorite teacher. He taught us history.

Personality of My Teacher

Mr. Anurag is about 34 years of age, tall, smart and has a tough look. He also knows karate. He believes in high thinking and simple living and thus, always wears simple clothes and looks so sober. His manners are pleasing and liked by all. He is also an experienced English teacher.

He has masters or postgraduate degrees both in History and English. Also, he is very soft-spoken and yet strict in discipline. The best part of him is that he doesn’t believe in physical punishment. I have never seen him giving any kind of punishment to anyone. Rather disciplined is maintained nicely in his class. He has some positive influence on us.

He has perfect command over History and English. His knowledge of Indian history and English literature is very good. His pronunciation is perfect, accurate and very clear. I feel fortunate to be his student and so other students also feel the same. He looks upon us as his own sons and takes a lot of interest in solving our school and personal problems.

He is also the principal advisor of our school drama club and also prepares students for English debate and elocution contests. Under his guidance, many students have won a number of prizes and trophies in such competitions. We have become 3 times consecutive champions in debate under his guidance. He is an asset to the school and student community.

Why is He My Favorite Teacher?

His voice makes it an excellent experience to have history lessons from him. It feels that we are in that era of history. It’s like watching a video while listening to him. He has also traveled at a lot of historic places and makes good use of them as an example to make teaching and learning effective and memorable.

His talks are interesting, educative and full of literary references. He is serious and sober and yet he is a man with a great sense of humor. Even some teachers feel envious of him and his popularity among students.

Once, we went to visit the Nizam palace and Qutub shahi tombs in Hyderabad. We were surprised to know his vast and authentic knowledge about the palace and tombs. He explained so many things about the palace and the generations in detail. The visit became so memorable only with Complete knowledge of the place because of him. His vast general knowledge shows his deep interest and devotion to books. Reading is his only hobby.

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

Qualities of My Teacher

He often tells us that honesty and a heart-to-heart talk is the best way to strengthen a relationship. Sometimes I fail to hand in my homework on time, but he is happy when I tell him the truth – in other words, I have to be honest with him. He doesn’t set too many rules and allows students to think for themselves. He is a very good person and teacher and that’s why he is my best teacher .

History comes alive in his class. When he takes classes there is absolute silence in class and everyone focusses on the topic that he discusses. He has the capability to draw out attention to the subject and also to sustain it.

Also, he shows us various historical videos and pictures from the internet in the class and describes them thus making it much easier for us to understand what he teaches. He does not just read from the book but gives us a concrete picture of everything, so that we see them before us.

I am sure that, even after some years when I leave this school I will take his portrait fitted into the depths of my mind and heart. His picture is so deeply entrenched in my heart and head that, I think no matter, where I go, I will never forget his idealism and  I will never get another like him to see and meet.

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My Favourite Teacher Essay in English [100, 120, 150, 200, 250 Words]

My Favourite Teacher Essay in English: Teaching is a noble profession. We all have our favourite teachers in life. In this article, you are going to learn how to write a paragraph or an essay on my favourite teacher in English.  Here, we’ve provided 5 essays or paragraphs on this topic (100, 120, 150, 200, and 250 words). This article will be helpful for the students from class 1 to class 12. So, let’s begin.

Table of Contents

My Favourite Teacher Essay: 100 Words

Rajkumar sir is my favourite teacher. He teaches us English in our school. He has a smiling face. He is truthful and honest. He explains his lessons in a very simple and nice way. He is a punctual and disciplined teacher. He gives full attention to each and every student. He tells us interesting stories from time to time.

Rajkumar sir is like a teacher who motivates us to do well in our studies regularly. He never gets angry when we make mistakes. He tries to solve all our queries. He teaches us good habits and moral values. He is a nation builder. Such ideal teachers are the pride of a nation.

My Favourite Teacher Paragraph: 120

My favourite teacher is Riya madam. She teaches us Science as a subject. She has a unique way of teaching. She gives examples from real life situations to make his lessons interesting. She is the master of her subject. She uses question answer method and enables the pupils to discover things for themselves. I used to be very weak in science. But due to his teaching, I improved a lot in science. She keeps perfect discipline everywhere. She advises us to follow the path of truth and goodness. She works with a sense of devotion and dedication.

Along with studies, she teaches us good ethics and moral values to develop our personality. Her life lessons provide us the strength to deal with any kind of problem in our lives. I am grateful for having such a teacher in my life.

Also Read: 10 lines on My Favourite Teacher

Essay on My Favourite Teacher: 150 Words

The teacher I like most is Raman sir. He is the teacher of mathematics in our school. From the first day, all the students in the class felt very close to him because of his friendly behaviour with all of us.

He is polite and sweet natured. He is very hard-working. He loves his youngers and respects his elders. He himself is a model of good conduct. He guides us on the right path in order to make us useful and sensible citizens.

The subject of mathematics seemed very complex and difficult to me from the beginning. But he explained mathematical problems, geometry, everything so easily that I started to get very good marks in mathematics. He makes mathematics so interesting to us.

What particularly attracted me was his wide knowledge and keen interest in diverse matters. He wants his children to learn with understanding. He does not depend only on bookish knowledge. He, sometimes, also takes us out for a visit to some interesting places. A teacher, like him, could be seldom found. He shall remain an inspiration to me.

Essay on Favourite Teacher : 200 Words

In course of my student life, I came across many good teachers. Amongst them were brilliant scholars and great teachers. But in Sri Pankaj Mukherjee, I found not only a teacher with all the good qualities but also a friend, a philosopher and a guide. Although he loved everyone, I was his favourite student. Untiring in his zeal, he had great love for all students even the naughty ones. He was never unhappy even for a moment.

Though English was his favourite subject, he was equally strong in other subjects too and could go on giving notes on them with equal ease. He explained everything so lucidly that all the subjects he taught proved to be interesting. His doors were always open to us. He sympathised with us whenever we were in difficulty. He was a strict disciplinarian but he had a soft corner for all of us.

He also encouraged us to take part in sports and games and even participated in certain games with us. In short, he was more than a teacher to us. I admire him and still remember him because he was an ideal teacher in all respects.

Also Read: My School Paragraph in English

My Teacher Essay/Paragraph: 250 Words

Sh. M.P. Sharma is my favourite teacher. He teaches us English. He is our class teacher too.

He wears simple clothes. Generally he wears pant and shirt. But in winter he wears coat and pant. He looks very smart in his dress. He wears leather shoes. They are always bright.

He is M.A, M.Ed. in English. He is an expert teacher. He is the master of his subject. His teaching method is very easy and unique. Everyone praises his teaching method. Every student understands it easily. He explains all the lessons slowly so that all the students can understand the lessons well. No one make any trouble in his class. Even the most mischievous student in the class listens to his lectures carefully. If a student faces difficulty to understand any topic, he explains it to him at a different time after the school holidays.

He has many qualities. He believes in simple living and high thinking. His nature is very fine. He loves every student. He is very honest. He is sincere to his duty. He is friendly to all. To him work is worship. He has high character. His thoughts are always high. He inspires his pupils to conduct themselves well in life.

He is a true and ideal Guru for me. He is the nation builder in true sense. This is why I like him very much.

Read More: 1. Paragraph on My Aim in Life  2. Paragraph on Discipline 3. Paragraph on Early Rising

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Home — Essay Samples — Education — Teacher — My Desire to Be a Good Teacher

My Desire to Be a Good Teacher

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Top 50 Describing Words for Teachers: Taking Your Classroom to the Next Level

Check out our list of describing words for teachers that will show you descriptive words to use in your lesson planning process or in creating a great classroom environment.

Whether you’re a first-year teacher just getting the hang of classroom management or a twenty-year veteran with your sights set on retirement, your goal is to use results-driven tactics to help your students perform at high levels. Understanding words related to your craft, students, and fellow education professionals is an important part of staying on top of the latest in the field. 

Be sure to include some of these words in your next unit or lesson plan; your administration will love that you’re putting in the extra effort to make your lessons shine. Your students might also love our list of spelling bee words to help them on their learning journey!

What Are Describing Words for Teachers?

Describing words for teachers related to lesson plans, describing words for teachers related to students, positive adjectives to describe an inspiring teacher.

The world of education seems to have a language of its own, and those in the profession need to understand what it takes to create a great classroom learning environment. These describing words for teachers can be used to describe goals you want to set for your students, qualities you want to see exemplified in your classroom, and traits that you want students to use to describe your teaching style by the end of the year. Check out our family words list .

From year-long plans to unit plans to lesson plans, these words will help your administration understand what will happen in your classroom (and help you stay in the loop at staff meetings.)

1. Assessment

According to the curriculum lead, it was important for Mrs. Kingston to create a formative  assessment  to help her understand what her students had learned over the previous year.

2. Asynchronous

Dominique appreciated that her college class was offered  asynchronously  online, allowing her to log on and do her work at times that made sense for her schedule.

3. Benchmark

Quarterly  benchmark  data is key for helping teachers find and correct weak spots in their students’ understanding of their subject matter.

4. Collaborative

Taking a  collaborative  approach, the science teachers got together to figure out how they could better help their students understand  the water cycle .

5. Cutting-edge

Whether you have a classroom with a chalkboard or  cutting-edge  technology, the key to creating high-level lessons is engaging your students through each lesson plan step.

6. Deconstruct

When approaching a tough topic like sexism in STEM, it’s important to help students  deconstruct  their prior beliefs before the conversation begins.

7. Differentiation

When students come from varying academic levels,  differentiation  is key to ensure that all learners are moving toward their goals.

8. Engagement

Hands-on activities are a great  engagement  tool for students who learn best by doing.

9. Enrichment

It’s vital to always have  enrichment  activities for students who fly through their assignments and are ready for the next challenge.

Gamifying  in-class reviews before a final exam can help students get excited to show what they know at the end of the year.

11. Incentive

Classroom management shouldn’t just be punitive; it’s also important to provide  incentives  that reward students for doing the right thing.

12. Inquiry

Using  inquiry  in the classroom allows students to get curious and engaged with new material.

13. Intervention

When a student struggles to pick up on a concept, it’s smart to have a few on-the-spot  intervention  ideas to help steer them back to the right track.

Splitting students into small groups to have them read a chunk of text before coming together as a class to construct the direct instruction for the day is known as a  jigsaw .

Suppose a teacher isn’t  modeling  timeliness by returning graded assignments within a few days. In that case, it’s tough to blame students for failing to understand the importance of completing their work on time.

16. Objective

Going over the  objective  for the day at the beginning of class gives students a clear idea of where they should be by the time the bell rings.

It’s important to do regular checks for understanding to know when you adjust the  pacing  of your lesson.

18. Research-based

Attending regular professional development sessions that go over new  research-based  approaches to education can help teachers take lessons to new levels.

“Sure, your students all easily mastered the objective,” said the principal to the teacher, “But I think it has something to do with a lack of  rigor  in your lesson.”

20. Standards

To create a year-long plan that will set students up for success, it’s key to have a solid understanding of state  standards .

21. Synchronous

While it was tough to always be online for her  synchronous  classes, Taylor did appreciate the chance to ask her professor questions during live lecture sessions.

Whether you’re working on writing comments on report cards to chat with parents about their students’ positive qualities, it can be tough to find the right adjectives to describe the kiddos in your classroom. Look at these adjectives and see if they fit your top students. You might also be interested in our list of neutral tone words .

22. Easygoing

Jade was one of the most  easygoing  students that Mr. Smith ever had, and he worked to use some of her go-with-the-flow attitude when lessons didn’t go quite as he planned.

23. Good-natured

Tara was a  good-natured  student and always worked to ensure that everyone in the classroom felt included.

