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My motivation for becoming a teacher
Diversity in multicultural education
Diversity in multicultural education
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Recommended: My motivation for becoming a teacher
I am particularly motivated to be an effective and efficient teacher. The basis for this high motivation is my love of learning, respect for the profession, and commitment to inspire others. Therefore, I have chosen a career in teaching. I feel passionate about the direct positive impact I will have on my future students’ lives. Teaching supports my goal of influencing students’ on both the academic and social levels.
My growing acquaintance with the profession has widened the scope of my ambition to teach students of diverse backgrounds, especially those in urban schools. An urban district enables both the students and the teachers to benefit from cross-cultural exposure and enjoy cultural pluralism. I believe in education’s ability to empower students and change lives. With this in mind, assisting student’s to be
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To encourage active learning at any grade level, it is important to employ the following teaching techniques: facilitate space for independence, critical/creative thinking and case-based problem-solving exercises. When students have space to be independent thinkers, readers, and the learners they develop metacognitive skills. Metacognitive awareness of one’s own thinking develops a learner mindfulness of their learning style, strengths, and weaknesses. Another technique that is important is the development of critical thinking skills. Critically thinking teaches students to be explorers, analytical, and problem solvers. Finally, providing students to case-base problem-solving exercises provides students with an opportunity to refine their growing thought process to becoming deep thinkers about ideas, concepts, and opinions. These techniques allow students to perform at their highest potential while being actively involved in their
The sole purpose of this interview paper is to help us as future teachers, identify the cultural capital that diverse students bring to the schooling or classroom setting. This information will help serve as an aid for identifying cross-cultural communication and teaching strategies, which will allow us as teachers to better accommodate and facilitate student success in school. My Interviewee is an African American male who has moved and lived around the world and was not born in America. He is 21 years old and attends school here in Central Washington University.
Teachers are our hidden gems. Although not treated as such, they are a resource that is overlooked and underappreciated. In my opinion, there are three types of teachers: The driven teacher with a passion to educate students, the...
In the movie The Matrix, Morphis says to Neo “I can only show you the door, I can’t open it for you.” The door that Morphis is talking about is this incredible vast knowledge that is unknown to Neo. What better person to show, to teach, to inform Neo than his teacher, Morphis. You see, I see myself as Morphis, the teacher, whenever I step into a classroom. As I look across the room, there isn’t just one “Neo”, but there are thirty or forty Neos. This is an extreme job for someone that understands how hard it is to open that door.
It is essential to understand that each student has come from a different upbringing; their life’s experiences, privileges, and opportunities have not been the same. Many of them may be fighting battles we don’t know about, they may struggle with inequalities we can’t even fathom—but, learning shouldn’t have to be an additional stressor. Knowledge is a powerful thing; no person should be limited in their ability to learn, regardless of what country, or county they grow up in. As a teacher, I hope to be a part of the education movement that closes the education inequity gap in
This allows for different teacher prospectives and perceptions of ethnic and gender differences in academic achievement. Multicultural training allows for different approaches to be administered therefore producing greater student readiness. Preparing teachers to work with culturally diverse students also gives the teacher a better understanding of the students’ culture and how to integrate cultural diversity in the teaching experience. Teachers’ should select materials and lessons that counteract and incorporate contributions diversity in the classrooms. According to Garmon, there are six key factors associated with changing teachers' attitudes toward and beliefs about diversity-their dispositions, which include openness, self-awareness/self-reflectiveness, and commitment to social justice; and their experiences (Garmon, 2005).
My definition of learning is using easier ways to reach students. The teachers should have background, experiences, skills, and abilities to teach what students want to learn, and have a desire to improve their learning. Learning is a transformative process. It takes information that the learners have experienced, uses their prior experiences and determines what they do. The educators need to have substancial educational experiences and drive to improve their teaching in order to help their students’ learning.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
It is a constant truth that technology is growing rapidly and it is opening up many opportunities for students as well as teachers. Through the use of the internet information that would take scholars months to acquire out and interpret can be found in less than a minute though a Google search and not only is the information their, but in many cases the information that you wanted is shown in bolded so it can even be found quicker.
Nieto (2000), argues that “becoming a multicultural teacher…means first becoming a multicultural person.” Without this transformation of ourselves, any attempts at developing a multicultural perspective for the teaching and learning will be shallow and superficial. This is particularly true for students whose skin color becomes a major focus or whose culture or language is different from their teachers and the schools. It is a transformative journey of acquiring more knowledge about ethnic and cultural diversity; confronting our own racism and ethnic biases; learning to see really from a variety of ethnic and cultural perspectives; challenging inequities in conventional school policies, programs and practices; concerns, and being change agents
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
An effective teacher needs to find a way for every student to learn but a teacher who makes a difference shows students that there are no limits. Therefore, I am a teacher because I think that I can encourage my students to push past their own self-constructed limits and excel in every subject. In summary, it is my desire to be a teacher that makes a difference. By focusing on my goals and trying to be the best teacher that I can be, I believe that I can make a difference in the lives of my
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.
The first main reason that I have chosen teaching as a profession is because I believe that it’s continuous rewards will help me to lead a happy and fulfilled life. For example, teaching young children is one of the few jobs in which you can give and receive hugs on a daily basis. Children have an innocence and a passion for knowledge that I find amazing and I do not feel complete unless I am around them. Teaching will help provide this fulfillment for me every day. Also, teaching is a job in which it is ok, and even encouraged, to laugh each and every day. I feel that this is important for a person’s well-being and I think that it helps to keep people young and alive. I feel that in many other professions the day-to-day routine would become monotonous and boring, and I do not think that I would live a truly happy and fulfilled life unless I could be around children. I feel that a classroom provides many unique and dynamic opportunities every single day and I find that very appealing. Also, I am a very relationship-oriented person and I feel that I will enjoy building unique relationships with each child. I plan on knowing every child as thoroughly as possible because I feel that this will help me to be better at my job.
There have been many factors that have inspired me to this career choice. Watching my teachers, both past and present, has inspired me to become a teacher. I have a genuine interest in lifelong learning and as such I have the desire to not only instil knowledge and values to others, but also encourage them to share my passion for learning. Social Justice and leadership roles at school, along with my extra-curricular involvement with Cowra Youth Council, have highlighted my ability to work with and for the benefit of young people. In essence I know that my abilities and aspirations will make me a good teacher.
Teaching is a daunting task that I do not intend to take lightly. Becoming a teacher has been a dream of mine for several years. I always knew that teaching would be the career for me, especially when I began working in the school system as a substitute secretary. I loved working in the school environment; coming in contact with children everyday made me realize how much I would enjoy teaching a classroom full of students.