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Primary role of teaching assistant
My teaching method
Teaching techniques important
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When I first met my fourth grade Hebrew teacher, her ability to lead our class so well made me want to be just like her. Thus, when I had the opportunity to work with her as a teaching assistant in middle school, I was ecstatic. As a teacher, my most important role is to guide my students in their education in such ways as to instill a love of the language. As their leader in the classroom I had great responsibility to them to impart knowledge in creative ways, adapt and personalize the lessons to each student for their success, and support their academic pursuits through finding new ways to engage them with the curriculum. Throughout the year I worked with the class as whole, designing interactive team games, in conjunction with one on one
I do believe that Amber has a realistic perspective about her role as assistant principal. She recognizes that part of her responsibility is dealing with discipline issues and supervising the students but she also desires to work closely with the teachers in order to help them develop their professional goals and instructional methods. She is reflective and understands that as a teacher she “benefited from the feedback and guidance she received from her principal” and she wants to do the same for the staff at this school (Kowalski, p. 124). I believe she is committed to the students and faculty and wants to bring about change in order to improve the academic process for the students.
While growing up and observing my teachers at school, I have learned that it isn’t always an easy job. Teachers do everything they can to teach their students’ academic, social and other formative skills. Plenty of my teachers have to deal with complications, most of them being minor, but it isn’t always an easy job helping children, teens and young adults. As a student myself, I know they can be stubborn, unwilling to learn, aggressive, and irresponsible. Sometimes, they simply don’t care. However, that is a teacher's purpose: to help and shape their students to become better learners, so that they have a clearer understanding regarding a variety of subject matters. Someday, I actually want to become an elementary art teacher, which is why I researched this career. I chose to gather more information of what skills it takes to be a teacher and what you need to do to successfully fulfill this career.
When I was born, my family had just migrated to California from Mexico. In a new country, my father worked in landscaping earning less than $4 dollars an hour, while my mother relied on public transportation to take her newborn child to and from doctor visits. In the land of opportunity, my family struggled to put a roof over our heads. But never discouraged, my parents sought to achieve their goals and worked tirelessly to raise my younger brother and I. From a young age, I was taught the importance of education; this became a major catalyst in my life. My desire to excel academically was not for self-gain, but my way of contributing to my family’s goals and aspirations.
I would be grateful if you would accept this letter as an application for the post of Assistant Headteacher at Welham. I believe that I have the required skills and experience to make a success of this opportunity and I intend, throughout this letter, to suggest ways in which my contributions would be of value to such a position within your school.
I am writing to you to apply for the position of Instructional Assistant. Due to my past experience and deep devotion I have to help young children, I would be honored to be a part of the Gladstone School District.
I teach Hebrew reading to children in Kindergarten through third grade, working individually and in small groups with students who have difficulty in the classroom. In addition, I privately tutor students with learning disabilities in math. The school that I work in is an Orthodox Jewish school with over 1,000 students in Kindergarten through eighth grade.
Being a role model is something that a teacher does on a regular basis- in and outside of the classroom. Through the use of modeling, a teacher can appropriately demonstrate strategies that students can use to enhance not only academic learning, but also social and behavioral learning. Boulton-Lewis (2011) in the article, “Moral and Social Development: Teachers’ Knowledge of Children’s Learning and Teaching Strategies in the Early Years” discusses how teaching can range anywhere from teacher centered to student centered and from “transmitting information to facilitating student construction of knowledge.” The article outlines how a constructivist approach is one of the best ways for students to create their own understanding of information through teacher modeling. In this context, a constructivist approach focuses on teaching in a way in which the teacher and student “negotiate” learning strategies by taking into consideration the students’ abilities. Similarly, Maynes (2011) article, “Modeling in the Classroom: What Approaches are Effective to Improve Student’s Writing?” there are 11 instructional strategies described that teachers should take into consideration when teaching writing in the classroom and are based on a constant need for constructive teaching.