Mrs. Miguelez saw Janet struggling to master putting words in alphabetical order, but she knew her  grit  would help her push through until she got it right.

25. Hard-working

While math didn’t come easily to Charlie, his  hard-working  attitude meant that he could still pull off a B+ as his final grade in the class.

26. Level-headed

Conversations in  AP Politics  often became heated, and students looked to Madeline, the leader of the debate team, to use her  level-headed  personality to bring things back to normal.

27. Motivated

After getting a D on her last paper, Charlene was  motivated  to bring up her grade in social studies.

28. Self-assured

Standing at the front of the classroom, ready to read her poem aloud, Allison was  self-assured , prepared, and confident to share her thoughts with her peers.

You want to be the best teacher possible for your students, and a part of becoming an excellent educator is knowing how you want your students to describe you by the end of the year. Choose a few of these describing words for teachers and think about how you can model these qualities for your students.

29. Ambitious

Mrs. Paden knew she was setting an  ambitious  goal, but she believed she could get all her students to score proficient or better on the state standards test at the end of the year. 

30. Amicable

Mrs. McCormick’s personality was  amicable , and students knew they could count on her warm smile and kind words every time they walked into her classroom.

31. Awe-inspiring

Seeing Mrs. Wolfe’s classroom was  awe-inspiring –she worked to transport her students into whatever novel they were focusing on, and this month’s theme was  A Wrinkle in Time .

32. Confident

Mrs. Herman was nervous for her first observation of the school year, but she did her best to appear  confident  and hoped that her first graders would follow suit.

33. Dedicated

Mrs. Perotti was beyond  dedicated  to her craft, often coming into the school on weekends to ensure her classroom was perfect for Monday morning.

34. Diligent

While Marcy was initially nervous to see all the marks Mrs. Leibowitz made on her paper, she was relieved when she realized her teacher was simply  diligent  about pointing out the positive.

35. Empathetic

Mrs. Brandt knew Sierra had a new baby sister at home and was  empathetic  when the young girl told her she was having trouble sleeping at night due to her sister waking up.

36. Enthusiastic

Mr. Harding’s  enthusiastic  energy was infectious, and students couldn’t wait to see what he had planned for Spanish class each day.

37. Inclusive

Mrs. Delta worked to create an  inclusive  classroom where all students felt heard and appreciated.

38. Innovative

After the summer education conference, many teachers at the school got to work revamping their year-long plans, working to incorporate the  innovative  new techniques they picked up into their lessons.

39. Instinctive

After being in the classroom for ten years, Mrs. Stancey had an  intuitive  feeling that let her know whether a student was lying when providing a reason for an absence.

40. Intentional

In years past, Mrs. Palau pulled lesson plans off of the internet, but this year, she wanted to be more  intentional  when planning with her students in mind.

41. Mindful

“It’s important to be  mindful  of what some students may be going through at home,” said the principal of the students at the Navy base, as many of their parents were just sent on a deployment.

42. Motivating

Before the start of the school year, Mr. Rathfon developed a  motivating  class reward system that would help students stay on their toes when it came to turning in homework.

43. Perceptive

Mr. Halpert was  perceptive  enough to know that something was going on in his classroom, and he took a moment to address the bullying incident that happened on the playground earlier that day.

44. Proactive

Rather than wait for struggling students to reach out, Mrs. Barny took a  proactive  approach, inviting students to join her for homework help (and juice boxes) after school.

45. Results-driven

Looking at the successes and struggles of the prior school year can help teachers develop a  results-driven  approach to their curriculum for their incoming students.

46. Rubric-driven

A  rubric-driven  teacher lets students know exactly what they need to do to succeed, taking the guesswork out of getting a high grade.

47. Strategic

Teachers need to be  strategic  when creating a seating chart for the classroom, but this can be tough to do before the students’ personalities begin to shine a few weeks into the school year. 

48. Student-centered

Providing students with jobs that rotate weekly can be a great way to create a  student-centered  classroom that provides kids with ownership of the learning.

Mrs. McKenna was known for being  tough , but her students knew it was only because she cared deeply about their academic success.

50. Unbiased

When the students got into an argument, Mrs. Scott fully listened to both sides, then offered an  unbiased  solution to help the students get back to enjoying their review game.

Looking for more? Check out our list of random words !

Amanda has an M.S.Ed degree from the University of Pennsylvania in School and Mental Health Counseling and is a National Academy of Sports Medicine Certified Personal Trainer. She has experience writing magazine articles, newspaper articles, SEO-friendly web copy, and blog posts.

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How to Describe your Teacher in English

What to say about your teacher?

You see this person every day, but how to talk about them? What do you know about your teacher that you can talk about for more than one minute?

Talking about your teacher is a common question in the IELTS speaking test. It could come up in part one, two or three, so you need to be prepared when talking about your teacher.

Want to know what to say? And how to say it all?

Dive right into my guide here and I will show you how to do it. Ready? Let’s begin.

Table of Contents

You need to start with some basic general ideas about your teacher. Think about the following questions:

What is his or her name?

Is your teacher a man or a woman?

What subject do they teach?

Do the students like this teacher?

This can serve as a great introduction of who your teacher is and what subject he or she teaches.

Let’s look at some examples…

My teacher is called Mr Jones. But we sometimes call him Peter in class. He teaches us physics. The students like him because he does lots of experiments in class, which makes it more interesting.

Miss Hanes is my English teacher. She is great and all my class love her very much. When she talks about novels or plays, we have to read in class she always sounds very passionate about the stories and the writers.

It is very simple. You start off with an easy introduction, like one of the examples above.

Why don’t you try?

Take a look at the questions and write out a few sentences as an

introduction for your teacher.

General Descriptions of your Teacher

You should describe your teacher’s physical appearance.

But this is not really so important for your talk. You only need to describe how tall your teacher is and then some general descriptions about the teacher’s face, hair, and other physical attributes.

I will show you some examples below:

Mr Clarke is our English teacher. He is quite tall and slim, and he has blonde hair. He wears the same jacket to class every day. But he doesn’t wear very formal clothes like the other teachers. He wears jeans and sports shoes.

Miss Evans is our chemistry teacher. She is a bit overweight and has dark brown hair which she ties up in class. She wears glasses for reading, which she wears on a chain around her neck. Because she is our chemistry teacher, she always wears a white lab coat.

Mr Davis is our maths teacher. He is kind of serious and he always wears a dark suit in class. He has a beard, which makes him look even more serious.

Mr James is our political affairs and history teacher. He is overweight and a little short. He often wears a white shirt and a tie with striped on it. He is losing his hair, and most of it is going grey now. He frowns a lot when we look at some world events in class.

That is all you have to say when describing your teacher’s physical appearance.

The emphasis should really be on the subject your teacher teaches and how he teaches you all in class.

If you want to practice how to talk about someone’s physical appearance, please check out my article here — How to Describe Someone’s Physical Appearance in English.

What Subject Does the Teacher Teach?

The main topic of this talk should be about the subject your teacher teaches in class and whether or not he or she is a good teacher.

You need to show examples of how the teacher teaches — their style and their personality in the classroom. You can do this by sharing some anecdotes in your talk.

Let’s say, for example, that you are talking about your English Literature teacher.

How does this teacher teach novels, plays and poetry in the class?

What style does he teach in?

What kind of personality does the teacher have? And is this useful in the class — or not?

Is the teacher interested in what he or she is teaching? Do they have a passion for the subject? Or are they boring?

These are some questions you can think about to help you talk about this part.

Let me show you some examples:

Miss James teaches us English Literature. We all love her class because even though some of the poems and plays are kind of boring, she really knows how to make it interesting for us. For example, one semester we were studying Romeo and Juliet. We read most of the play, but because it’s Shakespeare, it’s really hard to understand. So she let us watch the movie with Leonardo DiCaprio. It really helped us to get into the play.

Mr Jackson is our chemistry teacher. Who always seems a bit crazy, like a mad professor or something like that. When we do experiments in class, he always acts surprised like he has never seen it before. It makes the class much more fun for us rather than going over boring equations.

Miss Evans teaches social science. She makes the class very interesting by bringing in real-world examples for us to look at. She also has a great sense of humour and makes us laugh all the time. Her classes are never dull.

What about your teacher? What subject do they teach and how do they teach this subject in class?

Is this teacher interesting or boring? And what do they other students think of them?

Stories about your Teacher

Of course, the best way to describe your teacher is to tell a short story or anecdote about them. This can really help you in the IELTS test.

I have said this many times before in other articles, but it really is a superb way to introduce any person. If you want to take a look at my articles on how to use storytelling, you can find them here.

How to Tell a Story

Using Stories to Describe People & Things in the IELTS Test

If you can remember a little story about your teacher, just tell that in the test. This will help you describe many things about your teacher.

Here are some examples:

One time we had to read Lord of The Flies in class with our English teacher, Mr Angus. Before we read the passage from the book, Mr Angus put us all in the mood for the story. He made us close our eyes and try to imagine what it would be like stuck on a desert island and trying to survive. He created a scene and told us to think about it for a few seconds. Then when we read from the book, we all felt as if we were really on the desert island. With no water or food and no adults around to help us. He is really good at making us get into the story. He doesn’t just make us read the book and expect us to fully understand it. He is like a guide, leading us through it.

Mr Reid is our physics teacher. He arranged a field trip to the science museum in London and all our class went there for the day. It was a really great day out. One, we didn’t have to stay in class — but the main reason was that it was so much fun. Mr Reid let us go round the whole museum by ourselves and just explore all the exhibits inside. At the end of the day, we were all exhausted and fell asleep on the bus back to school. But then the next time we had class with Mr Reid, he asked us what we had found in the science museum. He made us think of all the things we had discovered and how it related to what we had done in class. We had to think long and hard to remember all the different exhibits in the museum.

Can you think of any interesting stories about your teacher?

If you can, take some time to write it down and then try to recite it out loud.

Stories are very useful in the IELTS test.

When talking about your teacher in the IELTS test, you should place more importance on what subject the teacher teaches and how he teaches you in class.

You can do this by taking a look at the examples I wrote above.

Another very useful thing to do is to think of stories about your teacher. The examiner loves to hear stories in the IELTS test.

If you can do this, you are more likely to get a higher score.

Good luck and let me know in the comments below!

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5 thoughts on “how to describe your teacher in english”.

Another good topic for an ESL/EFL class! I like the fact that you put the emphasis on what the teacher teaches rather than only describing the teacher. But what I liked the best was the story or anecdote about something that happened in the class. That makes the description more memorable..

Many thanks, Leona!

I like this ❤️

Many thanks Samardeep!! I am so glad you like it!

Many thanks, Samardeep! So glad you liked it!

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• Teacher Essay for Students in English

Importance of Teachers in Our Lives

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

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

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

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

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

Importance of a Teacher

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

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

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

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

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

Relation of Student and the Teacher

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

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

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

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

Hard Work is the Key to be a Teacher

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

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

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

FAQs on Teacher Essay for Students in English

1. Why are Teachers are Important?

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

2. What Makes a Good Teacher?

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

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

Given are some qualities to be a good teacher

They always encourage students, they never criticize their students.

Develops a good interpersonal relationship with a student.

Imparts moral values and values of life.

Develop self-confidence in students.

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

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

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

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

•   Wednesday, April 24, 2024

Future Educators

Helping America's Future Teachers

I Want to Become a Teacher Because | My Dream Job Essay

My dream is to become a teacher . If you have this dream, you’re not alone. Here’s a collection of short essays by aspiring teachers. Current and future education students were asked to describe their motivation; what inspires them to succeed at their teacher training studies.

