my profession teacher essay with conditionals

•   Thursday, August 29, 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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Being a Teacher is Not Easy: Challenges and Responsibilities

Table of contents, the diverse classroom landscape, the weight of responsibility, the demands of adaptation, the rewarding impact, the conclusion.

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Home — Essay Samples — Education — Teacher — Essential Skills and Attributes for an Outstanding Teacher

Essential Skills and Attributes for an Outstanding Teacher

• Categories: Teacher Teacher-Student Relationships

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Published: Sep 1, 2023

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Effective communication, empathy and understanding, adaptability and flexibility, subject expertise and enthusiasm, lifelong commitment to learning.

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Teaching Profession

1. introduction.

Teaching has long been considered the mother of all professions. Society has looked to the bearer of knowledge as one responsible for the preparation of the future caretakers of that society. As the evolution of the teaching professional has occurred over time, there have been many interpretations and expectations, but most have agreed that the teaching profession is a public office with a moral and knowledge base charged with the responsibility for the world's most important citizens. During societal evolutions, the expectation and composition of the teaching profession have undergone changes in order to meet the needs of the concerns of the age. The global demand for the skills and knowledge of teachers has not decreased and in fact, has increased. Modern democratic, knowledge-based societies have long known the importance of and strategic investments in teaching and teachers. Across the nations, teaching is acknowledged as a noble and vital profession contributing to the collective growth and possibility of a nation. The teaching profession is perceived as lucrative, highly regarded and demanding a wide range of abilities and competences. The teaching profession is always dignified, significant and morally high, yet, the perception and the status of the teaching profession among the society keeps changing from the traditional way into a noble professional which offers social esteem, good standard of living and personal growth, career development, and to a high extent of satisfaction.

1.1. Background and Importance of the Teaching Profession

Teaching profession remains the most important collective contribution for the accumulation of human capital, in view of its autonomy in terms of key labor market decisions (hiring, dismissal, promotion) and its role in the transmission of dexterity, knowledge, competencies, and values. Moreover, the teaching profession shapes the population generations' perceptions of work quality, and was one of the foremost exercises of freedom, serving their happiness and that of others. We believe that the central and paramount importance of education in economic and social change fully justifies a broader approach, both in promoting the quality of teaching and in defining public school policies, in order to guarantee a more educated populace, which is more capable of understanding, reasoning, and adapting to a world that is rapidly changing every day. Section 1 provides a general overview of the main studies carried out by international organizations and of some recent literature focused on the multifaceted role of teachers within the education systems and their influence on the outcomes reached by educational systems. Section 2 offers a complete assessment of the educational reform strategies currently being promoted, without making explicit reference to the teaching factor. The issues related to the demands of the labor market that have recently been brought to light are clear and relevant: teaching cannot be considered as static and outdated, and aspiring and young teachers need to be well trained and prepared for dynamic and complex professions, such as educators, mediators, decision-makers, and facilitators of each student's learning process. There is no one single solution, but rather specific and diverse paths for each education system based on the country's level of development, culture, and history.

