write an essay on teacher

Essay About Being a Teacher: Top 5 Examples and Prompts

If you are writing an essay about being a teacher, here are some examples to give you inspiration.

Without a doubt, teaching is one of the most important professions one can have. Teachers give children the lessons they must learn to face the future and contribute positively to society. They can be considered the gateway to success stories such as Oprah Winfrey , Adele , and John Legend , all of whom have cited their teachers as major inspirations to their careers.

Many educators would say that “teaching is its own reward.” However, it may be difficult to see how this is the case, especially considering the fact that being an educator entails massive amounts of stress and pressure. Teaching has actually been reported to be one of the most underpaid jobs , yet many teachers still love what they do. Why is this?

If you want to write an essay about being a teacher, whether you are one or not, you can get started by reading the 5 examples featured here.

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1. Reflections on being a teacher … by Darren Koh

2. teaching in the pandemic: ‘this is not sustainable’ by natasha singer, 3. why i got rid of my teacher’s desk by matthew r. morris, 4. stress is pushing many teachers out of the profession by daphne gomez, 5. doubt and dreams by katheryn england, top writing prompts on essay about being a teacher, 1. what makes teaching so fulfilling, 2. what can you learn from being a teacher, 3. why do people become teachers, 4. should you become a teacher, 5. how have teachers helped you become who you are today.

“Although strictly speaking, based on the appointments I hold, I really do not have time to do much of it. I say teach, not lecturing. The lecturer steps up to the lectern and declaims her knowledge. She points out the difficulties in the area, she talks about solutions to problems, and she makes suggestions for reform. The focus is on the subject – the students follow. The teacher, however, needs to meet the students where they are in order to bring them to where they have to be. The focus is on the student’s ability.”

Koh writes about how he teaches, the difficulties of teaching, and what it means to be a teacher. He helps his students hone their skills and use them critically. He also discusses the difficulty of connecting with each student and focusing their attention on application rather than mere knowledge. Koh wants students to achieve their full potential; teaching to him is engaging, inspirational, and transparent. He wants readers to know that being a teacher is rewarding yet difficult, and is something he holds close to his heart.

“‘I work until midnight each night trying to lock and load all my links, lessons, etc. I never get ahead,” one anonymous educator wrote. ‘Emails, endless email. Parents blaming me because their kids chose to stay in bed, on phones, on video games instead of doing work.’”

Singer writes about the difficult life of teachers trying to balance in-person and distance learning during the COVID-19 pandemic. On top of the standard class routine, being a teacher during the pandemic has entailed the burden of handling students who opt for remote learning. They are faced with additional struggles, including connection issues, complaining parents, and being overworked in general- it’s as if they teach twice the number of classes as normal. This is exhausting and may prove detrimental to the American education system, according to the sources Singer cites.

“What it means to me is that I am checking (or acknowledging) my privilege as a teacher in the space of the classroom and in order to facilitate a more equitable classroom community for my students, erasing one of the pillars of that inequity is a step in the right direction. I am comfortable in my role as the head member in my classroom, and I don’t need a teacher’s desk anymore to signify that.”

Morris, an educator, writes about what teaching means to him, highlighted by his decision to remove his teacher’s desk from his classroom. Being a teacher for him is about leading the discussion or being the “lead learner,” as he puts it, rather than being an instructor. His removal of the teacher’s desk was decided upon based on his desire to help his students feel more equal and at home in class. He believes that being a teacher means being able to foster authentic connections both for and with his students.

“Teachers want to help all students achieve, and the feeling of leaving any student behind is devastating. The pressure that they put on themselves to ensure that they serve all students can also contribute to the stress.”

Gomez writes about the stress that comes with being a teacher, largely due to time constraints, lack of resources, and the number of students they must instruct. As much as they want to help their students, their environment does not allow them to touch the lives of all students equally. They are extremely pressured to uphold certain standards of work, and while they try as hard as they can, they do not always succeed. As a result, many teachers have left the profession altogether. Gomez ends her piece with an invitation for teachers to read about other job opportunities.

“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.”

Taken from a collection of short essays, England’s essay is about why she so desperately wishes to become a teacher. She was previously able to work as a teaching assistant to her former elementary school teacher, and enjoyed imparting new knowledge unto children. Even in moments of self-doubt, she reminds herself to be confident in her dreams and hopes to be able to make a difference in the world with her future profession.

Essay about being a teacher: What makes teaching so fulfilling?

When it comes to teachers, we often hear about either “the joy of teaching” or the immense stress that comes with it. You can explore the gratitude and satisfaction that teachers feel toward their jobs, even with all the struggles they face. Read or watch the news and interviews with teachers themselves.

Research on the skills and qualifications people need to be teachers, as well as any qualities they may need to do their job well. What skills can you get from teaching? What traits can you develop? What lessons can you learn?

Despite the seemingly endless barrage of stories about the difficulties that teachers face, many people still want to teach. You can explore the reasoning behind their decisions, and perhaps get some personal insight on being a teacher as well.

Based on what you know, would you recommend teaching as a job? If you aren’t too knowledgeable on this topic, you can use the essay examples provided as guides- they present both the positive and negative aspects of being a teacher. Be sure to support your argument with ample evidence- interviews, anecdotes, statistics, and the like.

Teachers, whether in a school setting or not, have almost certainly helped make you into the person you are now. You can discuss the impact that your teachers have had on your life, for better or for worse, and the importance of their roles as teachers in forming students for the future.

Check out our guide packed full of transition words for essays .

If you’re still stuck, check out our general resource of essay writing topics .

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

Updated on
Mar 22, 2024

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

Table of Contents

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

Why are Teachers Important?

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

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

Sample Essay on Teacher in 100 Words

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

Also Read: Teacher Self Introduction to Students and Samples

Sample Essay on Teacher in 250 Words

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

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

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

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

Sample Essay on Teacher in 300 Words

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

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

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

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

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

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

Also Read – Self Introduction for Teacher Interview

Rajshree Lahoty

Meet Rajshree Lahoty, the writer behind insightful blogs on study abroad adventures and general knowledge trivia. Armed with a pen mightier than the sword (and a keyboard!), she navigates through the lanes of knowledge with a dash of research and a sprinkle of information. Join her escapades in solving the mysteries of the world!

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Teacher Essay for Students in English

Importance of Teachers in Our Lives

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

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

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

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

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

Importance of a Teacher

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

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

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

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

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

Relation of Student and the Teacher

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

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

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

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

Hard Work is the Key to be a Teacher

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

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

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

FAQs on Teacher Essay for Students in English

1. Why are Teachers are Important?

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

2. What Makes a Good Teacher?

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

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

Given are some qualities to be a good teacher

They always encourage students, they never criticize their students.

Develops a good interpersonal relationship with a student.

Imparts moral values and values of life.

Develop self-confidence in students.

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

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

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

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

Home — Essay Samples — Education — Teacher — What Makes a Great Teacher

What Makes a Great Teacher

Categories: Teacher Teacher-Student Relationships

About this sample

Words: 801 |

Published: Sep 12, 2023

Words: 801 | Pages: 2 | 5 min read

Respect for students, creating a sense of community and belonging, providing a welcoming learning environment, commitment to ongoing learning and professional development, adaptability to diverse learners, challenges in teaching, opportunities for growth.