In these 31 student essays, future educators answer the question “I want to become a teacher because …” or “I want to become a teacher to …”. The short student essays are grouped thematically, forming the top reasons to become a teacher.

1. Giving Brings Its Own Rewards

Helping people is the unifying theme as to why students are inspired and motivated to become teachers. Education is a field where you can help young people directly in a personal way; potentially changing their lives for the better. Teaching is more than just a job.

For a significant percentage of education students, the opportunity to be of service provides plenty of motivation to pursue a teaching career. In each Why I Want to Become a Teacher essay here, a future educator explains why teaching is an opportunity to do something meaningful and beneficial.

by Hanna Halliar

If I can make an impact in just one child’s life, I will be able to consider myself successful. That is my motivation. As a future educator, what else would it be?

Every day that is spent in class, the late nights at the library, the endless hours of studying are all just steps getting me closer to the goal. When I am still up at 1 a.m. struggling to keep my eyes open, but only half way through my 6 page paper I remember how excited I am to work with my own students one day.

To me, being a teacher is so much more than the typical response most people have towards education majors. “Oh, you’re going to be a teacher. You know how much you will make?” Yes, I’m aware that I will be making an average of $50,000 a year in Indiana.

To me being a teacher means that I get the opportunity to not only teach my students math, English, and science but to teach life lessons that will stick with them as well.  It means walking into school every day being the reason my students look forward to coming to school. It means being surrounded by crafts, books, and music and not being stuck in an office. It means educating our future generation. And if somebody has to do it, it should be somebody who is passionate about it.

So what motivates me to study? It is so simple, it is the kids.

by Savannah Stamates

I lay awake at night and practice my first morning message to my first round of students whom I will not meet for more than a year.

I wonder if I will have hungry children, happy children, or broken children. I wonder if I will be good enough or strong enough to reach those most in need.  I wonder if my students will trust me enough to tell me that they are hungry, happy, or scared.

I worry that I will not be strong enough to share their burden or provide a place for peace and learning. I worry that I will misread their actions or their words or miss them reaching out.

So I study, even when I am tired from working two jobs or sick of not being where I want to be. When my time comes to walk into that classroom, my worries and doubts will be silenced by the knowledge I have mastered and the dream I have finally achieved.

by Charity Latchman

Dreams for the future are subjective. They can be based on what we desire. But visionary dreams are not only for us. Imagine asking some of the greatest revolutionaries and pioneers about their dreams. They generally had others in mind. In the famous “I have a Dream” speech, Civil Rights leader Martin Luther King Jr said “we” more than thirty times. Dreams are not for our benefit alone, but to encourage, inspire and benefit others.

Recently I graduated from California Baptist University with a degree in English literature. During my studies, I was cared for my disabled mother. She was a religious studies professor who inculcated me with a diligent and steadfast approach to schoolwork. Managing the role of caregiver with university studies was challenging. But the goal to become a teacher kept me going. Approaching graduation, my mother was diagnosed with throat cancer. She didn’t worry about herself as much as you might expect but kept pushing me to finish the final paper in the program.

With her encouragement, my faith, and a burning desire to teach English literature, I graduated. My motivation comes from wanting to help, to encourage, and to inspire others.  Teaching is an act of giving that has its own rewards.  Life’s trials bring ups and downs. But we must always strive to attain our dreams, especially when others are central to them.

by Katheryn England

As a high school senior, many people assume I’m prepared for college and know what I want to study after graduation. These assumptions cause me to experience moments of self-doubt. Then I re-evaluate what I want for myself, and what it is that keeps me working towards my dreams. Through the goals I’ve set for myself, I can maintain focus, move past my self-doubt and succeed. By focusing on my goals, I can make a difference in the world directly around me.

A goal I have in my life is to be an elementary teacher, also known as an early childhood teacher. As a teacher,  I can share the knowledge I’ve gained to leave behind a better future for our world .

Last year, I had the opportunity to work alongside a previous elementary teacher and mentor of mine. I’d visit her classroom daily, and taught lessons alongside her or independently. Uniquely, they were the opening act in my high school’s original winter play. They read first-hand from our scripts and learned what happens behind the scenes. Showing a new part of the world to the youth of my community has motivated me to pursue my dreams.

Remembering this experience and the positive influence I had on those students helps me overcome self-doubt and stay focused on my goals. Thanks to the goals I’ve set for my life, I not only can find purpose for my efforts, but find the will to be confident in whatever choices I make.

by Emma Lillard-Geiser

I have always known that I would become two things: a mother and a teacher. What I didn’t know is that I would become the mother before the teacher. Having a child that depends on me is what fuels my desire to succeed in life. When I get frustrated with my studies I take a deep breath, look at my daughter, and know that I have reason to persevere. I know that one hour of studying will give me hours with my daughter as soon as I am done.

My mother is a teacher and growing up I cherished learning from her. She had knowledge that I admired and I quickly realized that I had to spend my whole life learning. I love to learn, to have that light go off in my head when it all just clicks.

I cannot wait to see that light in the eyes of my daughter and my future students.  For every thing that I learn, is another thing I can teach someone else.  It isn’t easy to study when you have a small child to take care of but I know that my education will provide me with the ability to take care of her for the rest of our lives.

2. Help Disadvantaged Students

Students are disadvantaged for many reasons, whether it’s because of a handicap, where they live, economic disadvantage or a language barrier.

Future educators may want to become teachers so they can make a difference in the lives of students who face extra learning challenges. This special interest often comes from the future teacher’s own experience, either personally or involving people they’ve known.

by Ian T Thomason

While attending the University of Minnesota-Mankato, I have aspirations of becoming a Special Education Teacher. Becoming a Special Education Teacher and helping students who have a need for extra help and students who are having troubles with everyday life are things that I dream of doing.  I was in their shoes once and know how difficult it is to deal with everyday life and how nice it was have a teacher to talk to.

Becoming a Special Education Teacher is my ultimate goal and, when difficult times arise, I have to remind myself of the children out there who have it potentially worse than I. When I remember this, I also think back to all of the support that I had from my parents, family members, and teachers. I also know that there are lots of children who don’t have this type of support and, if I can be there for them, that would make my career choice all the more worth it.

My Special Education degree is something more than just a degree for me. It is a degree that allows me to help children improve their education. I realize that children are our future and that their minds are terrible things to waste. So, instead of wasting their minds, why not put our best foot forward to educate them? My dream is to help kids realize their full potential, promote education and a brighter future for every child.

by Katherine

Motivation allows you to persist through difficult circumstances. Mine comes from a desire to grow into an instructor who is able to make a difference to many children’s lives.

In elementary school, I actually was a special education student. I’ve had to work hard most days of my life to achieve anything. I could not have succeeded without the support of some absolutely amazing teachers. Now I desire to take on that supporting role for as many students as I can reach.

When a class or an assignment I don’t want to do come up, I think of what motivates me. And the motivation is children. Many students feel powerless about their education, just like I did.  I could be a teacher who turns their education around, providing vital support and motivation to succeed at their studies.  Ultimately, everyone motivates themselves by one way or another. My motivation comes from the pure desire to help future students.

by Robbie Watson

My road to graduate school has been a long one. I studied religion and culture in undergrad, interested in the material, yet not sure how I would apply it later. Yet I found places, got involved in community and international development, engaged with different cultures, and now feel I use my degree every day.

For over two years I worked alongside Congolese refugees in Rwanda, developing educational opportunities for youths who could not finish secondary school in the underfunded camps. It is these refugees, young and old, the students, the teachers, their passion and vision for a better future that has driven me to seek out more education for myself. I remember how they would pay from their families’ meager funds to attend classes led by volunteer teachers. When finances were against them, or time, or family obligations, or the dire depression of the camp life itself, or even government officials were against them, still those students attended, still those teachers taught.

It is their example of perseverance towards a goal against all odds that inspires me now. I think of them often, think of the friends they were, are still. And I think of how that passion is in me now, to better understand education so that I might better educate, and thus equip such downtrodden communities to work for transformation themselves. I work not only for myself, and am motivated by the potential in those students and educators, which is also in me, and in others like them.

by Natalie Pelayo

I’m a young Latino woman working towards the goal of earning a bachelor degree in bilingual education. On occasions, I feel a slowing in my motivation. But, every time it happens, I think about the goal and that pushes me to move forward.

Looking back to a middle school class I attended, there was a boy who never really participated. He sat in his hoodie, looking down to his desk. Only after trying to talk with him, I discovered he spoke with broken English and a thick Spanish accent. It seemed as if no-one in our class actually knew that he struggled to understand what was being taught because it was presented in English.

By his manner, it was apparent that he had already accepted a dismal fate. Past teachers may have been unable to communicate with him. Eventually, he’d become demoralized.  Thinking about the disadvantages he had to endure provides ongoing motivation to study hard.

I aim to become a bilingual elementary school teacher to support young Spanish-speaking children. As a teacher, I’ll be able to show them that they can succeed. Children need not grow up thinking they’re incapable of learning due to a language barrier. I’ll keep working towards my goal to help ensure teaching is inclusive of all children, no matter their first language.

by Abigail Young

I am an American citizen, but my whole life I have lived in Cameroon, Africa. I have been blessed with an enormous amount of opportunities and a great education at a private international school.

Every day I have seen children and teenagers around me who do not get the same education or have the same possibilities of a “bright” future. I see schools that are forced to have three children share a small table, paper, and pens. I have seen a badly lit room with poor roofs and walls made from bricks. Even in my school there are numerous Cameroonians, my friends, and classmates that do not have the same chances at a higher level education, although they work just as hard.

When I study, I study hard because I do not want to let this chance and opportunity go to waste. I study because I have been undeservedly blessed to be able to go the United States for a high education with better chances at getting scholarship money. I study my hardest because  it is my dream that I may come back and make a difference in countries like Africa with poor education systems . It should be a right for children to be able to learn like I have. Therefore, because of this mindset, I am driven to study not just out of thankfulness for my circumstances, but also in hope that I may be able to give other children a better chance, and a greater reason to study.

3. Helping Many People Is Achievable in Teaching

A powerful source of motivation for some education students is the potential to touch and positively impact the lives of many people. Education is a field of consequence and that’s a good reason for wanting to join the teaching profession.

Over the course of a long career, a classroom teacher may help shape the learning experience of hundreds or even thousands of students. In policy roles, educators can affect millions of people.

by Rachel Bayly

Through high school I worked as a teacher at a daycare. When I left for college I said goodbye to a lot of people, including my students. All summer I had woken up at five in the morning to go to work and wait for them to arrive and put a smile on my face. Those kids motivated me to keep waking up and working hard, and leaving them was not easy.

The thing that made that goodbye worth it, the reason that I keep pushing through this tying chapter of my life is that  I am determined to improve early childhood education in the United States .

I want to be a positive force in the lives of as many children as I possibly can, and I plan on doing that by improving standards and policies for early childhood education and making it more affordable.

Every week I write in my planner, “I will make a difference” and one way that I will change the lives of children and families. On days that I find myself asking, “why am I here?” “why am I going into debt, paying to be stressed out all the time?” I think of my students. I read my “I will make a difference” statements.

I remember that some children out there are stuck in low quality child care centers, they will never reach their full potential, and they need help. I keep working hard everyday so that I can help those children.

by Megan Burns

My ultimate goal is to change the lives of people. Studying to be a teacher is hard. All of the classes that are required, all of the practicums, and all of the time spent just to become a teacher is stressful, but the thought of being able to help just one person changes everything.

It takes one person to be a light in someone’s life. It take one person to be a helping hand. It takes one person to change an unmotivated, broken life, and make it brand new. Qualified teachers are those people.  We motivate students to do their best, we guide students to success when no one else will, and we are always available to listen.  One teacher can change the lives of thousands of students. That is my motivation.