2. Historical Overview

Teaching, the act of imparting knowledge, is the oldest of all occupations and was held in great esteem, influencing the lives and devotions of some of the noblest and most deeply revered of ancient heroes—Socrates and Plato in Greece, for evidence. It was required for living in community; schools of a sort appeared everywhere but were not necessarily buildings; older, wise men (and women) were automatically teachers to some; and apprenticeships, guilds, and tribal "secrets" were the more usual channels for instructing and training than were formalized institutional structures like the nineteenth century grammar school or the twentieth century vocational school. This noble art of instruction in the primary requirements for existence—agriculture, architecture, artistry—remains eternally beautiful and deeply important; it has provided valued employment for many, devoted soul-fulfillment rewards to some, and been a trustworthy provider of "readers" (clients) to uncountable lawyers, priests, and doctors of philosophy, instructors, divines, and proponents of truth. The institutions stay stable, but the structure has vastly changed, as has the teacher. From tutor to team member is not just a catchy phrase intended to repeatedly declare that instruction at Iowa State has taken a grand leap from the family tutor relationship. Differences between the academic "team," consisting of teachers and scholars who join in writing, research, and publication, have been established for over three years, whereas in the more recent radical shift in incumbent responsibility, and thus in function, the teacher almost never participates fully in scholarship. He has become a sort of traditionalist in the society of scholars; he is formed by the very process that he uses. Is there a conspiracy to prevent him from inventing the very culture that he needs? High on the lists of the grievances that are making teachers angry and bitter is their present role as traditionalists in the society of scholars. This exhibition of these parent-like traits, duties, and alienations from scholars who must not teach is most visible when the conversation gets around to grant versus teaching credit and evaluation criteria. High are the barriers that keep the two roles apart, and high are the fences that surround their geographical space, but the walls that have created at least some cohesiveness in the teaching profession persist even if the others no longer serve their protective functions.

2.1. Ancient and Medieval Teaching Practices

For most of Western antiquity, and until the private schools of the Eupenides and his contemporary Aristotle, teaching practices hardly changed. The only teachers were the instructors who taught aristocratic boys in peithoningium. Deprived of civic and political rights, teachers made do as best they could by seizing the few lucrative opportunities which their hometowns offered thanks to the fees guaranteed by their aristocratic status. In this context, the rhêtor, rather than being a pedagogical specialist, remained among the guards of the norm. It was the figure responsible for defending the (verbal excellence) which is the characteristic feature of classical Greek. Such a figure as Isokrates was not even a schoolmaster in a proper sense, in much the same way as Plato did not establish a school in the modern sense of the word. This was also the case of pedagogical practices in the Middle Ages, when for more than ten centuries, they were organized exclusively by ecclesiastical institutions (cathedral and monastic schools, then the universities). The condition of instructors varied according to their social class. Dedicated servants were first employed as lectural schoolmasters in England in the middle of the IX century and later in Italy and Norman Sicily, in other words, in that area of Europe influenced by French culture that produced most of the didactic literature of the High and Late Middle Ages. Entities of the teaching manual antedate records of specific pedagogical activities by several centuries. The Laws of the Burgundian King Gundobad (483-516) cite the Rhetorica ad Herenium and laud the role of the grammatisti who teach the boys knowledge in their lessons in Rhetoric.

3. Modern Education Systems

In order to reduce the teacher shortage, support low income and low-performing schools, and address diversity, many policies such as alternative pathways to teaching, induction and mentoring programs, national board certification, teacher professionalism, quality incentives, and differentiated and performance-based compensation have been implemented in the modern education system. This paper discusses how the 'art' and 'science' of teaching as a profession have been enacted and developed through trust, autonomy, and status, and its many challenges, legislative mandates, technological changes, shifting demographics, and accountability and market reforms. As the global teaching profession evolves into a highly professional, specialized, and effective craft, national education systems must have policies to attract, select, train, develop, and retain the best candidates, promote and support the teaching profession, and create environments for increased teaching efficacy and student learning results. The industrial surrounding, in part, necessitates a more formal and universal education about diverse subjects of interest. At the beginning of the 20th century, a national effort was made to integrate immigrants, limit the work of children, and prepare school generations for work and citizenship. Consequently, national education systems were established and teachers were trained. Modern schools, conceptualized by the state for all its children, offer free education with subject matter distributed across the grades, an official curriculum based on scientific research findings, led by qualified teachers, and are compulsory for at least a part of the age group.