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My Teacher Essay | Essay on My Teacher for Students and Children

February 7, 2024 by Prasanna

My Teacher Essay: A teacher is a person who plays a pivotal role in molding a student’s life. Some teachers remain in your memory as a key to a few life problems. A teacher imparts not only academic knowledge but also shares ethical values, and imbibes morality that shapes our personality as a better human being. A teacher falls next in line with parents to help students balance positivity and negativity and spend maximum time of childhood in shaping a student’s life. A teacher is a life-changing role model who influences your growth development, inculcating important everyday values. They are the building blocks of society with immense patience, tolerance, and a bright shimmering smile.

To assist students with relevant information on Teachers, here is a long and short essay as a guide for the assignments. Additionally, ten simple pointers that provide a basic guideline upon which one can frame comprehension.

You can read more Essay Writing about articles, events, people, sports, technology many more.

Long and Short Essay on My Teacher for Students and Children

Below-mentioned is a descriptive essay on 450-500 words, and a short 200 words summarized essay on the topic as a framework guide. A Long Essay on My Teacher is helpful to students of classes 7, 8, 9, 10, 11 and 12. A Short Essay on My teacher is helpful to students of classes 1, 2, 3, 4, 5 and 6.

Long Essay on My Teacher 500 Words in English

My Favourite Teacher imparts valuable lessons and mentors the entire school-life in guiding and directing the path to travel. They strive to achieve a balance of positivity and negativity in every student’s life. However, like a coin, there are two categories of teachers- the strict teacher and the understanding teacher. An understanding teacher improves teaching scenarios.

The greatest possession of every teacher is the achievements of their students that they cherish. Their main goal is to encourage their students to achieve as an individual in the general society and the nation on the whole. The future advancement of the country rests on the teacher to mold the students to become successful achievers. They impart important messages that investigate the circumstances to gain essential life factors.

To commemorate the valuable life-lessons and love for teachers, in India, we commend the annual celebration of teacher’s day consistently on September 5 in the memory of Dr. Sarvepalli Radhakrishnan , India’s second President. India homes great teachers like Dr. S Radhakrishnan, Dr. APJ Abdul Kalam, Swami Vivekananda, Premchand, and many more who have imparted valuable lessons to tread upon.

Teachers are great role models who influence student’s decisions. For instance, India’s most revered President, Dr. APJ Abdul Kalam, achieved his position as a great aerospace engineer due to his teacher. Mr. Siva Subramania Iyer’s teaching on how birds fly influenced Dr. Kalam’s contribution to society.

During the ancestral era, a teacher was also addressed as a guru, who imparted spiritual and academic knowledge through the gurukul system, and the students lived with their guru to attain knowledge.

A role model is a person who inspires one’s ability to achieve something great. Teachers are the most influential people next to parents in every student’s life. Every child first learns through elementary school teachers. Then, the student’s next phase is the middle school teacher, who guides the students through the essential adolescent transitions. Students mature as young adults through their middle school journey with multiple life-related questions. A high school teacher helps guides and impart values to the student’s new life phase questions. The highest satisfaction or achievement of every teacher is to watch students grow to achieve success through respect.

During the formative stages of every student’s life, teachers hold a significant impact. Younger students hold immense faith in teachers and listen accordingly. This shows the significance of the teacher’s impact on students. As one grows, and drift away to college, then teachers become friends and mentors who inspire to great life achievements. Teachers unknowingly impart important, valuable life lessons to students. For instance, when a student gets hurt, the teacher aids him/her at the infirmary that makes the student feel secure. They play the role of a parent in school.

A teacher not only mentors, but they also adopt various roles when time rises. Over a period, they become friends when sad, parents when hurt, and great advisers. Thus, teachers are the great mentors who impact and shapes a student’s life. They hold many attributes that hold a special place in every student’s life.

Short Essay on My Teacher 200 Words in English

To honor the valuable contribution of teachers to society, nation, and student’s life, in India, we annually commemorate and celebrate Teacher’s Day on September 5.

A teacher is a person who imparts knowledge and molds a student’s future through education. They play multiple parts of an influencer, role model, and even friends in a student’s life. A teacher holds numerous qualities and directs his/her students to reach a peak point of success. They are intelligent and have their ways to draw their student’s towards study. A teacher uses creative methods to help students concentrate better.

Apart from imparting educational value, a teacher is a conductor of knowledge with high endurance of confidence and patience as they hold responsible for every student’s future. A teacher knows their student’s potential and ability and assists in surfacing those talents accordingly. Therefore, individuals must understand their teachers with the right spirit.

10 Lines on My Teacher Essay

To commemorate a teacher’s contribution, Teacher’s Day is annually celebrated on September 5
A teacher assists students in learning essential values for life.
Teachers hold responsibility in shaping and molding a student’s life
A student’s achievements give teachers immense pride and satisfaction of good education
Teachers take the role of second parents in imparting morality, values, and aid in student’s overall development
They use creative and innovative methods to help students concentrate better
India holds valuable and inspiring teachers that have contributed to the country’s
A teacher is the guardian of a student’s future and social development
A teacher is also addressed as a guru, and during the ancestral era, they imparted spiritual and academic knowledge through the gurukul system.
A teacher never breaks his/her student’s trust.

FAQ’s on My Teacher Essay

Question 1. What are the essential qualities teachers hold?

Answer: Teachers hold multiple attributes such as a compassionate, friendly, patient, caring, competent counselor, open-minded, and approachable.

Question 2. Who is considered as an Effective Teacher?

Answer: An effective Teacher is a well-trained formal person who caters to all students, maximizes instructional period, monitors students, hold high zeal of expectations, and reflects on their ability and craft.

Question 3. What is a Teacher’s responsibility?

Answer: A responsible teacher prepares the daily lesson plans and educates their students at all levels. They assign their students duties on homework, grade, and document every student’s progress. They instruct students on a variety of subjects make sure their students reach with the engaging study plans.

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19 Top Ideas for a “Why I want to be a Teacher” Essay

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Here are the 19 best reasons you would want to be a teacher that you can include in your essay:

To help children learn more effectively.
To ensure children have positive mentors.
To improve children’s lives.
To help future generations solve the problems of today.
To help the future generations become good citizens.
To inspire future generations to create a more equal world.
To give back to the community I grew up in.
To be a part of helping my community thrive.
To be a part of my community’s decision-making processes.
Because you have the patience for working with children.
Because you have compassion for children.
Because you want to learn from children.
Because you’re enthusiastic about learning.
Because you are a generous person.
Because you’re interested in learning how to teach difficult students.
Because you’re interested in learning how to work with difficult parents.
Because you’re interested in learning diverse strategies for teaching,
Because you’re interested in learning to master classroom management.
Because you’re interested in learning what works and what doesn’t in teaching.