I know that after college, I will be a teacher, a guider, a counselor, and a friend to so many students. No matter how many bad days I have or how many times I want to quit, I just think of what is to come in the future. I can be that change this world needs, even if its in a small high school classroom. It just takes one person.

by Victoria Shoemkaer

My dream is to make a difference in the life of children.

• To make them excited about learning.
• To make it fun the way it used to be when they were younger.
• To show them that someone cares about them and wants to see them succeed.
• To show that they are much more that a test score or a number.
• To believe in them so much, that I do not let them get discouraged from chasing their dreams.
• To showing them that everyone fails and it’s your recovery that determines what happens next.
• To sacrifice myself to gives them more opportunities for success.
• To encourage students to succeed in and out of the classroom for the betterment of themselves and the community.
• To inspire them to change the world, because they can.
• To help them transform into caring and compassionate adults who are ready to conquer the word, but remember where they came from.
• To teach them to do good in the world because anyone can accomplish doing well.

Most importantly, my dream is to make children feel like their voice is important and valued and that they are loved more than they know.

4. Lives Can Be Improved by Dedicated Instructors

Teaching a subject such as Math or English is the everyday task of a teacher. But our prospective teachers see a greater purpose in their training and career path.

The daily motivation to teach doesn’t come from the superficial advantages of a teaching career, such as great job security or extra vacation time. Here are stories by future educators who want to go beyond the curriculum and improve people’s lives all round.

by Savannah Luree Weverka

Teachers are the ones who ignited my love for learning and there is not a day that goes by when I do not challenge myself to a personal goal of lifelong learning.

My mother is a teacher, so I was a student educated in an institution filled with support and a home that also supported education. I recall many teacher “get-togethers” and Husker parties where an informal invitation led to my presence.

Due to all of this support and interaction received throughout my elementary and high school career, Elementary Education continues to be at the top of my career choices. And now, as a senior looking forward to graduating from high school,  teachers remain my role models .

In considering a focus in Elementary Education, I now realize that many teachers not only teach children eight hours of the day, but become doctors for scraped knees, dictionaries for challenging words, mediators between students, and parents away from home.

Now, as I am taking the steps to make my dream come true I hope to make school an escape to free their minds and expand their knowledge. I want to share my love of learning with my students.

by Aaron Banta

Since I was younger, I have had the dream of becoming a history teacher at the high school level. The reason I am striving for this career is thanks to a teacher I had.  They held such a passion for history and taught it so well that it made me want to keep learning everything I could about it.

In college, I have had to work multiple jobs and attend school full-time. I would wake up early in the morning and not get home until late at night. The one thing that kept me on top of my studying and work was the dream I have; to be able to teach history and express my love for it by teaching the next generation. I strive to impact their lives for the better just like mine was.

Being able to pass my courses and get a degree and teaching credentials is the first main goal I am striving for. But being able to have a positive impact on students I have will be an even greater goal that I want to accomplish. I am hoping to guide them through their study of my favorite subject so I can teach them about the world and help them just like my teacher had helped me.

by Chelsea Rogers

At USC Upstate, I am studying to be a Secondary Education Mathematics teacher. The math courses are not easy and the education courses pushes you to challenge yourself. The thought of being a future teacher is what motivates me to keep pushing.

Although I do not know any of my students, they are precious to me and I believe it is my job to change their lives for the better.  Teaching math is my job, but looking beyond my content and into the wellbeing of my students is my passion.

The question I always ask myself is how can I teach students who may not trust me? I have to establish a connection with each student so that they will see I care about them academically, physically, and emotionally. Once students see that you care about them in these areas, it becomes easier to teach them and they are willing to perform to the best of their ability because they know their teacher supports them 100 percent. Being a great teacher is what motivates me to continue striving for my degree.

by Micayla Watroba

One plus one is two. Phone is pronounced with an F sound. 60 divided by 15 is 4. An essay typically has five paragraphs. I know all these things because I went to school. I also had teachers that helped me understand it even when I didn’t get the same opportunities as everyone else.

See, when I was in first grade I was diagnosed with ALL Leukemia. This made school very hard. I was either out of school so often that I missed entire chapters or I was bullied so badly that I couldn’t focus because I was so scared. Having cancer also made it hard for my mom and dad to pay for food and rent much less after school activities and tutoring. I grew up knowing that there were some things that were just not in reach for us. 

For as bad as I had it, I can’t imagine having to live on the streets, going hungry, or even being taught in a language I don’t know.

My dream is to be the teacher that makes sure that every student gets an education that helps them succeed.  I want to make sure that my students not only enjoy being at school but feel safe while there.  My students will know that it doesn’t matter where they came from or what background they came from. I am going to be there and I will not leave them behind. This is my dream.

5. Promote Lifelong Learning in Young People

What inspires some people to become teachers is the power to set young people on the right education path. Helping children to have good early experiences and embrace the learning process can profoundly enhance someone’s life. The potential for transformative early development applies to handicapped and disadvantaged kids as much as anyone.

by Lesley Martinez-Silva

I aspire to make a difference in others’ lives through education. I’m studying to be an elementary school teacher because I believe that children can achieve so much more if they learn early of their potential.

Education has always been my priority. My parents always stressed the importance of obtaining an education, having missed that opportunity themselves. My parents taught me as a child that schooling was vital to success in life. Truly, that lesson has been the most important in my path to college. I don’t think I would’ve made it this far had I not taken my education seriously.

I want to teach others about the importance of education so they too can prosper.  Everything I’m learning at university is important for my future career and, if I don’t study it, I’m failing my future students. Every child deserves the best education available and I should strive to be the best educator possible to provide that for them. When balancing academics, work, and my social life, it can get challenging to keep going. But, with the future of children’s education in my hands, I always get back on track.

by Brianna Rivers

One of my goals is to become a teacher and work in an public elementary school within the greater Boston area (possibly my own elementary school). I want to be a teacher because I enjoy working with children and I know how important teachers are in children’s lives. I plan on receiving my Bachelor’s degree for Early Childhood Education and my Master’s degree in Special Education.

I want to major in Early Childhood Education because  early education is significant for children and is a building block for their future in learning . I also want to major in Special Education because I believe all children should receive equal learning opportunities as well as equal treatment (meaning an inclusive environment, etc).

I think all of my experiences have a positive impact on myself because I am learning more about what it takes to be a teacher and what it takes to be a good teacher. My experiences also have a positive impact on the children and adults I work with. I offer a helping hand to the teachers and a friendly face to the children.

I plan to continue to work hard and take advantage of learning opportunities to achieve both of my goals. Being a teacher is my desire and I will stop at nothing to be a great teacher one day.

by Jennamarie Moody

When I close my eyes, I picture myself in a school located in an urban setting, teaching a classroom of diverse yet alike students. These students are in the second grade, meaning that they are impressionable yet vulnerable to their environment whether this means at home, at school, or in their greater community.

Some of these students don’t speak English as their first language, and some come from low-income households that can limit their educational experiences outside of the classroom. And yet, no matter what differences these students bring to the table, their uniqueness flows throughout the classroom in such a positive energy that embraces, respects, and promotes learning. This is the goal I am working towards; the goal  to inspire our youth to become self-advocates for their learning .

Opportunities for equal educational experiences may not exist, however the beauty lies in the growth of love young students can develop as they are challenged in the classroom to question their surroundings. I plan to make a difference in the lives of the children I meet along the way, and to create a safe learning environment.

Although the tests for certification and studies can be difficult, my passion for education and dedication to shaping the lives of my students is what keeps me going. The end goal is to nurture the development of my students to become active and engaged participants in society, and that is what I intend to do completely.

by Julie Anderson

My long-time goal has been to become a teacher, and this year I’m in a class called Teachers for Tomorrow, where I get to shadow a kindergarten teacher. Working with her and the students has increased my interest in children with special needs.

From here on out, I want to support my students in academics and other parts of their lives so I can help them learn, grow, and succeed. I know that children need a strong start to their school career because the first few years of school are crucial; this is when students begin to love or hate learning itself. Whether or not children enjoy school, they deserve to appreciate learning. Students who love learning will always want to improve themselves.

I will make an effort to provide a loving environment where each child can prosper. However, for students with special needs, this task becomes even harder to accomplish because traditional classrooms are usually set up for non-disabled students.  While I know I can’t “save” every student I teach, and some of them will still hate learning, at least I can start them off right.

When I’m swamped with schoolwork, I will imagine my future students and how I could influence their lives. Even though not all of my college classes will relate to my major, forming a habit of working hard in college will help me to succeed as a future teacher.

6. Teachers Are Excellent Role Models

The experience of being helped and transformed by a good teacher leaves a lasting impression. Teaching is considered a noble profession for good reasons.

Some education students are motivated to become a teacher to emulate their own role models. They want to provide the same kind of service they once received. An added reason for pursuing a teaching career is to be a role model to younger people outside the classroom, including one’s own children.

by Teresa Pillifant

My first day – well, more like first semester- of my freshman year in high school was the hardest semester of my whole school career. Usually the kind of student who loves school, I found myself getting stomach aches in the morning and dreading school with my whole being. I was new to the school, and the number of students was overwhelming.

It seemed like there was no relief, except for my first hour Spanish class. Having no friends, I would always arrive at my first hour class early. As this pattern continued, my Spanish teacher and I developed a relationship. My teacher started giving me books to read, asking my opinion on what we should do in class and just talked to me in general about life. Through my teacher’s support, I grew to find my place in the school and became more confident.

Her kind words and actions inspired me to become a teacher myself.  Now, whenever school or life gets difficult, I think of my freshmen year Spanish teacher and how she inspired me. I want to do what she did for me for my future students. Whether it be a difficult test or a challenging class, my goal of making a difference in a student’s life keeps me going.

by Mo Cabiles

The world we live in is hard, unsteady and ruthless. We see this everyday in the harshness of homelessness, to social media screaming for justice. What motivates me to continue on is that I have felt the bitter cold bite of homelessness. I know what it’s like to not have enough to eat and to be scared of what will happen next.

I am fortunate to no longer be in those situations but that, by no means, is an indicator that it will all now come easy. As an adult learner and your “non-traditional” student, there are other obstacles I must overcome. From transportation to childcare or education application mastery to APA formatting, the many roadblocks I tackle both large and small are what I consider to be my victories.

I’ve seen what having a higher education can do for someone and I want that for myself and that of my daughters.  I strive to be a good example for them , to show them that, regardless of social standing and unforeseeable circumstances, if they work hard and put their best effort forward, they can achieve their dreams.

My dream is to obtain my Masters in Education with an emphasis in counseling. I want to be an academic advisor or guidance counselor. I’ve seen so many youths attempt community college and fail because they fell through the cracks. These students need to realize their potential and I want to help them achieve that and to be their cheerleader.

by Gia Sophia Sarris

In every school I’ve ever attended, experienced teachers were there to support and inspire me. I have looked up to these people ever since I was in elementary school, and they have had an immense and positive impact on my life and my view of the world.  My fondness for these people [educators] has led me to aspire to become a teacher.

I want to “pay it forward” and improve the lives of children and teenagers who grow up struggling as I did, or in any way for that matter. I want to make a difference in their lives and let them know that they are not alone with their problems.

This is what motivates me to study hard. Becoming a teacher, I believe, will help me fulfill my purpose in life, which I think is to create happiness and ease the burdens of others. I feel that children and teenagers need this especially, because they are struggling to understand the world and their place in it. I study hard for their sake.

by Jennifer Wolfert

From elementary school to my first year at college, I struggled to establish a dream for myself. Trying to figure out what career I wanted to pursue as successful adult always filled me with anxiety. I had spent multiple years in special education and left with a low academic self-esteem. So, after high school I attended Bucks County Community College in search for more time. Still I made no progress. Then I decided to change my outlook. I stopped asking “what do I want to do?” and started asking “who do I want to be?”. That’s when my dream took shape.