3.1. Key Developments in Education Theory and Pedagogy

All three traditions also share a focus on the role of learning, the principles that should guide learning, the importance of pedagogy in fostering learning, the aims of schooling, and the forms of enterprise and organization that are most conducive to achieving educational goals. However, they also manifest differences in each of these areas, differences that sometimes place them in opposition to one another. Sociologists typically criticize systems of schooling for reproducing class inequality and for being centrally implicated in state and nation making. Social critics have also faulted schools for being undemocratic and for fostering cultural homogeneity. Psychologists have focused on the role of motivation in students' learning and the fit among various activities and tasks to different stages of cognitive development. Both traditions emphasize the power of initiative in learning, be it couched in a student-directed learning or a parent-teacher partnership framework. From their strong conviction that the current epistemic heritage of the schools is too narrow, post-modern scholars do not put their trust in some of the basic and time-tested features of schooling, and that is one reason why they often present themselves as the most passionate supporters of educational renewal. The differences among the traditions of educational scholarship discussed here rest, in part, on the fact that the goals that have been proposed and discussed are framed by differing visions of modernity and democracy. It is the latter challenge—how to think originally and imaginatively rather than to act as agents or consumers of someone else's educational theory and research—that must become the central mission of this field of research. What are the sorts of questions about education and society that our work should reflect and that our dialogue should consider? What are the questions that we need to ask of education? Different traditions of educational scholarship provide different answers to these questions and, as scholars fully realize, the implications of these answers extend to many other aspects of educational thought, from curricular and instructional reform to assessment and equity in schools.

4. Challenges Faced by Teachers

Given the changing context of education, the increasing challenges teachers face, particularly those working in environments of emerging conflict, are a growing concern. Conflicts and high levels of violence affect teachers' lives at both psychological and physical levels. This, in turn, affects not only the functioning of the affected educational systems but also the possibilities for social stabilization and economic reconstruction. Such challenges are forcing the teaching profession to evolve in both its aims and the nature of the competences acquired on the way. Teachers have evolved from producing societies required large numbers of workers qualified to perform standardized functions carried out in conditions of routine. Traditional methods of instruction sought to develop these competences through the teaching of curriculum content and accompanying technical skills. The main focus was on students' intellectual development, securing jobs and perceived social status. The role of the teacher was to provide thorough and systematic instruction while ensuring the enforcement of discipline rules. Also, teachers' continuous professional development responded to the principal aim of promoting upward mobility on the socioeconomic ladder. In this stage, history shows the deep impact the teaching profession experienced due to significant social and economic global changes.

4.1. Teacher Burnout and Workload

The evolution of the teaching profession in developed countries over the last century has resulted in a number of challenges that go to the heart of the motivation and well-being of teachers. Research shows that work-related stress and burnout amongst the profession are much higher than in other professions, with many teachers leaving the profession for reasons that are unconnected to their love of teaching. Though the favorable terms of employment attached to a job in the public sector have long been a lure into the profession, in recent times they are not enough to counterbalance the effects of increased workload, longer working hours, and greater stress levels. The reality of the job is such that teachers work in an environment that is much more challenging than most other types of professional employment, yet only a very small proportion gets the same kind of compensation packages in place in the business environment. Teacher burnout and associated stress problems are clearly linked to what happens to individuals once they enter the teaching profession. In view of the growing pupil numbers, expectations are that teaching and administrative staff numbers should rise accordingly, but in actual fact, quite the opposite has been occurring. This trend has been placed under the spotlight for very different reasons - for example, in Australia, the government has been forced to consider offering financial incentives to reward teachers that work in designated high-need schools. At the other end of the scale, although enrollment figures are not taken into consideration in the rankings, countries that perform very well in the OECD's PISA study (Finland being the classic example), have excellent teachers that work in demanding schools.