The ‘Why I want to be a teacher’ essay is all about showing you have thought in-depth about what a teacher does and what their role is in society. It’s also about showing you think you’d be a good person to conduct that role.

The 9 Tips are split into five categories. You can scan this whole post or browse through the categories here:

This essay is hard to get right.

Most students write the exact same thing as one another with the same old cliché statements like “because I love kids” (ugh, wrong answer!). If you do this, your teacher will just give you an average grade (or worse).

You need your essay on “why you want to be a teacher” to be different – indeed excellent – so it stands out for your teacher.

I’ll show you how.

Why should you listen to me? Well, I’ve been teaching university students in education departments for 8 years. In that time I’ve marked several thousand essays by people aiming to become teachers. I know what essays get top marks and which ones are average. I also know exactly what mistakes students make that make their essays seem … dull.

So, let me get you started out by introducing 19 points that you should make in your essay on why you want to be a teacher. I’ll break these 19 points down into 5 separate categories. Check them out below.

Read Also: Is Being a Teacher Worth It? (Why I Quit a Good Job)

1. Definitely do not say “because kids are fun”. Do this instead.

The word ‘fun’ is a big red flag for markers. Too many people want to become teachers because they think it would be a fun profession. Or, they might think that they want to help children have fun . No, no, no.

This is an incorrect answer in your essay about why you want to become a teacher.

Yes, teaching is fun a lot of the time. And it is really nice to see students having fun based on activities you’ve set for them.

But society isn’t paying you to have fun, or even to make children have fun. You’re not going to be a child minder, aunt, uncle or clown. You’re going to be a professional who has a bigger social purpose than having fun.

Now, a lot of students say to me “But, students learn more when they’re having fun.” Sure, that might be true – but it’s not a central reason for teaching.

If making learning more fun is genuinely a reason why you decided to become a teacher, then you need to frame it in a way that shows the importance of teaching for the good of students. Here’s three better ways to say ‘because kids are fun’; for each on, we can start with “I want to become a teacher because…”:

I want to help children learn more effectively. You could say something like: …When I was in school, learning was hard and I therefore hated teaching. There were a lot of teachers who seemed uninspired and uninterested in whether their children are learning. I was inspired to become a teacher so I could help children like myself to learn in ways that are engaging, motivating and inspiring.
I want to ensure children have positive mentors. You could say something like: …Many children in the world don’t have positive mentors at home. A teacher is often the one person in a child’s life who is a stable mentor that the child can lean upon. I chose to become a teacher because I believe all children need a positive mentor that instils in them an interest in the world and a belief that they can make something of themselves.
I want to improve children’s lives. You could say something like: …Being a teacher will give me the power to make children’s lives better. Learning opens doors to new opportunities, ways of thinking and paths in life that children wouldn’t have had before me. I am inspired by the idea of helping a child who is sad, uncertain and lacks confidence to see their own potential for creating a fulfilling life for themselves.

All three of those ideas still skirt around the idea that helping children have fun is something you want to see happen, but they also point out that there’s something deeper here than the idea that children should have fun: they should have fun for a reason. That reason could be so they learn more, develop an interest in the world, or see that their lives are full of potential.

Note that in my three examples above, I never used the word ‘fun’: it’s too much of a red flag for your markers.

2. Explain how teaching helps the world! Here’s how.

Have you ever heard someone say that ‘Teaching is a noble profession’? Well, it is. And this is something you really should be talking about in your essay on why you want to become a teacher.

Your teacher will be impressed by your understanding that teaching is a profession that keeps the world turning. Without teachers, where would we be? Probably back in the dark ages where people couldn’t read or write, technology wasn’t advancing very quickly at all, and people mostly lived in ignorance of their world.

So, being a teacher is has a bigger social purpose. As a teacher, you’ll be an important piece of society. You’ll be one of the army of tens – no, hundreds – of thousands of people helping future generations to propel our world towards better days. Below are some ways teaching helps the world. You can start these off with “I want to become a teacher because…”

I want to help future generations solve the problems of today. Being a teacher gives you the opportunity to propel students to greater heights. The children in your classrooms will be the people who solve climate change (oh, goodness, I hope so!), create the technologies to make our lives more comfortable, and get us out of the ecological, economic and political messes we seem to have gotten ourselves into!
I want to help the future generations become good citizens. There’s a concept called the ‘ hidden curriculum ’. This concept points to the fact that children learn more at school than what’s in the tests. They also learn how to get along, manners, democratic values and the importance of sharing. These soft skills are more than just a by-product of education. They’re incredibly important for showing our students how to get along in our society.
I want to inspire future generations to create a more equal world. A lot of what we talk about at school are moral issues: what’s the right and wrong thing to do? How do our actions ensure or hinder equality of races, genders and social classes? As a teacher, you will be instilling in children the idea that the decisions they make will lead to a more or less equal world. And of course, we all want a more equal world for our children.

These points are some higher-order points that will help you teacher see that you’re becoming a teacher for more than ‘fun’. You’re becoming a teacher because you see the noble purpose in teaching. If you do this right, you’ll surely impress your teacher.

3. Discuss your commitment to community. Here’s how.

Teachers are at the center of communities. Parents take their children to school, drop them off, then go to work. They busily get on with their jobs: architect, shop assistant, nurse, builder, and so on… Then, they all come back at the end of the day to collect their children from school.

School is one of the few things that brings all of these different members of a community together. Parents gather around the pick up location to gather their kids, and there they stand around and chat about sports and politics and community issues.

School is at the heart of community.

And you, as a teacher, will be one of the respected members of that community: there to serve all the members of the community by helping to raise their children with the values of the community in which you live.

You can talk about this as a central reason why you want to be a teacher. How about you start off with: “I want to become a teacher because…”

I want to give back to the community I grew up in. You could say …I grew up in a close-knit community where we all looked out for one another. Being a teacher will give me the opportunity to give back to my friends and mentors in the town who need someone to raise their children who they trust will do a great job.
I want to be a part of helping my community thrive. You could talk about how you are from a growing community that needs good quality, respectable people who will educate future members of your community. As a teacher, you will be at the heart of ensuring your local town remains a great place to live.
I want to be a part of my community’s decision-making processes. Teachers hold a certain authority: they know how students learn, and they usually have a very deep understanding of what is best for children in order to ensure they thrive. You can talk about how you want to become a person with deep knowledge about the children in your community so you can help guide you community’s decisions around how to raise their young people.

Note that in this group of ideas, ‘community’ represents the close-knit town in which you live, whereas in point 2, I talked about ‘society’, which was the bigger picture of the future of our nation or world rather than just your town.

4. Discuss the personality traits you think you can bring to the role. Here’s how.

You should show how you have reflected on the requirements of the role of teaching and thought about whether you have the personality traits that are required.

Why? Well, you need to be able to show that you know what being a teacher is all about… and that you think you’d be good at it.