The educators that I met during my time at community college were my inspiration.  They are brilliant, hardworking people with a passion for their specialty that I had never seen before. Their belief in hard work was infectious. School began to fill me with excited anticipation and my grades improved. I started to believe that if I worked hard enough then I could be like them and inspire others like they had inspired me.

At the end of my second year attending community college, I accomplished a task that had previously racked me with fear. I applied to Temple University as a Secondary English Education major. I have now completed my second semester at Temple and earned my first 4.0 GPA. In time, I am confident that I will be able to accomplish my dream. I will become the passionate and inspiring educator that my younger self never had.

by Jenyfer Pegg

My entire life has been filled with discouragement. I grew up in a household where I was constantly told “No”. I was told my ideas were stupid and would not work. In my junior year of high school, my teachers and counselors started talking about college and sending in applications to different places. At that point, I knew I was not going. I came from a poor family and I knew we could never have money for something like college.

But I went on college visits, I listened to people speak about their college, and I was set. I had a lot of things pushing me, except the one thing I really wanted, my family. No one in my family has gone to college, and when I told my mother, she was shocked. She told me she just wanted me out of the house.

When I came to school, I realized I wanted to teach high school. I want to make an actual difference in someone else’s life. My family has taken the same road for years, and I’m not going down that road. I won’t live paycheck to paycheck like my mom, I will be a person that others will look up to.

I’m going to do something worthwhile, and I will work harder than anyone else if it gets me there.  I’ve seen what my life will be like without school and motivation and there is absolutely no way I’m going down that road. I’ve got bigger plans.

7. Unlock the Success Potential of Students

Educators want to help students in every way they can but, for some future teachers, the focus is on helping students soar. That child in front of you in the classroom might grow up to do great things for society, raise a strong family, or just be happy and fulfilled.

Whatever the potential of a pupil, a teacher’s job is to help unlock talents and remove any barriers to future success.

by Tamara Vega

The thing that motivates me the most is the thought of having my own classroom someday. I want to be the teacher that changes a child’s life, inspires them to set high goals for themselves and encourages them to reach it.

College can be so hard at times and I get really anxious and scared. I worry about not passing my classes and exams, I worry about not getting my degree. Despite that I do not give up because I have to do this and I want to do this.

I cannot see myself doing anything else besides teaching, I have never been this passionate about something. I want to graduate and get my degree. I’d love to look at it and say, “I worked hard for this and I earned it”.

The idea that the students in my classroom could grow up to cure cancer, or become president, pretty much anything they want, brings me so much excitement.   I want to be the teacher that they remember, the one who helped them realize their dream and who gave them the knowledge needed to reach it.

Be the teacher that I needed as a child but unfortunately never had. That is what gets me through all the stress and anxiety, I know in my heart that all the studying I’m doing right now will be worth it in the end.

by Nicole Gongora

The dream of success motivates me to study – not my success, my future students’ success. I push myself through the rough spots for them.

I was a lost child in high school; I didn’t know how to apply to college, let alone afford it. No child should have to experience that. As a future educator, I am committed to helping my students succeed, achieve more, and continue onto higher education.  Every child should be given the opportunity to showcase their strengths and follow their dreams.

College was never a dream for me; it was a far off, unattainable fantasy. I met some inspiring teachers in high school who encouraged me to change my life and who helped me to thrive. Without them, I wouldn’t be where I am today.

I plan to work at a low-income school similar to the one I attended. These types of schools are the ones who lack resources. I will serve as a resource to my students and I hope to be an inspiration to them. In turn, I hope they become kind, respectful adults. I want them to see the virtue in helping others and I hope they will serve others in their future careers. I want to be the teacher they remember. I want to be the teacher that helped them succeed.

I’ll feel successful as a teacher if my students are successful in attaining their goals. If one student decides to achieve more then I will have lived out my dream.

by Madison Sherrill

I’ve decided to become a teacher because I want to show the value of compassion and diversity.

As I begin college this upcoming fall, my main motivation is the students. While I haven’t even met them yet, they inspire me to persist in my classes and stay optimistic.  My classroom will support innovative thinking and celebrate each student’s individuality.

As a classroom teacher, I want to encourage and positively influence the next generation. They should know that they can be successful and achieve what they aspire to become while making the world better. By teaching the value of inclusiveness and the power of kindness, my students may turn out to be visionary thinkers and leading members of society.

by Alicia Costin

I am returning to school after taking a few years off. After graduating from California Lutheran University with my BS in Mathematics, I wanted to land a job with benefits and begin my “adult life”.

While it took me a few months to find my current job, is it just that; a job. I have benefits, a full-time schedule, weekends and holidays off, but am I happy? Is this what I want to do as a career for the rest of my life? I have asked myself this question a few times and the answer is always the same; no.

My dream is to become a teacher and help motivate and encourage students to do their best in their studies and in life.  It is my dream to do what I was meant to do; shape young minds and help future generations.

When things become difficult during my graduate program, I know to keep pushing, thriving, and studying hard so that, when I do become a teacher, I can use this as a positive story to shape their way of life. I landed a job outside of college, however now it is time for me to land my career.

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What It Means To Be Asian in America

The lived experiences and perspectives of asian americans in their own words.

Asians are the fastest growing racial and ethnic group in the United States. More than 24 million Americans in the U.S. trace their roots to more than 20 countries in East and Southeast Asia and the Indian subcontinent.

The majority of Asian Americans are immigrants, coming to understand what they left behind and building their lives in the United States. At the same time, there is a fast growing, U.S.-born generation of Asian Americans who are navigating their own connections to familial heritage and their own experiences growing up in the U.S.

In a new Pew Research Center analysis based on dozens of focus groups, Asian American participants described the challenges of navigating their own identity in a nation where the label “Asian” brings expectations about their origins, behavior and physical self. Read on to see, in their own words, what it means to be Asian in America.

Table of Contents

Introduction, this is how i view my identity, this is how others see and treat me, this is what it means to be home in america, about this project, methodological note, acknowledgments.

No single experience defines what it means to be Asian in the United States today. Instead, Asian Americans’ lived experiences are in part shaped by where they were born, how connected they are to their family’s ethnic origins, and how others – both Asians and non-Asians – see and engage with them in their daily lives. Yet despite diverse experiences, backgrounds and origins, shared experiences and common themes emerged when we asked: “What does it mean to be Asian in America?”

In the fall of 2021, Pew Research Center undertook the largest focus group study it had ever conducted – 66 focus groups with 264 total participants – to hear Asian Americans talk about their lived experiences in America. The focus groups were organized into 18 distinct Asian ethnic origin groups, fielded in 18 languages and moderated by members of their own ethnic groups. Because of the pandemic, the focus groups were conducted virtually, allowing us to recruit participants from all parts of the United States. This approach allowed us to hear a diverse set of voices – especially from less populous Asian ethnic groups whose views, attitudes and opinions are seldom presented in traditional polling. The approach also allowed us to explore the reasons behind people’s opinions and choices about what it means to belong in America, beyond the preset response options of a traditional survey.

The terms “Asian,” “Asians living in the United States” and “Asian American” are used interchangeably throughout this essay to refer to U.S. adults who self-identify as Asian, either alone or in combination with other races or Hispanic identity.

“The United States” and “the U.S.” are used interchangeably with “America” for variations in the writing.

Multiracial participants are those who indicate they are of two or more racial backgrounds (one of which is Asian). Multiethnic participants are those who indicate they are of two or more ethnicities, including those identified as Asian with Hispanic background.

U.S. born refers to people born in the 50 U.S. states or the District of Columbia, Puerto Rico, or other U.S. territories.

Immigrant refers to people who were not U.S. citizens at birth – in other words, those born outside the U.S., Puerto Rico or other U.S. territories to parents who were not U.S. citizens. The terms “immigrant,” “first generation” and “foreign born” are used interchangeably in this report.  

Second generation refers to people born in the 50 states or the District of Columbia with at least one first-generation, or immigrant, parent.

The pan-ethnic term “Asian American” describes the population of about 22 million people living in the United States who trace their roots to more than 20 countries in East and Southeast Asia and the Indian subcontinent. The term was popularized by U.S. student activists in the 1960s and was eventually adopted by the U.S. Census Bureau. However, the “Asian” label masks the diverse demographics and wide economic disparities across the largest national origin groups (such as Chinese, Indian, Filipino) and the less populous ones (such as Bhutanese, Hmong and Nepalese) living in America. It also hides the varied circumstances of groups immigrated to the U.S. and how they started their lives there. The population’s diversity often presents challenges . Conventional survey methods typically reflect the voices of larger groups without fully capturing the broad range of views, attitudes, life starting points and perspectives experienced by Asian Americans. They can also limit understanding of the shared experiences across this diverse population.

Across all focus groups, some common findings emerged. Participants highlighted how the pan-ethnic “Asian” label used in the U.S. represented only one part of how they think of themselves. For example, recently arrived Asian immigrant participants told us they are drawn more to their ethnic identity than to the more general, U.S.-created pan-ethnic Asian American identity. Meanwhile, U.S.-born Asian participants shared how they identified, at times, as Asian but also, at other times, by their ethnic origin and as Americans.

Another common finding among focus group participants is the disconnect they noted between how they see themselves and how others view them. Sometimes this led to maltreatment of them or their families, especially at heightened moments in American history such as during Japanese incarceration during World War II, the aftermath of 9/11 and, more recently, the COVID-19 pandemic. Beyond these specific moments, many in the focus groups offered their own experiences that had revealed other people’s assumptions or misconceptions about their identity.

Another shared finding is the multiple ways in which participants take and express pride in their cultural and ethnic backgrounds while also feeling at home in America, celebrating and blending their unique cultural traditions and practices with those of other Americans.

This focus group project is part of a broader research agenda about Asians living in the United States. The findings presented here offer a small glimpse of what participants told us, in their own words, about how they identify themselves, how others see and treat them, and more generally, what it means to be Asian in America.

Illustrations by Jing Li

Publications from the Being Asian in America project

• Read the data essay: What It Means to Be Asian in America
• Watch the documentary: Being Asian in America
• Explore the interactive: In Their Own Words: The Diverse Perspectives of Being Asian in America
• View expanded interviews: Extended Interviews: Being Asian in America
• About this research project: More on the Being Asian in America project
• Q&A: Why and how Pew Research Center conducted 66 focus groups with Asian Americans

One of the topics covered in each focus group was how participants viewed their own racial or ethnic identity. Moderators asked them how they viewed themselves, and what experiences informed their views about their identity. These discussions not only highlighted differences in how participants thought about their own racial or ethnic background, but they also revealed how different settings can influence how they would choose to identify themselves. Across all focus groups, the general theme emerged that being Asian was only one part of how participants viewed themselves.

The pan-ethnic label ‘Asian’ is often used more in formal settings

“I think when I think of the Asian Americans, I think that we’re all unique and different. We come from different cultures and backgrounds. We come from unique stories, not just as a group, but just as individual humans.” Mali , documentary participant

Many participants described a complicated relationship with the pan-ethnic labels “Asian” or “Asian American.” For some, using the term was less of an active choice and more of an imposed one, with participants discussing the disconnect between how they would like to identify themselves and the available choices often found in formal settings. For example, an immigrant Pakistani woman remarked how she typically sees “Asian American” on forms, but not more specific options. Similarly, an immigrant Burmese woman described her experience of applying for jobs and having to identify as “Asian,” as opposed to identifying by her ethnic background, because no other options were available. These experiences highlight the challenges organizations like government agencies and employers have in developing surveys or forms that ask respondents about their identity. A common sentiment is one like this:

“I guess … I feel like I just kind of check off ‘Asian’ [for] an application or the test forms. That’s the only time I would identify as Asian. But Asian is too broad. Asia is a big continent. Yeah, I feel like it’s just too broad. To specify things, you’re Taiwanese American, that’s exactly where you came from.”