5. The Future of Teaching

Concern about attempts to prevent a teacher hiring crisis has been accompanied by attempts to define the way forward for the profession of teaching. Perrenoud offers the following elements of a definition of a profession and of the profession of teacher: "A professional is someone who possesses a body of knowledge of references, which are successful in the actual context of the intervention, which allows for a marginal stress to be displayed and which distinguishes him from other professionals whose qualification is of another nature. A profession has a history and a culture; it preserves its values and creates a space where the creation of professional identity is possible, that is independent of clientele requests and sectorial strategies. More and more remote professional references give way to local or international references; anachronistic professional culture must adapt to a set of new social and technological challenges." From these elements, it appears that a new approach to the professional development of the teaching trade must be put in place from the beginning of the teaching training process. This professional development must allow for, throughout a teacher’s professional life, acquiring the required knowledge and skills (academic knowledge, professional knowledge and skills, and socio-emotional skills) to assure the smooth development of a high-quality education system. Indeed, the lack of professional culture and the development of teacher professional identity contribute to the fact that the career choice and development are no longer attractive to the youngest generations.

5.1. Technology in Education

The hybrid of traditional ways of imparting knowledge with the opportunities offered by the "information society," in the context of educative aims, involves multiple considerations upon their reflection in the society and in the daily life of all the people. It is in this line that reflexive, dialogic, internet practices based in community, offered by the continuum universitas-comunidad, cover not only various generations of students but also experts from different areas of knowledge, integrating processes whose dynamics consist not in the mere use of available technology but in the consideration of real interests in the society (and not just in the academy). Its final aim is pertinent education. Therefore, it is important that the incorporated internet educative process is not understood as an exchange of cheap knowledge that ignores traditional and updated ways of obtaining knowledge. It must also consider various areas of allocation according to diversifying demands. No matter the age of students, the proper articulation of classic teaching and new communication technologies can significantly contribute to the improvement of teaching and learning methods. The internet should be treated as a great scientific documentation center, an efficient mass media, and above all, as a precious resource for the development of conversational skills.

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MY TEACHING CAREER

How it works

Dear Mrs. Bisdorf

I chose teaching as my career because although it might be challenging the job at some point rewarding. Teachers hold the ability not only to influence change in the world but also improve it. Everyone in the world including great presidents, popes, athletes among others go through the teachers in their lives.

The teachers were a bit of inspiration to these great people as the career forms the labor of love. As a teacher, I will prepare the students with knowledge that will prepare them for college, university and even as adults in their careers.

Over the years I plan to move up into administrative positions to assist school systems in planning and also influence curriculum development. Our society is facing a lot of problems our young people lack the necessary assistance in their careers and lives.

Students and the youth in general lack enough guidance or a person who can listen to them and guide them in the right direction. Other than education the teacher is a guide and a role model to the students. Most of the problems that the young people face today are different from the problems faced by the young people of the past generation and hence they need somebody they can express to and who will, in turn, guide them accordingly.

Students are indulging in drugs and alcohol due to inadequate guidance both at home and at school. Others are ending up committing suicide as a result of too much pressure from education, and life in general hence they need somebody who is listening and understanding to the student. As a teacher one has to endure long hours as one has to work more than eight hours during the school day.

Other challenges include summer offs as teachers fulfill their career developments. The purpose of the letter is for the promotion of teaching as a career to the students and other people who would choose to be role models and who would like to influence the societys behavior. For those who would like to teach the kindergarten and elementary school, they have to influence the children’s character as a very early age as they teach the students the basic personal knowledge, interpersonal relations, and study habits. Essential life skills are important to the students at the middle school level. At this level, the teacher will need to push the student a bit far but not too far just to keep them on track. Teaching requires a lot of resources.

This information can be retrieved from the books, magazines and the internet among others regarding the level the teacher is teaching. College and university teachers take a lot of time to research their topics before presenting to their respective students while the elementary and kindergarten teachers do not require a lot of research to deliver to the students. Some of the limitations of the teaching career include long working hours during school days as the teacher has to wake up earlier research and plan their teaching topics within the morning hours before classes can start.

After classes, the teacher will need to meet with parents, heads of departments among others which also consume a lot of time. At times the teachers even do not get the summer break as a result of work responsibilities.

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