So, let’s dive in to 5 personality traits that teachers have, and how you can show you have those traits:

Patience. Patience is an enormously popular skill for teachers to have. You’ll have kids who just don’t understand concepts one iota, and you’ve got to sit there and work with them until they get it. It’s tedious, let me tell you!
Compassion. Patience and compassion go hand-in-hand. If you don’t feel empathy for the kid who’s struggling super hard at learning, you’ll get pretty mad and just give up. You might also say some mean things to the kid! So, compassion is really necessary if you want to become a good teacher.
Open minded. Teachers always need to be learning new things. We often talk about the importance of learning with students more than directly teaching If you set a student a task, you’ll be sending them out to gather as much information on the topic as possible. They’ll often come back with new knowledge and you will want to praise them for teaching you something new.
Enthusiasm. Let me tell you, when it’s Wednesday afternoon in the middle of a hot school week and everyone’s depressed and flat there’s one person to rally the troops: you! Teachers need to wake up every morning, put their happy face on, and march into the classroom with boundless enthusiasm. It’ll motivate your students and make them feel welcome in the learning environment.
Generosity. You need to be generous with your time and praise. You need to be constantly thinking about the students in your care and doing anything you can to help them learn, instil in them a love of learning, and give them the confidence to try anything. Teachers need to be very generous people.

There’s a ton more traits that make a good teacher that you can talk about. These are just a few. Go forth and learn more, and add them to your essay!

5. Conclude with the things you still need to learn. Here’s how.

One more thing: good teachers are constantly learning. As someone studying to be a teacher, you need to remember that there’s a long way to go before you have all the answers. Heck, I’ve been a teacher for nearly a decade and I’m not even half way towards knowing everything about being a good teacher.

So, conclude your essay by highlighting that you understand what the role of a teacher is in society and the key competencies required of a teacher; but then go further and mention your enthusiasm to learn more about the profession over the coming years.

Here’s 5 things you can mention that you still need to learn:

How to teach difficult students. Some students hate school – mostly because of their terrible experiences in the past. You need to learn to get through to difficult students, and this takes time and patience to learn the art of inspiring the uninspired.
How to work with difficult parents. Oh boy, you’ll have a lot of these. You can highlight this as one of the key things you want to work on in the coming years: again, you’ll need to draw on that skill of patience (as well as the skill of diplomacy ) when it comes time to deal with an angry parent.
Diverse strategies for teaching. There are a lot of different ways to go about teaching. Over the years you’ll pick up on the various strategies and tricks different teachers have to help children learn.
Classroom management. This is one of the hardest things young teachers need to learn. And really, it just takes time. Discuss how this is something you want to focus on, and how you’ll use mentors to really work on this skill.
What works and what doesn’t. Great teachers have this intuitive knowledge about what works and what doesn’t, all based upon their deep experience and trial-and-error. The only way to learn to teach is to do it. Over the coming years, you’ll be learning about this. A lot.

You’ll only need one or two paragraphs on this final point, but it’s a great way to end your essay on why you want to become a teacher. It’ll show your humility and eagerness to take on one of the noblest professions in the world.

If you want to learn to write a top notch conclusion, you might also like my post on the 5 C’s Conclusion method .

Before you finish up your essay, you might want to check out my awesome posts on how to improve your essays, like these ones:

How to write a killer Introduction
My perfect paragraph formula , and
How to edit your essay like a pro .

I promised 19 thoughtful points to make in your essay about why you want to be a teacher. Here they are, all summed up in one final list:

Say you want to help children learn more effectively.
Say you want to ensure children have positive mentors.
Say you want to improve children’s lives.
Say you want to help future generations solve the problems of today.
Say you want to help the future generations become good citizens.
Say you want to inspire future generations to create a more equal world.
Say you want to give back to the community you grew up in.
Say you want to be a part of helping your community thrive.
Say you want to be a part of your community’s decision-making processes.
Say you want to share your patience with your students.
Say you want to share your compassion with your students.
Say you want to learn from your students (be ‘open minded’)
Say you want to share your enthusiasm for learning with your students.
Say you want to share your generosity with your students.
Say you’re interested in learning how to teach difficult students.
Say you’re interested in learning how to work with difficult parents.
Say you’re interested in learning diverse strategies for teaching,
Say you’re interested in learning to master classroom management.
Say you’re interested in learning what works and what doesn’t in teaching.

Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Number Games for Kids (Free and Easy)
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Word Games for Kids (Free and Easy)
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Outdoor Games for Kids
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 50 Incentives to Give to Students

Being a Teacher is Not Easy: Challenges and Responsibilities

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Sunday, August 4, 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.

Who taught the first teacher, what can i do with a master’s in education, why teaching is still a good career choice, how to become a homeschool teacher.

Why I Want to Be a Teacher, Essay Sample

Teaching is a noble job that requires passion, dedication, and commitment. It’s a challenging yet rewarding career with many rewards and opportunities. Thinking about becoming a teacher? Well, this essay, written with the help of custom paper writing service , will explore why I want to be a teacher, what inspired my interest in teaching, and the different roles teachers play in the lives of students.

I Want to Become a Teacher Because It Inspires Me

I have always been passionate about education and helping other people learn. Ever since I was in high school, I enjoyed attending classes as well as helping out my peers with their studies. As an adult, I realized how much of an impact teachers can have on students’ lives. Seeing the positive influence that educators had on their students made me want to become part of it too.

I had some truly incredible teachers who encouraged me to pursue my dreams and gave me the confidence that I could do anything if I put my mind to it. They inspired me with how much effort they put into making sure their students were engaged and learning in an enjoyable way. Their enthusiasm for teaching was contagious, and it made me want to become a teacher myself one day.

Being a Teacher is Very Responsible

Teachers are more than just instructors; they are mentors and role models for their students. They take on multiple roles such as educator, counselor, advisor, confidant, friend, and even parent figure at times. In addition to teaching academic content knowledge and skills necessary for success in life after school, teachers also need to be able to build meaningful relationships with their students, so they can help them develop emotionally and socially while also providing guidance when needed.

Teaching is an Important Social Role

Besides, teachers play a principal role in society because they help young people develop their minds and learn new skills. They teach students things such as reading, writing, and math, but also how to be responsible citizens of the country.

Teaching Makes it Easy to Meet Different People

I also want to be a teacher because it will allow me to work with people from all walks of life. There are many different types of people in the world, and having the opportunity to work with all of them would be amazing!

The Power of Education

Another reason I want to become a teacher is that I believe in the power of education. Education can open doors that would otherwise remain closed; it can give people opportunities they never would have had before; it can be life-changing. As a teacher, I will have the chance to help instill these values into my students while providing them with valuable knowledge that will stay with them for years to come.

Teaching Helps to Make Changes

In addition to it, teaching gives me the chance to make a difference in someone else’s life — and that’s something that money just can’t buy! When you are able to inspire someone else and watch them grow as an individual, it is incredibly rewarding.

Moreover, teaching provides you with plenty of opportunities for growth and development yourself: you get to work alongside other inspiring professionals and learn new skills every day!

Being a teacher is not just about imparting knowledge from textbooks but it’s about inspiring others to reach for greatness and supporting them through it all. It’s a complex job that requires great responsibility, but one that can be immensely rewarding when you see your students succeed because of your efforts.

