Definition of Myself as a Teacher
December 2011
Optimism, hope, energy, and love are responses that I have continually received from working with children, and they are the types of emotions I want to continue to learn from, as well as encourage, in my future teaching. By realizing through experiences with children’s ministry that I could be the only positive impact and love a child receives, and looking back to the amount of impact my teachers had on me, I feel called to be a leader for children. I have come to realize that elementary education may be the path God is calling me to walk down to help demonstrate His love to the younger generation. As a future teacher, my goals will be defined by my effort to create enthusiasm about the subjects I am teaching, display the overall passion I have for life in my daily contact with the students, as well as connect the subject to the pupil’s lives. I will also strive to teach each student as an individual, by being aware and adapting to their unique needs, and also showing a genuine sense of love to each of them.
My interest in teaching was confirmed every day I walked into my job as a counselor to young children at the Salvation Army. I quickly learned strategies for teaching bible stories to the children, but at the same time, I also came to understand new truths through the children teaching me. The questions the kids asked about God challenged my faith, the energy they had for everyday activities, and the excitement they had for God inspired me. This made me realize that although I was teaching the children, they were also challenging me with new lessons everyday. My identity as a teacher will be rooted in this belief that both the students and teachers help to shape and teach each other.
My job led to shape my idea of the importance of a teacher and student relationship as one that will help guide the learning environment, and build both the teacher and student into stronger people. As a future teacher I will challenge myself to be a part of the student’s life, and reach out to them in love. Growing up, my high school band director was there for me through self-esteem issues, tragedy, anger, and other emotions. Because of his personal relationship with me from the beginning he knew how these emotions fit into my overall story, and was able to give me the love and insight that I needed as I dealt with these issues in alliance with my schoolwork. Ayers goes on to explain how there is no scripted outline or particular plan that should guide a teacher’s day other than their love for the students (Ayers, 1993, pg. 18). As a future teacher I will let this love, passion, and relationship I have with students shape the way I guide each of them on their journey.
Teachers should not only connect with students personally, but also connect the information a student learns to life and the world around them. The activities in school that my teacher connected with life outside of class, and my own culture, are the ones that I still remember and use today. The integration of the subject to the student's world helps the information to be more accurately demonstrated in the student’s life. It also allows it to be remembered more efficiently through the different routes and connections the student makes in their mind. Our school systems are becoming more diverse every year, and findings ways to engage the variety of individuals in the schools is becoming difficult. Van Dyk explains in his book, The Craft Of Christian Teaching, how students will learn and be motivated about school through different methods, and that it is important as teachers to give several different teaching strategies that will help do justice for the variety of individuals that are represented in the classroom (Van Dyk, 200, pg. 151). As a teacher I will strive to be aware of the need for curriculum that connects with a variety of cultures and ideas, and to the best of my capabilities chose parts of curriculum that will best suit connections to be made for my diverse students. I will commit myself to active prayer in choosing the curriculum that is best for my students, and not bias towards my particular interests or viewpoints.
To accommodate the variety of connections to life that the students will need, I will have to examine not only what I teach, but also how I teach it. Diaz’s source on instruction outlines how the direct and constructivist teaching styles are two common types used today, direct being a more teacher directed approach and constructivist being more student directed (Diaz, 200, pg. 306-307). Looking back to what worked best for me in the classroom growing up, I have come to believe that it is important for students to receive the balanced approach Diaz describes, which is the combination of these two methods (Diaz, 2000, pg. 307). As a teacher, the style I plan to favor is to give the students direct instruction at the beginning of class, in order to create a common knowledge between the all students. After this initial instruction I will then give students time where they can explore the areas that interest them and their unique lives, and also practice what they have learned through a more constructivist approach.
As a teacher I will continue to remind myself that even though assessment of the students' learning, and the efficiency of my teaching strategies, will need to take place, assessment of personal and social development is also necessary as outlined in Kacuchak and Eggen's article (Kauchak and Eggen, pg. 421). Like several broken children in my work environment, growing up I needed the most help mentally and emotionally, which was often a hindrance to my learning. The teachers who recognized this, gave me extra support, and learned to work with my weakness were the ones who helped me learn and grow the most as a person. In “Beginning the Challenge of Teaching” the author describes how the common myth in schools today is that all students should be treated the same (Ayres, 1993, pg. 14). This is not true however, as teachers become aware of students personal needs they should respond (just as they would in assessment of their intellectual growth) with ways to help address and provide support for their particular individual need. Just as I will assess and develop my teaching method, based on how much information the student's attain, I will also need to assess and change the way I treat students based on how they are advancing personally.