–U.S.-born woman of Taiwanese origin in early 20s

Smaller ethnic groups default to ‘Asian’ since their groups are less recognizable

Other participants shared how their experiences in explaining the geographic location and culture of their origin country led them to prefer “Asian” when talking about themselves with others. This theme was especially prominent among those belonging to smaller origin groups such as Bangladeshis and Bhutanese. A Lao participant remarked she would initially say “Asian American” because people might not be familiar with “Lao.”

“​​[When I fill out] forms, I select ‘Asian American,’ and that’s why I consider myself as an Asian American. [It is difficult to identify as] Nepali American [since] there are no such options in forms. That’s why, Asian American is fine to me.”

–Immigrant woman of Nepalese origin in late 20s

“Coming to a big country like [the United States], when people ask where we are from … there are some people who have no idea about Bhutan, so we end up introducing ourselves as being Asian.”

–Immigrant woman of Bhutanese origin in late 40s

But for many, ‘Asian’ as a label or identity just doesn’t fit

Many participants felt that neither “Asian” nor “Asian American” truly captures how they view themselves and their identity. They argue that these labels are too broad or too ambiguous, as there are so many different groups included within these labels. For example, a U.S.-born Pakistani man remarked on how “Asian” lumps many groups together – that the term is not limited to South Asian groups such as Indian and Pakistani, but also includes East Asian groups. Similarly, an immigrant Nepalese man described how “Asian” often means Chinese for many Americans. A Filipino woman summed it up this way:

“Now I consider myself to be both Filipino and Asian American, but growing up in [Southern California] … I didn’t start to identify as Asian American until college because in [the Los Angeles suburb where I lived], it’s a big mix of everything – Black, Latino, Pacific Islander and Asian … when I would go into spaces where there were a lot of other Asians, especially East Asians, I didn’t feel like I belonged. … In media, right, like people still associate Asian with being East Asian.”

–U.S.-born woman of Filipino origin in mid-20s

Participants also noted they have encountered confusion or the tendency for others to view Asian Americans as people from mostly East Asian countries, such as China, Japan and Korea. For some, this confusion even extends to interactions with other Asian American groups. A Pakistani man remarked on how he rarely finds Pakistani or Indian brands when he visits Asian stores. Instead, he recalled mostly finding Vietnamese, Korean and Chinese items.

Among participants of South Asian descent, some identified with the label “South Asian” more than just “Asian.” There were other nuances, too, when it comes to the labels people choose. Some Indian participants, for example, said people sometimes group them with Native Americans who are also referred to as Indians in the United States. This Indian woman shared her experience at school:

“I love South Asian or ‘Desi’ only because up until recently … it’s fairly new to say South Asian. I’ve always said ‘Desi’ because growing up … I’ve had to say I’m the red dot Indian, not the feather Indian. So annoying, you know? … Always a distinction that I’ve had to make.”

–U.S.-born woman of Indian origin in late 20s

Participants with multiethnic or multiracial backgrounds described their own unique experiences with their identity. Rather than choosing one racial or ethnic group over the other, some participants described identifying with both groups, since this more accurately describes how they see themselves. In some cases, this choice reflected the history of the Asian diaspora. For example, an immigrant Cambodian man described being both Khmer/Cambodian and Chinese, since his grandparents came from China. Some other participants recalled going through an “identity crisis” as they navigated between multiple identities. As one woman explained:

“I would say I went through an identity crisis. … It’s because of being multicultural. … There’s also French in the mix within my family, too. Because I don’t identify, speak or understand the language, I really can’t connect to the French roots … I’m in between like Cambodian and Thai, and then Chinese and then French … I finally lumped it up. I’m just an Asian American and proud of all my roots.”

–U.S.-born woman of Cambodian origin in mid-30s

In other cases, the choice reflected U.S. patterns of intermarriage. Asian newlyweds have the highest intermarriage rate of any racial or ethnic group in the country. One Japanese-origin man with Hispanic roots noted:

“So I would like to see myself as a Hispanic Asian American. I want to say Hispanic first because I have more of my mom’s culture in me than my dad’s culture. In fact, I actually have more American culture than my dad’s culture for what I do normally. So I guess, Hispanic American Asian.”

–U.S.-born man of Hispanic and Japanese origin in early 40s

Other identities beyond race or ethnicity are also important

Focus group participants also talked about their identity beyond the racial or ethnic dimension. For example, one Chinese woman noted that the best term to describe her would be “immigrant.” Faith and religious ties were also important to some. One immigrant participant talked about his love of Pakistani values and how religion is intermingled into Pakistani culture. Another woman explained:

“[Japanese language and culture] are very important to me and ingrained in me because they were always part of my life, and I felt them when I was growing up. Even the word itadakimasu reflects Japanese culture or the tradition. Shinto religion is a part of the culture. They are part of my identity, and they are very important to me.”

–Immigrant woman of Japanese origin in mid-30s

For some, gender is another important aspect of identity. One Korean participant emphasized that being a woman is an important part of her identity. For others, sexual orientation is an essential part of their overall identity. One U.S.-born Filipino participant described herself as “queer Asian American.” Another participant put it this way:

“I belong to the [LGBTQ] community … before, what we only know is gay and lesbian. We don’t know about being queer, nonbinary. [Here], my horizon of knowing what genders and gender roles is also expanded … in the Philippines, if you’ll be with same sex, you’re considered gay or lesbian. But here … what’s happening is so broad, on how you identify yourself.”

–Immigrant woman of Filipino origin in early 20s

Immigrant identity is tied to their ethnic heritage

Participants born outside the United States tended to link their identity with their ethnic heritage. Some felt strongly connected with their ethnic ties due to their citizenship status. For others, the lack of permanent residency or citizenship meant they have stronger ties to their ethnicity and birthplace. And in some cases, participants said they held on to their ethnic identity even after they became U.S. citizens. One woman emphasized that she will always be Taiwanese because she was born there, despite now living in the U.S.

For other participants, family origin played a central role in their identity, regardless of their status in the U.S. According to some of them, this attitude was heavily influenced by their memories and experiences in early childhood when they were still living in their countries of origin. These influences are so profound that even after decades of living in the U.S., some still feel the strong connection to their ethnic roots. And those with U.S.-born children talked about sending their kids to special educational programs in the U.S. to learn about their ethnic heritage.

“Yes, as for me, I hold that I am Khmer because our nationality cannot be deleted, our identity is Khmer as I hold that I am Khmer … so I try, even [with] my children today, I try to learn Khmer through Zoom through the so-called Khmer Parent Association.”

–Immigrant man of Cambodian origin in late 50s

Navigating life in America is an adjustment

Many participants pointed to cultural differences they have noticed between their ethnic culture and U.S. culture. One of the most distinct differences is in food. For some participants, their strong attachment to the unique dishes of their families and their countries of origin helps them maintain strong ties to their ethnic identity. One Sri Lankan participant shared that her roots are still in Sri Lanka, since she still follows Sri Lankan traditions in the U.S. such as preparing kiribath (rice with coconut milk) and celebrating Ramadan.

For other participants, interactions in social settings with those outside their own ethnic group circles highlighted cultural differences. One Bangladeshi woman talked about how Bengalis share personal stories and challenges with each other, while others in the U.S. like to have “small talk” about TV series or clothes.

Many immigrants in the focus groups have found it is easier to socialize when they are around others belonging to their ethnicity. When interacting with others who don’t share the same ethnicity, participants noted they must be more self-aware about cultural differences to avoid making mistakes in social interactions. Here, participants described the importance of learning to “fit in,” to avoid feeling left out or excluded. One Korean woman said:

“Every time I go to a party, I feel unwelcome. … In Korea, when I invite guests to my house and one person sits without talking, I come over and talk and treat them as a host. But in the United States, I have to go and mingle. I hate mingling so much. I have to talk and keep going through unimportant stories. In Korea, I am assigned to a dinner or gathering. I have a party with a sense of security. In America, I have nowhere to sit, and I don’t know where to go and who to talk to.”

–Immigrant woman of Korean origin in mid-40s

And a Bhutanese immigrant explained:

“In my case, I am not an American. I consider myself a Bhutanese. … I am a Bhutanese because I do not know American culture to consider myself as an American. It is very difficult to understand the sense of humor in America. So, we are pure Bhutanese in America.”

–Immigrant man of Bhutanese origin in early 40s

Language was also a key aspect of identity for the participants. Many immigrants in the focus groups said they speak a language other than English at home and in their daily lives. One Vietnamese man considered himself Vietnamese since his Vietnamese is better than his English. Others emphasized their English skills. A Bangladeshi participant felt that she was more accepted in the workplace when she does more “American” things and speaks fluent English, rather than sharing things from Bangladeshi culture. She felt that others in her workplace correlate her English fluency with her ability to do her job. For others born in the U.S., the language they speak at home influences their connection to their ethnic roots.

“Now if I go to my work and do show my Bengali culture and Asian culture, they are not going to take anything out of it. So, basically, I have to show something that they are interested in. I have to show that I am American, [that] I can speak English fluently. I can do whatever you give me as a responsibility. So, in those cases I can’t show anything about my culture.”

–Immigrant woman of Bangladeshi origin in late 20s

“Being bi-ethnic and tri-cultural creates so many unique dynamics, and … one of the dynamics has to do with … what it is to be Americanized. … One of the things that played a role into how I associate the identity is language. Now, my father never spoke Spanish to me … because he wanted me to develop a fluency in English, because for him, he struggled with English. What happened was three out of the four people that raised me were Khmer … they spoke to me in Khmer. We’d eat breakfast, lunch and dinner speaking Khmer. We’d go to the temple in Khmer with the language and we’d also watch videos and movies in Khmer. … Looking into why I strongly identify with the heritage, one of the reasons is [that] speaking that language connects to the home I used to have [as my families have passed away].”

–U.S.-born man of Cambodian origin in early 30s

Balancing between individualistic and collective thinking

For some immigrant participants, the main differences between themselves and others who are seen as “truly American” were less about cultural differences, or how people behave, and more about differences in “mindset,” or how people think . Those who identified strongly with their ethnicity discussed how their way of thinking is different from a “typical American.” To some, the “American mentality” is more individualistic, with less judgment on what one should do or how they should act . One immigrant Japanese man, for example, talked about how other Japanese-origin co-workers in the U.S. would work without taking breaks because it’s culturally inconsiderate to take a break while others continued working. However, he would speak up for himself and other workers when they are not taking any work breaks. He attributed this to his “American” way of thinking, which encourages people to stand up for themselves.

Some U.S.-born participants who grew up in an immigrant family described the cultural clashes that happened between themselves and their immigrant parents. Participants talked about how the second generation (children of immigrant parents) struggles to pursue their own dreams while still living up to the traditional expectations of their immigrant parents.

“I feel like one of the biggest things I’ve seen, just like [my] Asian American friends overall, is the kind of family-individualistic clash … like wanting to do your own thing is like, is kind of instilled in you as an American, like go and … follow your dream. But then you just grow up with such a sense of like also wanting to be there for your family and to live up to those expectations, and I feel like that’s something that’s very pronounced in Asian cultures.”