That’s why I want to be a teacher – so I can make an impact on future generations by helping them reach their full potential while making sure they have fun while learning!

Tips on Writing Why I Want to be a Teacher Essay

A teacher is one of the most important professionals in any society. They are responsible for teaching students various subjects including math, science, English, and many more. If you want to become a teacher, then you should write an essay on why you want to be a teacher. To start with, you can read personal statement essay example . The essay will show your passion for education and how much you want this job. Here are some tips that will help you write an amazing essay

Give a Clear Answer to Yourself

Make sure you have an answer. The most important thing about this essay is that it has a very clear and concise point. This means that you need to be able to clearly explain why you want to become a teacher and why it’s important for you. If you can’t do this, then your essay will not be successful at all.

So make sure that before you begin writing, you know exactly what your answer will be (and how it will relate to the question). This way, when someone reads it, they will understand exactly what your intentions are with becoming a teacher and why it’s important for them too.

Use an Appropriate Tone

Choose a friendly tone for your essay so that your reader can easily understand what you are trying to say without having any confusion or difficulty in understanding. Use active voice instead of passive voice whenever possible, since it makes your writing more engaging and readable.

Narrow Your Focus

Another important step in writing your “Why I Want to Be a Teacher” Essay is to narrow your focus. You do not have to write about all the reasons why you want to teach; rather, focus on one specific reason that is important to you.

By following these tips, you can create a compelling and persuasive essay that demonstrates your commitment to becoming a teacher.

Key Reasons Why Someone Might Want to Become a Teacher

Teaching is a profession that involves shaping the minds and lives of the next generation. It can be a challenging yet rewarding career that offers many opportunities for personal and professional growth. Here are some of the key reasons why someone might want to become a teacher:

Reasons to Become a Teacher	Description
Making a Difference	Teachers have the ability to make a positive impact on the lives of their students. They can inspire, encourage, and motivate their students to reach their full potential.
Love of Learning	Many teachers have a deep passion for learning and want to share that love of learning with others. They enjoy exploring new ideas and concepts and helping their students do the same.
Job Security	Teaching is a stable and secure profession with a high demand for qualified professionals. Teachers are needed in every community and at every level of education, from early childhood to post-secondary.
Creativity	Teaching allows for a great deal of creativity in lesson planning and instruction. Teachers can design lessons that engage and excite their students, making learning fun and meaningful.
Work-Life Balance	Teaching can offer a good work-life balance, with many opportunities for flexible schedules and holidays. This can be especially beneficial for those with families or other responsibilities.

Note that these are just some of the reasons why someone might want to become a teacher. Teaching can be a fulfilling and rewarding profession for those who have a passion for education and a desire to make a difference in the lives of others.

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

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

Table of Contents

My Favourite Teacher Essay: 100 Words

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

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

My Favourite Teacher Paragraph: 120

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

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

paragraph on my favourite teacher in English

Also Read: 10 lines on My Favourite Teacher

Essay on My Favourite Teacher: 150 Words

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

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

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

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

Essay on Favourite Teacher : 200 Words

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

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

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

Also Read: My School Paragraph in English

My Teacher Essay/Paragraph: 250 Words

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

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

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

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

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

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Essay on Teachers Day for Students and Children

500+ words essay on teachers day.

A Teacher is someone who acts as a guide and inspiration to people – both young and old. He/she is charged with the responsibility of creating awareness as well as opening the mind of people by instilling values, morals, and ethics. Teachers efforts are recognized during the teacher’s day. They shape minds, and we annually celebrate their contribution to the development of society in the form of Teachers’ day across the world. However, We celebrate The International Teachers Day on October 5 th annually.

Teachers’ Day in India

Teachers are respected and honored for their important contribution in shaping individuals. 5 th of September is annually celebrated as Teachers’ day in India. This is actually the birthday of the former President of India, Dr. Sarvepalli Radhakrishnan .

Why Teachers’ Day?

The contributions and efforts made by teachers never go unnoticed. This led to the inauguration of the Teacher’s day which seeks to celebrate the efforts made by the teachers. In India, we celebrate the teacher’s day on the birthday of Dr. Sarvepalli Radhakrishnan who was known as a man of many great qualities and attributes.

Teachers play many roles in overall development such as:

They guide children and students to leadership skills
They instill discipline into young people molding them into future
Also, they provide their students with spiritual and emotional guidance.

Teachers also come across numerous challenges in their day to day activities such as the unappreciative culture by the community as well as dealing with disciplinary issues of their students.

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

What can we do on Teachers’ Day?

A thank-you can go a long way. In our busy lives, we have come to forget expressing gratitude. Many studies have come up explaining the benefits that gratitude can have on the one who expresses it and on the one who receives it. We can take this opportunity as a day to thank our teachers and express our love and care for them.

We can suggest and provide assistance by making use of the skills that we have learned over these years.
Also, we can give them a visit on this day and share with them our experiences. This will for sure make them happy and proud of their efforts.
We can present a small token of appreciation, something that they could keep as a memory like a pen or a planner or something that would be useful for them.
We should also seek their blessings and let them know that we are always there for them when they need us.
Students can collectively gift them books and other materials and organize a get-together especially if the class has graduated.

Time spent with them and gratitude expressed would be a great gesture to make teachers happy and proud. It is very important to recognize their contribution to molding our personality.

Teachers play an important role in the development of any country . This is why it is vital to set aside a day when the teachers are given the recognition they deserve. We celebrate Teachers’ day to honor the contribution of Teachers in our lives. Duties undertaken by teachers in the upbringing of children is immense and thus being recognized with teachers’ day is a step towards recognizing the profession and the role they play in society.

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Peter DeWitt's

Finding common ground.

A former K-5 public school principal turned author, presenter, and leadership coach, Peter DeWitt provides insights and advice for education leaders. Former superintendent Michael Nelson is a frequent contributor. Read more from this blog .

What Makes an Inspiring and Passionate Teacher?

In an Education Week Opinion Blog last year, Raj Tawney wrote a powerful story about a teacher that changed his life after many years of feeling like an outsider looking in. Tawney said, “In 10th grade, however, my English teacher, L. John Friia, saw me for the first time. He was cool and easy to talk to. I felt comfortable opening up to him and expressing my hobbies and interests.”

What we know is that every student deserves to be seen and heard, but it doesn’t happen as often as we think. In surveys of over 1 million students, Russ Quaglia found that 54 percent of students in grades 6-12 stated that their teachers do not know their names. And even if that’s not the case, it doesn’t matter because the perspective for the student is much more impactful than the possible reality.

Odetola (1972) found that students feel alienated from school for two reasons. One, they don’t have an emotional connection to their teacher or school. Two, they don’t feel like they have a voice in their own learning.

Additionally, in a meta-analysis, John Hattie , found that the greatest influence on student progression in learning is having highly expert, inspired, and passionate teachers and school leaders working together to maximize the effect of their teaching on all students in their care.

We both (Michael and Peter)have had teachers and coaches who were highly expert, inspired, and passionate. Public rhetoric about teachers and education is not as positive as it should be, and we believe like Tawney, that we should all share stories of those teachers who have had an enormous impact on us. Michael shares a story about one of his most influential educators. Her name is Mrs. Roche.