My interest in teaching started at a young age. I used to watch my teachers in awe as they were able to find new ways to get their students involved and excited to learn. Their enthusiasm to teach was so inspiring. I would often find myself using that same fervor as I grasped each concept. I, then, was able to relay it to my fellow classmates as a peer tutor. To this day, becoming a teacher is a passion that flows through me. However, my enthusiasm and passion are not the only reasons I would be a good teacher. I aspire to see a student’s ability to grasp the knowledge they never before understood. I aspire to see a student succeed at something they never thought they ever could. I aspire to not only support students with academic skills, but also with life lessons about the value of community, pride in one’s own ethnicity, good citizenship, sportsmanship, and more. I aspire to play a fundamental role in ensuring that all students from all cultures and learning abilities have the opportunity to be guided in a positive learning
Along these two weeks we have been prompt to make a recall to our own way of learning and why we became a teacher: Was it because coincidence, due to life circumstances, maybe because family tradition, was it a conscious decision or because someone influenced us? Whatever the answer is, we have to face reality and be conscious that being a teacher does not only means to teach a lesson and asses students learning. It requires playing the different roles a teacher must perform whenever is needed and required by our learners, identify our pupils needs and preferences, respecting their integrity and individuality but influencing and motivating them to improve themselves and become independent.
I have not always wanted to be a teacher. I always knew that I wanted to work with children in some way, but I was pretty sure that teaching was not for me. I was well on my way in my junior year of college working toward a biology degree so that I could become a pediatric physician’s assistant. I still cannot explain what happened, but one week I was a biology major, and the next I knew that I have always been meant to teach children. I suppose I just took the longer route to get there than most people do. The two main reasons that I have chosen to become a teacher is that I believe that teaching is extremely personally rewarding in many ways and the fact that I can actively make a difference in someone’s life.
Setting goals and objectives for ourselves can give us a sense of direction in life. But the tides of time are unpredictable and things might not always turn out the way we planned them to be. Growing up, I knew I would finish high school at the age of eighteen, college at twenty-three and be married latest by the age of twenty- six. And of course I knew I was going to be a lawyer or let me put it this way; my parents wanted me to be a lawyer and they made sure my academic performance never declined. I attended the best boarding schools and lacked nothing, so what could possibly go wrong to defer my dream?
I love being an elementary school teacher because that’s where the basic fundamentals of academic education happen. Reading and writing are essential pillars of a successful student and I’ve always know I wanted to be part of that success. I want to be help shape the youth of tomorrow by inculcating in them a love for learning from an early age, that will continue until they have achieve their academic, professional and personal goals. Not all students learn equally, therefore it is of vital that lessons are thought in all the ways students learn. For example if a lesson is only though for the visual learners ...
When I was growing up, I remember attending elementary school, learning a new language seems to be difficult at first, but I was able to learn the English language because of the dedication of one of my teachers. Now, as I reflect on this experience, it is obvious that she was dedicated and enjoyed teaching her students to be successful. I know today that she made a difference in my life as I navigated through my education experience and high school years to present.
The role and responsibilities of a teacher is very complex. Teachers are responsible for making sure their learners acquire the knowledge they need, but also achieve their qualification by the end of the course in a safe learning environment, so they have the skills and experience they need to start their careers. To achieve that goal a teacher must be creative, professional, flexible and knowledgeable enough to deal with daily challenges and find different ways to help their learners needs. Establishing a safe and stimulating environment for learners, creating mutual respect and set goals that stretch and challenge learners of all backgrounds and abilities.
A teacher is not what I have always wanted to be. As a matter of fact, it wasn't until I had taken several of my general studies classes that I made a commitment to teach. Having played football through middle school and high school, I just assumed that whatever I did would have to be related to football. It was, however, during a time of reflection that I thought about a former football coach and the rapport that he had with me and other players. He wanted to bring out the best in each of us. It was then that I realized that I wanted to do the same.