–U.S.-born man of Indian origin in mid-20s

Discussions also highlighted differences about gender roles between growing up in America compared with elsewhere.

“As a woman or being a girl, because of your gender, you have to keep your mouth shut [and] wait so that they call on you for you to speak up. … I do respect our elders and I do respect hearing their guidance but I also want them to learn to hear from the younger person … because we have things to share that they might not know and that [are] important … so I like to challenge gender roles or traditional roles because it is something that [because] I was born and raised here [in America], I learn that we all have the equal rights to be able to speak and share our thoughts and ideas.”

U.S. born have mixed ties to their family’s heritage

“I think being Hmong is somewhat of being free, but being free of others’ perceptions of you or of others’ attempts to assimilate you or attempts to put pressure on you. I feel like being Hmong is to resist, really.” Pa Houa , documentary participant

How U.S.-born participants identify themselves depends on their familiarity with their own heritage, whom they are talking with, where they are when asked about their identity and what the answer is used for. Some mentioned that they have stronger ethnic ties because they are very familiar with their family’s ethnic heritage. Others talked about how their eating habits and preferred dishes made them feel closer to their ethnic identity. For example, one Korean participant shared his journey of getting closer to his Korean heritage because of Korean food and customs. When some participants shared their reasons for feeling closer to their ethnic identity, they also expressed a strong sense of pride with their unique cultural and ethnic heritage.

“I definitely consider myself Japanese American. I mean I’m Japanese and American. Really, ever since I’ve grown up, I’ve really admired Japanese culture. I grew up watching a lot of anime and Japanese black and white films. Just learning about [it], I would hear about Japanese stuff from my grandparents … myself, and my family having blended Japanese culture and American culture together.”

–U.S.-born man of Japanese origin in late 20s

Meanwhile, participants who were not familiar with their family’s heritage showed less connection with their ethnic ties. One U.S.-born woman said she has a hard time calling herself Cambodian, as she is “not close to the Cambodian community.” Participants with stronger ethnic ties talked about relating to their specific ethnic group more than the broader Asian group. Another woman noted that being Vietnamese is “more specific and unique than just being Asian” and said that she didn’t feel she belonged with other Asians. Some participants also disliked being seen as or called “Asian,” in part because they want to distinguish themselves from other Asian groups. For example, one Taiwanese woman introduces herself as Taiwanese when she can, because she had frequently been seen as Chinese.

Some in the focus groups described how their views of their own identities shifted as they grew older. For example, some U.S.-born and immigrant participants who came to the U.S. at younger ages described how their experiences in high school and the need to “fit in” were important in shaping their own identities. A Chinese woman put it this way:

“So basically, all I know is that I was born in the United States. Again, when I came back, I didn’t feel any barrier with my other friends who are White or Black. … Then I got a little confused in high school when I had trouble self-identifying if I am Asian, Chinese American, like who am I. … Should I completely immerse myself in the American culture? Should I also keep my Chinese identity and stuff like that? So yeah, that was like the middle of that mist. Now, I’m pretty clear about myself. I think I am Chinese American, Asian American, whatever people want.”

–U.S.-born woman of Chinese origin in early 20s

Identity is influenced by birthplace

“I identified myself first and foremost as American. Even on the forms that you fill out that says, you know, ‘Asian’ or ‘Chinese’ or ‘other,’ I would check the ‘other’ box, and I would put ‘American Chinese’ instead of ‘Chinese American.’” Brent , documentary participant

When talking about what it means to be “American,” participants offered their own definitions. For some, “American” is associated with acquiring a distinct identity alongside their ethnic or racial backgrounds, rather than replacing them. One Indian participant put it this way:

“I would also say [that I am] Indian American just because I find myself always bouncing between the two … it’s not even like dual identity, it just is one whole identity for me, like there’s not this separation. … I’m doing [both] Indian things [and] American things. … They use that term like ABCD … ‘American Born Confused Desi’ … I don’t feel that way anymore, although there are those moments … but I would say [that I am] Indian American for sure.”

–U.S.-born woman of Indian origin in early 30s

Meanwhile, some U.S.-born participants view being American as central to their identity while also valuing the culture of their family’s heritage.

Many immigrant participants associated the term “American” with immigration status or citizenship. One Taiwanese woman said she can’t call herself American since she doesn’t have a U.S. passport. Notably, U.S. citizenship is an important milestone for many immigrant participants, giving them a stronger sense of belonging and ultimately calling themselves American. A Bangladeshi participant shared that she hasn’t received U.S. citizenship yet, and she would call herself American after she receives her U.S. passport.

Other participants gave an even narrower definition, saying only those born and raised in the United States are truly American. One Taiwanese woman mentioned that her son would be American since he was born, raised and educated in the U.S. She added that while she has U.S. citizenship, she didn’t consider herself American since she didn’t grow up in the U.S. This narrower definition has implications for belonging. Some immigrants in the groups said they could never become truly American since the way they express themselves is so different from those who were born and raised in the U.S. A Japanese woman pointed out that Japanese people “are still very intimidated by authorities,” while those born and raised in America give their opinions without hesitation.

“As soon as I arrived, I called myself a Burmese immigrant. I had a green card, but I still wasn’t an American citizen. … Now I have become a U.S. citizen, so now I am a Burmese American.”

–Immigrant man of Burmese origin in mid-30s

“Since I was born … and raised here, I kind of always view myself as American first who just happened to be Asian or Chinese. So I actually don’t like the term Chinese American or Asian American. I’m American Asian or American Chinese. I view myself as American first.”

–U.S.-born man of Chinese origin in early 60s

“[I used to think of myself as] Filipino, but recently I started saying ‘Filipino American’ because I got [U.S.] citizenship. And it just sounds weird to say Filipino American, but I’m trying to … I want to accept it. I feel like it’s now marry-able to my identity.”

–Immigrant woman of Filipino origin in early 30s

For others, American identity is about the process of ‘becoming’ culturally American

Immigrant participants also emphasized how their experiences and time living in America inform their views of being an “American.” As a result, some started to see themselves as Americans after spending more than a decade in the U.S. One Taiwanese man considered himself an American since he knows more about the U.S. than Taiwan after living in the U.S. for over 52 years.

But for other immigrant participants, the process of “becoming” American is not about how long they have lived in the U.S., but rather how familiar they are with American culture and their ability to speak English with little to no accent. This is especially true for those whose first language is not English, as learning and speaking it without an accent can be a big challenge for some. One Bangladeshi participant shared that his pronunciation of “hot water” was very different from American English, resulting in confusions in communication. By contrast, those who were more confident in their English skills felt they can better understand American culture and values as a result, leading them to a stronger connection with an American identity.

“[My friends and family tease me for being Americanized when I go back to Japan.] I think I seem a little different to people who live in Japan. I don’t think they mean anything bad, and they [were] just joking, because I already know that I seem a little different to people who live in Japan.”

–Immigrant man of Japanese origin in mid-40s

“I value my Hmong culture, and language, and ethnicity, but I also do acknowledge, again, that I was born here in America and I’m grateful that I was born here, and I was given opportunities that my parents weren’t given opportunities for.”

–U.S.-born woman of Hmong origin in early 30s

During the focus group discussions about identity, a recurring theme emerged about the difference between how participants saw themselves and how others see them. When asked to elaborate on their experiences and their points of view, some participants shared experiences they had with people misidentifying their race or ethnicity. Others talked about their frustration with being labeled the “model minority.” In all these discussions, participants shed light on the negative impacts that mistaken assumptions and labels had on their lives.

All people see is ‘Asian’

For many, interactions with others (non-Asians and Asians alike) often required explaining their backgrounds, reacting to stereotypes, and for those from smaller origin groups in particular, correcting the misconception that being “Asian” means you come from one of the larger Asian ethnic groups. Several participants remarked that in their own experiences, when others think about Asians, they tend to think of someone who is Chinese. As one immigrant Filipino woman put it, “Interacting with [non-Asians in the U.S.], it’s hard. … Well, first, I look Spanish. I mean, I don’t look Asian, so would you guess – it’s like they have a vision of what an Asian [should] look like.” Similarly, an immigrant Indonesian man remarked how Americans tended to see Asians primarily through their physical features, which not all Asian groups share.

Several participants also described how the tendency to view Asians as a monolithic group can be even more common in the wake of the COVID-19 pandemic.

“The first [thing people think of me as] is just Chinese. ‘You guys are just Chinese.’ I’m not the only one who felt [this] after the COVID-19 outbreak. ‘Whether you’re Japanese, Korean, or Southeast Asian, you’re just Chinese [to Americans]. I should avoid you.’ I’ve felt this way before, but I think I’ve felt it a bit more after the COVID-19 outbreak.”

–Immigrant woman of Korean origin in early 30s

At the same time, other participants described their own experiences trying to convince others that they are Asian or Asian American. This was a common experience among Southeast Asian participants.

“I have to convince people I’m Asian, not Middle Eastern. … If you type in Asian or you say Asian, most people associate it with Chinese food, Japanese food, karate, and like all these things but then they don’t associate it with you.”

–U.S.-born man of Pakistani origin in early 30s

The model minority myth and its impact

“I’ve never really done the best academically, compared to all my other Asian peers too. I never really excelled. I wasn’t in honors. … Those stereotypes, I think really [have] taken a toll on my self-esteem.” Diane , documentary participant

Across focus groups, immigrant and U.S.-born participants described the challenges of the seemingly positive stereotypes of Asians as intelligent, gifted in technical roles and hardworking. Participants often referred to this as the “model minority myth.”

The label “model minority” was coined in the 1960s and has been used to characterize Asian Americans as financially and educationally successful and hardworking when compared with other groups. However, for many Asians living in the United States, these characterizations do not align with their lived experiences or reflect their socioeconomic backgrounds. Indeed, among Asian origin groups in the U.S., there are wide differences in economic and social experiences. 

Academic research on the model minority myth has pointed to its impact beyond Asian Americans and towards other racial and ethnic groups, especially Black Americans, in the U.S. Some argue that the model minority myth has been used to justify policies that overlook the historical circumstances and impacts of colonialism, slavery, discrimination and segregation on other non-White racial and ethnic groups.

Many participants noted ways in which the model minority myth has been harmful. For some, expectations based on the myth didn’t match their own experiences of coming from impoverished communities. Some also recalled experiences at school when they struggled to meet their teachers’ expectations in math and science.

“As an Asian person, I feel like there’s that stereotype that Asian students are high achievers academically. They’re good at math and science. … I was a pretty mediocre student, and math and science were actually my weakest subjects, so I feel like it’s either way you lose. Teachers expect you to fit a certain stereotype and if you’re not, then you’re a disappointment, but at the same time, even if you are good at math and science, that just means that you’re fitting a stereotype. It’s [actually] your own achievement, but your teachers might think, ‘Oh, it’s because they’re Asian,’ and that diminishes your achievement.”

–U.S.-born woman of Korean origin in late 20s

Some participants felt that even when being Asian worked in their favor in the job market, they encountered stereotypes that “Asians can do quality work with less compensation” or that “Asians would not complain about anything at work.”

“There is a joke from foreigners and even Asian Americans that says, ‘No matter what you do, Asians always do the best.’ You need to get A, not just B-plus. Otherwise, you’ll be a disgrace to the family. … Even Silicon Valley hires Asian because [an] Asian’s wage is cheaper but [they] can work better. When [work] visa overflow happens, they hire Asians like Chinese and Indian to work in IT fields because we are good at this and do not complain about anything.”