It started with reading a book a week.

On the first day of 4th grade, Mrs. Roche challenged the class to read a book a week. She walked us to the library where the librarian reinforced this challenge. I distinctly remember being walked over to the C section and being asked by Mrs. Roche, “Have you read any books by Beverly Cleary? She’s one of my favorite authors.” I had not read any of Cleary’s work, but within a few months, I would have read the entire Beverly Cleary section. On this day, I picked out Henry Huggins. It was the first time I saw myself as a reader and a learner.

Do you remember moments like that? Moments where you actually saw yourself as a reader and a learner? Not because someone wanted you to compliantly follow along with a lesson but because they inspired you?

She loves you.

I remember my mom meeting Mrs. Roche for the first time during student conferences. When my mom arrived home from the conference, I couldn’t wait to hear what Mrs. Roche might have said about me. I was the third of three boys in my family. What Mrs. Roche said to my mom changed the trajectory of my life.

“Michael,” my mom said, “I have been to many conferences, but I have never had a teacher tell me this.” My shoulders slouched for a moment, and I became nervous. Luckily, my mom quickly continued. “Michael, Mrs. Roche loves you. Never in all of my years of going to conferences have I had a teacher tell me this. This is going to be a very special year of learning for you.”

You see, growing up, my parents both told me that being a teacher was the most noble of professions, so the fact that my teacher saw something in me that I hadn’t recognized in myself yet was a profound moment for me. It’s why I remember it so vividly to this day.

It is OK to show emotions.

The reading of the classroom chapter book always occurred after lunch recess. Mrs. Roche had picked Where the Red Fern Grows by Wilson Rawls. Along with my classmates, I could not wait for this time each day. Later on as a teacher, it was those moments I looked forward to as well.

As the book was coming to a close, Mrs. Roche put the book in her lap and said, “I’ve read this book each year to my students, and at this point in the story, I usually cry. I will most likely cry this time as well. I don’t want you to focus on my tears, but I want you to really listen to the story with your head and heart. I really want you to hear the words that Wilson Rawls wrote. You may find yourself tearing up, and that’s OK.” I had never had someone share with me that it was OK to show emotions.

She looks at me.

Raised in a small community outside of Seattle, I have many lifelong friends who also had Mrs. Roche as their 4th grade teacher. Each person still shares similar stories of how she would “look” at you when talking.

She did not look above or below you or watch something else going on in the room, she looked at you. She was fully present for you. This was behavior and feeling that I have tried to emulate for students in my classrooms as a teacher, then as a principal and superintendent.

Mrs. Roche believed in her students’ ability to feel and be learners. Her passion and expertise guided this group of 4th graders in such a manner that 50 years later I can remember the learning that occurred during that school year. Mrs. Roche was a model and an example of what s an expert, inspired, and passionate teacher is like. In fact, I recently did an interview with Bob Greenberg where I talked about Mrs. Roche, which you can watch here .

Who was your Mrs. Roche? Have you told them the impact they had on you?

The opinions expressed in Peter DeWitt’s Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Advice for New Teachers From a Teacher of the Year

Try implementing four simple ways of thinking to help guide you through your evolution as an educator.

Welcome to the profession! I’m so glad you’re here. This vocation has made me into a better version of myself, and I’m forever grateful. I hope your journey is just as transformative.

Being a teacher is unlike anything else I can describe: It’s one of the most meaningful and one of the hardest things I’ve ever done. My first year, especially, was a tough one. In fact, my first day was a scene right out of a comedy.

Allow me to set the stage: I had five back-to-back hours of high school math classes. In each class, I decided I needed to do something really fun and engaging and also “math-y” to make sure my students left feeling like this was going to be the best math class they had ever taken.

I Didn’t Know What I Didn’t Know

I had them make paper airplanes, and then we went out to the hallway to fly them (and measure their central tendencies, of course—mean, median, mode, all that good stuff).

That was when everything went wrong.

You can probably imagine what happens when you tell 35 high school students that they can start throwing paper airplanes. All of a sudden, there was a great cloud of college-ruled notebook paper thundering in a clash and then pouring down like hail. The planes’ owners laughed and kept launching planes… and not one intended math problem got done.

At the time, I didn’t know how to pivot from my plans, so this chaos repeated four more times. I burst into tears the moment the last bell rang, feeling out of control in my own classroom.

My Advice for New Teachers

Since that day, I’ve thought about what went wrong and why. On my good days, these are the dispositions I try to have.

1. Be reflective. Perhaps the single most impactful practice I’ve cultivated is daily reflection. I jot notes about what could’ve been better straight into my slide deck at the end of the day, like “This example was too cumbersome. Change next year.” Or “Allow a calculator for this question.” Or “Try groups of two to three instead of four.” Or, in the case of the airplanes, “Never again, Peterson.” (Let’s be honest—I didn’t need a note to remember that one.)

It’s been just as important for me to write about what went right and enjoy the small, ordinary moments. I’ve done this through the One Good Thing blog, documenting something good, beautiful, or funny every day that I’ve been with kids. If that’s not for you, think about finding a fellow educator whom you can text every day, or consider opening a social media account where you post a daily picture or video that highlights something good (with family permission if you include student pictures or names).

While I haven’t gone back and read every single post I’ve ever written, there’s something about this intentional act that sears these memories into my heart. It sustains and liberates me.

2. Be proactive. The longer you teach, the more you’ll anticipate where you’ll need to scaffold. You can cultivate this disposition by considering these questions: How will students respond to this task? How long will it take? If I give them 10 minutes, will some finish early? Will they start to distract the others?

As you begin your teaching journey, think through each procedure, task, prompt, and assignment you give. If students don’t respond the way you thought they would, go back to number one, Reflect: Why didn’t they? Did it go better or worse than anticipated? What part isn’t sitting right with me? How can I adjust to improve learning?

With Airplane Day, I had too large of a goal: Have fun! Slowly, I learned to have smaller—and clearer—goals. While I still took ideas from other teachers, I made them my own, so that I’d be comfortable in my own space.

One of the best moves I made was chunking my lessons: I’d do some examples, then students would work together (while listening to instrumental pop covers because they’re peaceful and fun and signal that it’s time to collaborate), and then we’d repeat. No part lasted longer than 10–20 minutes. The more you teach, the more comfortable you’ll get expanding your teaching style. In the beginning, start small and clear. Before I attempted Airplane Day, I should have felt in control. Today, I’d be able to implement that activity with fidelity and success. Teaching is not a sprint; it’s a marathon. The goal is to continually improve, not to “land.”

3. Be collaborative. Find your people. These are the educators who teach like you want to teach, who speak to kids with joy, dignity, compassion, and humor. They’re the teachers who are excited to have you on their team. These are teachers who love what they do. Get close to them. Observe them during your plan time. Allow them to remind you that although this work is hard, it’s so worth it. This job isn’t sustainable if you try to do it alone. If you have a team that you can rely on and will share the workload and the emotional load, you’ll grow faster than you ever imagined.