I grew up in a public school, and want to minister God’s love to the needy children who continually pass through the school doors. However, I become frustrated with being unable to speak directly about my faith to help guide the curriculum, and the school board's and community’s decisions about the funding, purpose, and functioning of the school. I have had several teachers growing up who I knew were devout Christians by the way they taught and conducted themselves inside and outside the classroom. I will try to let my Christian light guide my response to certain contextual issues such as funding (which is a topic several of my teachers growing up label as becoming more and more difficult to overcome) as well as leadership that is out of my control.
Whether I go on to teach at a public or private school, both governed by distinct contextual factors, I am committed to showcasing my enthusiasm for the subject and my passion for life to students daily. I specifically remember how my third grade teacher used to stand on the desk and raise his voice in excitement while teaching certain parts of the lesson. As a student I remember feeding off of his passion and excitement. Palmer’s book, The Courage to Teach, highlights how teachers that connect themselves to the subject fully and make themselves, their lives, and their ideas vulnerable to the students are the ones who bring about the most passion and personal connection in their teaching (Palmer, pg. 10-11). Showing my passion will help to fully engage my students and help them connect and have a similar passion for the subject, life, and as a result their lifelong journey of learning.
As a future teacher I would like to be defined by my ability to help a student with both their intellectual and personal growth. Through the experiences outlined I have defined my recognition of the purpose of a school, which is to help create personal, social, and intellectual growth. I will focus on the intellectual growth of the students by striving to showcase my passion for the subject, as well as demonstrate how the information could be applied to each student's unique life. I will also try to have a personal relationship with each student, and do my best to nurture their growth as individuals. My love for every student that I teach will be the driving force that will mold every situation in my future classroom, and be the basis of my identity as a teacher. Although I am not completely sure if education is where God is leading me, I will continue to explore other areas and use what I feel would define me as a teacher in the classroom to guide my life as a teacher of Christ’s mission as well.
Works Cited:
Ayers, W. (1993). Beginning: The challenge of teaching. In To Teach: The Journey of a Teacher (pp. 14-15,18). New York: Teachers College Press.
Diaz. (2000). Planning, delivering, and assessing instruction. In (pp. 306-307).
Kauchak., & Eggen, (n.d.). Assessment, standards, and accountability. In (p. 421).
Palmer, P. J. (n.d.). The heart of a teacher: Identity and integrity in teaching. In The Courage to Teacher: Exploring the Inner Landscape Of A Teacher's Life (pp. 10-11). John Wiley & Sons.
Van Dyk. (2000). What is this thing called "teaching strategy?": A closer look at the how of teaching. In The Craft of Christian Teaching (p. 151). Sioux Center, IA: Dordt Press.
Optimism, hope, energy, and love are responses that I have continually received from working with children, and they are the types of emotions I want to continue to learn from, as well as encourage, in my future teaching. By realizing through experiences with children’s ministry that I could be the only positive impact and love a child receives, and looking back to the amount of impact my teachers had on me, I feel called to be a leader for children. I have come to realize that elementary education may be the path God is calling me to walk down to help demonstrate His love to the younger generation. As a future teacher, my goals will be defined by my effort to create enthusiasm about the subjects I am teaching, display the overall passion I have for life in my daily contact with the students, as well as connect the subject to the pupil’s lives. I will also strive to teach each student as an individual, by being aware and adapting to their unique needs, and also showing a genuine sense of love to each of them.
My interest in teaching was confirmed every day I walked into my job as a counselor to young children at the Salvation Army. I quickly learned strategies for teaching bible stories to the children, but at the same time, I also came to understand new truths through the children teaching me. The questions the kids asked about God challenged my faith, the energy they had for everyday activities, and the excitement they had for God inspired me. This made me realize that although I was teaching the children, they were also challenging me with new lessons everyday. My identity as a teacher will be rooted in this belief that both the students and teachers help to shape and teach each other.
My job led to shape my idea of the importance of a teacher and student relationship as one that will help guide the learning environment, and build both the teacher and student into stronger people. As a future teacher I will challenge myself to be a part of the student’s life, and reach out to them in love. Growing up, my high school band director was there for me through self-esteem issues, tragedy, anger, and other emotions. Because of his personal relationship with me from the beginning he knew how these emotions fit into my overall story, and was able to give me the love and insight that I needed as I dealt with these issues in alliance with my schoolwork. Ayers goes on to explain how there is no scripted outline or particular plan that should guide a teacher’s day other than their love for the students (Ayers, 1993, pg. 18). As a future teacher I will let this love, passion, and relationship I have with students shape the way I guide each of them on their journey.