–Immigrant man of Thai origin in early 40s

Others expressed frustration that people were placing them in the model minority box. One Indian woman put it this way:

“Indian people and Asian people, like … our parents or grandparents are the ones who immigrated here … against all odds. … A lot of Indian and Asian people have succeeded and have done really well for themselves because they’ve worked themselves to the bone. So now the expectations [of] the newer generations who were born here are incredibly unrealistic and high. And you get that not only from your family and the Indian community, but you’re also getting it from all of the American people around you, expecting you to be … insanely good at math, play an instrument, you know how to do this, you know how to do that, but it’s not true. And it’s just living with those expectations, it’s difficult.”

–U.S.-born woman of Indian origin in early 20s

Whether U.S. born or immigrants, Asians are often seen by others as foreigners

“Being only not quite 10 years old, it was kind of exciting to ride on a bus to go someplace. But when we went to Pomona, the assembly center, we were stuck in one of the stalls they used for the animals.” Tokiko , documentary participant

Across all focus groups, participants highlighted a common question they are asked in America when meeting people for the first time: “Where are you really from?” For participants, this question implied that people think they are “foreigners,” even though they may be longtime residents or citizens of the United States or were born in the country. One man of Vietnamese origin shared his experience with strangers who assumed that he and his friends are North Korean. Perhaps even more hurtful, participants mentioned that this meant people had a preconceived notion of what an “American” is supposed to look like, sound like or act like. One Chinese woman said that White Americans treated people like herself as outsiders based on her skin color and appearance, even though she was raised in the U.S.

Many focus group participants also acknowledged the common stereotype of treating Asians as “forever foreigners.” Some immigrant participants said they felt exhausted from constantly being asked this question by people even when they speak perfect English with no accent. During the discussion, a Korean immigrant man recalled that someone had said to him, “You speak English well, but where are you from?” One Filipino participant shared her experience during the first six months in the U.S.:

“You know, I spoke English fine. But there were certain things that, you know, people constantly questioning you like, oh, where are you from? When did you come here? You know, just asking about your experience to the point where … you become fed up with it after a while.”

–Immigrant woman of Filipino origin in mid-30s

U.S.-born participants also talked about experiences when others asked where they are from. Many shared that they would not talk about their ethnic origin right away when answering such a question because it often led to misunderstandings and assumptions that they are immigrants.

“I always get that question of, you know, ‘Where are you from?’ and I’m like, ‘I’m from America.’ And then they’re like, ‘No. Where are you from-from ?’ and I’m like, ‘Yeah, my family is from Pakistan,’ so it’s like I always had like that dual identity even though it’s never attached to me because I am like, of Pakistani descent.”

–U.S.-born man of Pakistani origin in early 20s

One Korean woman born in the U.S. said that once people know she is Korean, they ask even more offensive questions such as “Are you from North or South Korea?” or “Do you still eat dogs?”

In a similar situation, this U.S.-born Indian woman shared her responses:

“I find that there’s a, ‘So but where are you from?’ Like even in professional settings when they feel comfortable enough to ask you. ‘So – so where are you from?’ ‘Oh, I was born in [names city], Colorado. Like at [the hospital], down the street.’ ‘No, but like where are you from?’ ‘My mother’s womb?’”

–U.S.-born woman of Indian origin in early 40s

Ignorance and misinformation about Asian identity can lead to contentious encounters

“I have dealt with kids who just gave up on their Sikh identity, cut their hair and groomed their beard and everything. They just wanted to fit in and not have to deal with it, especially [those] who are victim or bullied in any incident.” Surinder , documentary participant

In some cases, ignorance and misinformation about Asians in the U.S. lead to inappropriate comments or questions and uncomfortable or dangerous situations. Participants shared their frustration when others asked about their country of origin, and they then had to explain their identity or correct misunderstandings or stereotypes about their background. At other times, some participants faced ignorant comments about their ethnicity, which sometimes led to more contentious encounters. For example, some Indian or Pakistani participants talked about the attacks or verbal abuse they experienced from others blaming them for the 9/11 terrorist attacks. Others discussed the racial slurs directed toward them since the COVID-19 pandemic in 2020. Some Japanese participants recalled their families losing everything and being incarcerated during World War II and the long-term effect it had on their lives.

“I think like right now with the coronavirus, I think we’re just Chinese, Chinese American, well, just Asian American or Asians in general, you’re just going through the same struggles right now. Like everyone is just blaming whoever looks Asian about the virus. You don’t feel safe.”

–U.S.-born man of Chinese origin in early 30s

“At the beginning of the pandemic, a friend and I went to celebrate her birthday at a club and like these guys just kept calling us COVID.”

–U.S.-born woman of Korean origin in early 20s

“There [were] a lot of instances after 9/11. One day, somebody put a poster about 9/11 [in front of] my business. He was wearing a gun. … On the poster, it was written ‘you Arabs, go back to your country.’ And then someone came inside. He pointed his gun at me and said ‘Go back to your country.’”

–Immigrant man of Pakistani origin in mid-60s

“[My parents went through the] internment camps during World War II. And my dad, he was in high school, so he was – they were building the camps and then he was put into the Santa Anita horse track place, the stables there. And then they were sent – all the Japanese Americans were sent to different camps, right, during World War II and – in California. Yeah, and they lost everything, yeah.”

–U.S.-born woman of Japanese origin in mid-60s

As focus group participants contemplated their identity during the discussions, many talked about their sense of belonging in America. Although some felt frustrated with people misunderstanding their ethnic heritage, they didn’t take a negative view of life in America. Instead, many participants – both immigrant and U.S. born – took pride in their unique cultural and ethnic backgrounds. In these discussions, people gave their own definitions of America as a place with a diverse set of cultures, with their ethnic heritage being a part of it.

Taking pride in their unique cultures

“Being a Pakistani American, I’m proud. … Because I work hard, and I make true my dreams from here.” Shahid , documentary participant

Despite the challenges of adapting to life in America for immigrant participants or of navigating their dual cultural identity for U.S.-born ones, focus group participants called America their home. And while participants talked about their identities in different ways – ethnic identity, racial (Asian) identity, and being American – they take pride in their unique cultures. Many also expressed a strong sense of responsibility to give back or support their community, sharing their cultural heritage with others on their own terms.

“Right now it has been a little difficult. I think it has been for all Asians because of the COVID issue … but I’m glad that we’re all here [in America]. I think we should be proud to be here. I’m glad that our families have traveled here, and we can help make life better for communities, our families and ourselves. I think that’s really a wonderful thing. We can be those role models for a lot of the future, the younger folks. I hope that something I did in the last years will have impacted either my family, friends or students that I taught in other community things that I’ve done. So you hope that it helps someplace along the line.”

“I am very proud of my culture. … There is not a single Bengali at my workplace, but people know the name of my country. Maybe many years [later] – educated people know all about the country. So, I don’t have to explain that there is a small country next to India and Nepal. It’s beyond saying. People after all know Bangladesh. And there are so many Bengali present here as well. So, I am very proud to be a Bangladeshi.”

Where home is

When asked about the definition of home, some immigrant participants said home is where their families are located. Immigrants in the focus groups came to the United States by various paths, whether through work opportunities, reuniting with family or seeking a safe haven as refugees. Along their journey, some received support from family members, their local community or other individuals, while others overcame challenges by themselves. Either way, they take pride in establishing their home in America and can feel hurt when someone tells them to “go back to your country.” In response, one Laotian woman in her mid-40s said, “This is my home. My country. Go away.”

“If you ask me personally, I view my home as my house … then I would say my house is with my family because wherever I go, I cannot marry if I do not have my family so that is how I would answer.”

–Immigrant man of Hmong origin in late 30s

“[If somebody yelled at me ‘go back to your country’] I’d feel angry because this is my country! I live here. America is my country. I grew up here and worked here … I’d say, ‘This is my country! You go back to your country! … I will not go anywhere. This is my home. I will live here.’ That’s what I’d say.”

–Immigrant woman of Laotian origin in early 50s

‘American’ means to blend their unique cultural and ethnic heritage with that in the U.S.

“I want to teach my children two traditions – one American and one Vietnamese – so they can compare and choose for themselves the best route in life.” Helen , documentary participant (translated from Vietnamese)

Both U.S.-born and immigrant participants in the focus groups shared their experiences of navigating a dual cultural environment between their ethnic heritage and American culture. A common thread that emerged was that being Asian in America is a process of blending two or more identities as one.

“Yeah, I want to say that’s how I feel – because like thinking about it, I would call my dad Lao but I would call myself Laotian American because I think I’m a little more integrated in the American society and I’ve also been a little more Americanized, compared to my dad. So that’s how I would see it.”

–U.S.-born man of Laotian origin in late 20s

“I mean, Bangladeshi Americans who are here, we are carrying Bangladeshi culture, religion, food. I am also trying to be Americanized like the Americans. Regarding language, eating habits.”

–Immigrant man of Bangladeshi origin in mid-50s

“Just like there is Chinese American, Mexican American, Japanese American, Italian American, so there is Indian American. I don’t want to give up Indianness. I am American by nationality, but I am Indian by birth. So whenever I talk, I try to show both the flags as well, both Indian and American flags. Just because you make new relatives but don’t forget the old relatives.”

–Immigrant man of Indian origin in late 40s

Pew Research Center designed these focus groups to better understand how members of an ethnically diverse Asian population think about their place in America and life here. By including participants of different languages, immigration or refugee experiences, educational backgrounds, and income levels, this focus group study aimed to capture in people’s own words what it means to be Asian in America. The discussions in these groups may or may not resonate with all Asians living in the United States. Browse excerpts from our focus groups with the interactive quote sorter below, view a video documentary focused on the topics discussed in the focus groups, or tell us your story of belonging in America via social media. The focus group project is part of a broader research project studying the diverse experiences of Asians living in the U.S.

Read sortable quotes from our focus groups

Browse excerpts in the interactive quote sorter from focus group participants in response to the question “What does it mean to be [Vietnamese, Thai, Sri Lankan, Hmong, etc.] like yourself in America?” This interactive allows you to sort quotes from focus group participants by ethnic origin, nativity (U.S. born or born in another country), gender and age.

Video documentary

Videos throughout the data essay illustrate what focus group participants discussed. Those recorded in these videos did not participate in the focus groups but were sampled to have similar demographic characteristics and thematically relevant stories.

Watch the full video documentary and watch additional shorter video clips related to the themes of this data essay.

Share the story of your family and your identity

Did the voices in this data essay resonate? Share your story of what it means to be Asian in America with @pewresearch. Tell us your story by using the hashtag #BeingAsianInAmerica and @pewidentity on Twitter, as well as #BeingAsianInAmerica and @pewresearch on Instagram.

This cross-ethnic, comparative qualitative research project explores the identity, economic mobility, representation, and experiences of immigration and discrimination among the Asian population in the United States. The analysis is based on 66 focus groups we conducted virtually in the fall of 2021 and included 264 participants from across the U.S. More information about the groups and analysis can be found in this appendix .

Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. This data essay was funded by The Pew Charitable Trusts, with generous support from the Chan Zuckerberg Initiative DAF, an advised fund of the Silicon Valley Community Foundation; the Robert Wood Johnson Foundation; the Henry Luce Foundation; The Wallace H. Coulter Foundation; The Dirk and Charlene Kabcenell Foundation; The Long Family Foundation; Lu-Hebert Fund; Gee Family Foundation; Joseph Cotchett; the Julian Abdey and Sabrina Moyle Charitable Fund; and Nanci Nishimura.

The accompanying video clips and video documentary were made possible by The Pew Charitable Trusts, with generous support from The Sobrato Family Foundation and The Long Family Foundation.

We would also like to thank the Leaders Forum for its thought leadership and valuable assistance in helping make this study possible. This is a collaborative effort based on the input and analysis of a number of individuals and experts at Pew Research Center and outside experts.

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