4. Be patient. A great teacher is patient with their students, and they’re patient with themselves. Honestly, my pace as a first-year teacher wasn’t sustainable. But here’s the good news: My first-year pace didn’t remain my normal. I certainly became faster at grading, lesson planning, and responding to emails. Yet, because I developed a reflective mindset, I also started making more time for the work I love and began to find ways to spend less time doing the things that drained me. Can I cut out grading altogether? No. Can I find ways for students to assess themselves or make my grading load lighter? Absolutely. Give yourself the gift of time. Be patient and stay curious .

You’ll Grow Into The Teacher You Want to Be

I love who I am when I’m with my students, but it didn’t start that way. I had to cultivate these mindsets; I had to learn more about my students—and about myself. This is incredibly joyous, important, and hard work. There will be days you question if it’s worth the work.

May you find the people who will sustain you and remind you that this work matters. May you delight in your students—their brilliance and their quirks. May you find the good in your day, tuck it into your heart, and work to replicate it. May you always know: You are enough.

ORIGINAL RESEARCH article

Impact of teaching quality on student achievement: student evidence.

$\r\nMengistu Anagaw Engida$

1 Department of English Language and Literature, Debre Markos University, Debre Markos, Ethiopia
2 Department of Statistics, Debre Markos University, Debre Markos, Ethiopia

Studies indicate that students who have access to highly qualified teachers tend to achieve at a higher rate, regardless of other factors. However, the essence of quality teaching and teacher quality has not been adequately established in these studies. Nonetheless, recent developments favoring integrations have led to three lines of teaching quality research: professional standards, value-added measures, and student evaluations. This study explores how the quality of mathematics and English language teachers is associated with students' achievement using a professional standard observation tool for student evaluation. A representative multistage sample of students and teachers selected from high schools in the East Gojjam Administrative Zone participated in the study. By using the domains in the Framework for Teaching (FfT) as indicators of teaching quality, the study identified the indicators that are associated with the academic achievement of students in mathematics and English subjects. A multiple linear regression analysis was used to study the relationships between the independent variables (teachers' quality indicators) and the dependent variable (students' grade 10 exam scores). Of the four domains of FfT, the delivery of instruction revealed a positive and significant association (sig = 016) with students' scores in the English language. The delivery of instruction encompasses communicating with students, using questioning and discussion techniques, and demonstrating flexibility and responsiveness, which are positively associated with students' scores in the English language. Conversely, managing classroom procedures was the only subdomain associated (sig = 014) with an increase in students' mathematics scores. Accordingly, suggestions are made for further research and practice.

1 Introduction

The assertion that “the quality of an education system cannot exceed the quality of its teachers” ( Barber and Mourshed, 2007 , p. 61) highlights that teachers are the most important factor in student learning and achievement. Research studies ( López-Martín et al., 2023 ; Sanfo and Malgoubri, 2023 ) indicate that students who have access to highly qualified teachers achieve a higher rate of success. Test score improvement differs substantially for students with different teachers but in the same school and grade. Hanushek and Rivkin (2010) conclude that, although explanations for these differences are not readily captured by common measures of teacher quality, they nevertheless indicate that teachers play an influential role. Similarly, Hanushek and Rivkin (2010) reported that teacher quality accounts for a considerable percentage of the variation in student achievement with salient influences on student achievement ( Rowe, 2003 ), which lasts a long time. This makes the need for attention to teacher quality instrumental.

To date, educational institutions have relied on three lines of teaching quality research to determine teacher quality: professional standards, value-added measures, and student evaluations. Studies of observable teacher characteristics and inputs that may impact student performance have been a prior agenda of teaching quality research ( Goe et al., 2008 ; Hanushek and Rivkin, 2010 ). Among the observable characteristics examined in teacher quality studies were teachers' initial education, performance in tests, teacher credentials, and professional development activities. However, the results from these studies are far from conclusive. In addition, teaching quality research emphasizes the analysis of practices and processes based on professional standards and usually through class observation guidelines ( Darling-Hammond, 2012 ; Danielson, 2014 ). The assessment of teacher practice based on standards, which is often carried out independent of the students' characteristics that may facilitate difficult teaching, is perceived to be more closely associated with the professional teacher's activities and, therefore, could be considered a more valid measure of his/her performance. Alternatively, estimates of value-added measures of student performance on standardized tests, which assume the random assignment of teachers to schools and classrooms ( Rothstein, 2010 ), aim at capturing teacher-specific contributions to the learning process. Such an approach to estimating teacher quality, however, is criticized for many reasons, including its estimation instability ( Hanushek and Rivkin, 2010 ), test content and measurement error, and the difficulty in attributing learning gains to a teacher ( Simonson et al., 2022 ), among other factors. Recent developments in the measurement of teaching quality propose the integration of various sources of information and their use in teacher quality evaluation ( Goe et al., 2008 ; Darling-Hammond, 2012 ; cf. Fauth et al., 2014 ).

Although these lines of studies have made significant contributions, much remains unexplored, especially with regard to how students observe and evaluate teachers' teaching quality. Besides these contributions, there are gaps in identifying and cultivating which, if any, readily identifiable teacher qualities contribute to and are associated with students' learning gains. As part of such efforts, Sanfo and Malgoubri (2021 , 2023) used a three-dimensional ( Klieme et al., 2001 ) conceptualization of teaching quality, student support, effective classroom management, and cognitive activation dimensions. Sanfo and Malgoubri (2021 , p. 1131) revealed that ‘classroom management does not affect students' EFL achievements' while Sanfo and Malgoubri (2023) reported that the three dimensions of teaching quality are positively associated with learning achievements. However, some studies that investigated the effectiveness of the three basic dimensions of teaching quality reported mixed findings ( Praetorius et al., 2018 ), suggesting further studies. Others, for instance, van der Scheer et al. (2019) , investigated the validity and reliability of student perceptions of teaching quality and reported that a positive and inclusive classroom climate, the quality of classroom management, a clear and activating instructional approach, adaptive instruction, teaching relevant learning strategies, and goal orientation signify important dimensions of teaching quality. Similarly, Azigwe et al. (2016) tested a dynamic multilevel model that comprises factors operating at the student, classroom, school, and educational system levels. The findings of a multilevel analysis revealed that a larger share of the variance in student achievement was situated at the classroom level, suggesting that the teacher effect is much greater. Thus, despite the convergence in how teaching quality is conceptualized and identified ( Stronge et al., 2007 ), there is limited understanding and consensus about the specific teacher quality features and metrics that capture practices as well as how practices might influence achievement.

The Framework for Teaching (FfT; Danielson, 2014 ) is a multi-dimensional and widely used measure of teaching effectiveness. The framework is an instrument designed to assess teacher performance in planning and preparation, classroom environment, instruction, and principled teaching domains. The FFT ( Danielson, 2014 ) measures and promotes teaching practices associated with student outcomes. FfT is a research-based set of elements of instruction ( Danielson, 2014 ), rooted in a constructivist paradigm of teaching and learning. The framework divides the complex process of teaching into 22 components grouped into four domains of teaching: planning and preparation, classroom environment, instruction, and principled teaching. While FfT shows modest relations between scores and student outcomes ( Sandilos et al., 2019 ), there is a need to validate its localized validity.