Teachers should not only connect with students personally, but also connect the information a student learns to life and the world around them. The activities in school that my teacher connected with life outside of class, and my own culture, are the ones that I still remember and use today. The integration of the subject to the student's world helps the information to be more accurately demonstrated in the student’s life. It also allows it to be remembered more efficiently through the different routes and connections the student makes in their mind. Our school systems are becoming more diverse every year, and findings ways to engage the variety of individuals in the schools is becoming difficult. Van Dyk explains in his book, The Craft Of Christian Teaching, how students will learn and be motivated about school through different methods, and that it is important as teachers to give several different teaching strategies that will help do justice for the variety of individuals that are represented in the classroom (Van Dyk, 200, pg. 151). As a teacher I will strive to be aware of the need for curriculum that connects with a variety of cultures and ideas, and to the best of my capabilities chose parts of curriculum that will best suit connections to be made for my diverse students. I will commit myself to active prayer in choosing the curriculum that is best for my students, and not bias towards my particular interests or viewpoints.
To accommodate the variety of connections to life that the students will need, I will have to examine not only what I teach, but also how I teach it. Diaz’s source on instruction outlines how the direct and constructivist teaching styles are two common types used today, direct being a more teacher directed approach and constructivist being more student directed (Diaz, 200, pg. 306-307). Looking back to what worked best for me in the classroom growing up, I have come to believe that it is important for students to receive the balanced approach Diaz describes, which is the combination of these two methods (Diaz, 2000, pg. 307). As a teacher, the style I plan to favor is to give the students direct instruction at the beginning of class, in order to create a common knowledge between the all students. After this initial instruction I will then give students time where they can explore the areas that interest them and their unique lives, and also practice what they have learned through a more constructivist approach.
As a teacher I will continue to remind myself that even though assessment of the students' learning, and the efficiency of my teaching strategies, will need to take place, assessment of personal and social development is also necessary as outlined in Kacuchak and Eggen's article (Kauchak and Eggen, pg. 421). Like several broken children in my work environment, growing up I needed the most help mentally and emotionally, which was often a hindrance to my learning. The teachers who recognized this, gave me extra support, and learned to work with my weakness were the ones who helped me learn and grow the most as a person. In “Beginning the Challenge of Teaching” the author describes how the common myth in schools today is that all students should be treated the same (Ayres, 1993, pg. 14). This is not true however, as teachers become aware of students personal needs they should respond (just as they would in assessment of their intellectual growth) with ways to help address and provide support for their particular individual need. Just as I will assess and develop my teaching method, based on how much information the student's attain, I will also need to assess and change the way I treat students based on how they are advancing personally.
I grew up in a public school, and want to minister God’s love to the needy children who continually pass through the school doors. However, I become frustrated with being unable to speak directly about my faith to help guide the curriculum, and the school board's and community’s decisions about the funding, purpose, and functioning of the school. I have had several teachers growing up who I knew were devout Christians by the way they taught and conducted themselves inside and outside the classroom. I will try to let my Christian light guide my response to certain contextual issues such as funding (which is a topic several of my teachers growing up label as becoming more and more difficult to overcome) as well as leadership that is out of my control.
Whether I go on to teach at a public or private school, both governed by distinct contextual factors, I am committed to showcasing my enthusiasm for the subject and my passion for life to students daily. I specifically remember how my third grade teacher used to stand on the desk and raise his voice in excitement while teaching certain parts of the lesson. As a student I remember feeding off of his passion and excitement. Palmer’s book, The Courage to Teach, highlights how teachers that connect themselves to the subject fully and make themselves, their lives, and their ideas vulnerable to the students are the ones who bring about the most passion and personal connection in their teaching (Palmer, pg. 10-11). Showing my passion will help to fully engage my students and help them connect and have a similar passion for the subject, life, and as a result their lifelong journey of learning.
As a future teacher I would like to be defined by my ability to help a student with both their intellectual and personal growth. Through the experiences outlined I have defined my recognition of the purpose of a school, which is to help create personal, social, and intellectual growth. I will focus on the intellectual growth of the students by striving to showcase my passion for the subject, as well as demonstrate how the information could be applied to each student's unique life. I will also try to have a personal relationship with each student, and do my best to nurture their growth as individuals. My love for every student that I teach will be the driving force that will mold every situation in my future classroom, and be the basis of my identity as a teacher. Although I am not completely sure if education is where God is leading me, I will continue to explore other areas and use what I feel would define me as a teacher in the classroom to guide my life as a teacher of Christ’s mission as well.
Works Cited:
Ayers, W. (1993). Beginning: The challenge of teaching. In To Teach: The Journey of a Teacher (pp. 14-15,18). New York: Teachers College Press.
Diaz. (2000). Planning, delivering, and assessing instruction. In (pp. 306-307).
Kauchak., & Eggen, (n.d.). Assessment, standards, and accountability. In (p. 421).
Palmer, P. J. (n.d.). The heart of a teacher: Identity and integrity in teaching. In The Courage to Teacher: Exploring the Inner Landscape Of A Teacher's Life (pp. 10-11). John Wiley & Sons.
Van Dyk. (2000). What is this thing called "teaching strategy?": A closer look at the how of teaching. In The Craft of Christian Teaching (p. 151). Sioux Center, IA: Dordt Press.