1.1 Teaching and teacher quality in Ethiopia

Considered nationally, Ethiopia has made undeniable achievements in expanding access to basic education. Moreover, “the existence of professionally competent and ethically minded teachers in the system” was stipulated as one of the basic requirements of the education system ( MOE, 2002 ). To ensure high-quality education, the government should be committed to providing every student with the opportunity to learn from a competent and inspiring teacher. Teachers' continuous professional development programs have been instigated to address the issues of improving teaching quality. Moreover, various kinds of teacher training and capacity-building projects have been executed to deliver quality education ( Workneh and Woldehanna, 2013 ), as cited in Ahmad (2014) . However, complaints related to teacher quality and the failure to positively impact student learning are frequent nationwide.

With recent developments favoring integrations, investigations on teaching quality and teacher effectiveness foster three lines of research focusing on observations based on professional standards, value-added measures, and student evaluations,. The current research envisages determining how the teaching quality of teachers (as evident in students' ratings on the basis of rubrics from domains of FfT) is associated with student achievement. Student responses to well-designed survey items may provide effective and reliable alternative evidence ( Ferguson and Danielson, 2014 ; van der Scheer et al., 2019 ) from students who are increasingly involved in teaching quality evaluations, primarily because students observe their teachers daily over much longer periods of time ( Doherty and Jacobs, 2015 ). Thus, this study explores how the quality of mathematics and English language teachers is associated with students' achievement using a professional standard observation tool for student evaluation. Thus, the study aims to examine the association between the four domains and subdomains of teaching quality and student learning achievements across schools. Specifically, this study identified teaching quality indicators that are strongly associated with student achievement while also determining teachers' teaching quality, as measured by FfT domains (look at the Appendix ).

2 Research methods

This study explores how students perceive the impacts of teacher quality on the achievement of students from selected schools in the East Gojjam Administrative Zone. The research purpose can be best addressed if a descriptive research design ( Creswell, 2003 ) in which quantitative data collected from students are used. Quantitative methods such as descriptive methods and statistical models are used to describe the data obtained through questionnaires to explore teachers' quality indicator variables significantly associated with the academic achievement of students. The study encompasses students and teachers in the public high schools (in particular, grade 10) currently found in the East Gojjam zone, Amhara Regional State. First, to address all the Woredas in the East Gojjam zone, one high school was randomly selected from each Woreda using the probability proportional to size method. Second, among the high school teachers, two mathematics teachers and two English teachers were selected randomly using the lottery method. Third, students from each selected high school were selected using a stratified sampling technique with proportional allocation.

To determine the number of students needed, the following formula from Cochran (1977) was used:

where n is the required sample of students whose academic achievement is observed and whose perceptions about the quality of their teachers have been asked; α is the level of significance, which is 0.05 to give Z 0.025 = 1.96; S is the sample standard deviation to be determined either with a pilot survey; and d is the margin of error with a range of values between 0 and 1. In this research, the margin of error was 3%.

Quantitative data were collected using the following instruments:

1. Self-Administered Questionnaire: The questionnaire was prepared based on FfT ( Danielson, 2014 ) and evaluated by colleagues. It provides data on selected teachers' qualities that are associated with students' learning and, thereby, achievement. The students completed the questionnaire. As indicated by a Cronbach's alpha of 0.86, the internal consistency of the FfT items can be considered good. However, this value is lower than the alpha value obtained from previous findings ( Patrick et al., 2020 ), which used FfT values ranging from 0.87 to 0.79 for reading and mathematics, proving the relevance of the measure of teaching effectiveness.

2. Document Analysis: Students' exam scores were collected from their schools. The scores of the selected students are collected from their grade 10 lists.

To collect data, the research participants were identified via sampling procedures. Then, selected students were personally contacted and briefed about the purposes of the study and its ethical considerations. Cognizant of this, selected students were briefed further about how they had to respond to the questionnaire. After the briefing, the questionnaire was administered. Finally, students' academic scores were collected from their schools. In this study, the researchers attempted to identify significant associations between teachers' quality indicators and students' achievement using a statistical model in which two types of dependent and independent variables are considered. The dependent variable was students' exam scores in mathematics and English examinations. The independent variables include teachers' planning and preparation, managing the classroom environment, delivering instruction, and principled teaching ( Danielson, 2014 ), regardless of the personal and socioeconomic characteristics of the students and their families. Other factors affecting and explaining their teaching quality were assumed to include teachers' planning and preparation, classroom management, delivery of instruction, and principled teaching. Teachers' personal characteristics and their teaching quality directly impact the aforementioned variables, which in turn impact students' academic performance.

The quantitative data were organized and analyzed through the use of the Statistical Package for the Social Sciences (SPSS). Simple descriptive statistics, namely frequency, percentage, and mean and standard deviation scores, are used along with a multiple linear regression analysis as the dependent/outcome variable (students' examination scores) is continuous. A multiple linear regression analysis was applied to study the relationships between the independent variables (teachers' quality indicators) and the dependent variable (students' grade 10 exam score). The following regression equation was used for this purpose:

Y is the dependent variable (students' academic score on the 10th exam),

β 0 is the intercept,

X 1 , X 2 , X 3 ,… X p are independent variables supposed to impact students' academic achievement,

β 1 , β 2 …β p are the coefficients of the independent variables (the slope of the regression model), and

ε is the random error term.

3 Results and discussion

This study explores how students perceive the impacts of teacher quality on the achievement of students from selected schools in the East Gojjam zone. More specifically, the study intended to identify teacher quality indicators strongly impacting the academic achievement of students in mathematics and English, identify teachers' quality levels in terms of the quality indicators, and compare teachers' quality across schools and between subjects. Therefore, this study incorporates attitudinal and perceptive variables. The research purpose is addressed through a descriptive research design ( Creswell, 2003 ), in which quantitative data collected from students are used. The English language score was collected from 189 sampled students learning in nine schools, and its summary values in each school are presented in Table 1 .

Table 1 . English language score.

The maximum score was 99, observed in Berenta High School, followed by 97, observed in Amanuel, and the minimum score was 27, observed in Yejube, Liyew Asres, and Rebugebya High Schools. The maximum median value was 73, followed by 71, observed in Berenta and Amanuel High Schools, respectively. However, in most schools, the median score was 54, which shows that half of the students scored below 54 and their performance was not good. Considering the variability of students' English subject scores among schools, the variability was almost similar (CV = 0.223, 0.221, and 0.213, respectively) in Lumame, Yejube, and Liyew Asress High Schools, and higher than that in other schools, whereas in Rebu Gebeya High School, the variability was the least, followed by Berenta High School. This means that, in these two schools, students' English exam scores were closer than those at other schools. The overall mean score of students in all schools was 59.82, and the median score was 53. This implies that a considerable number of students scored < 50.

Table 2 presents descriptive statistics of students' scores in mathematics. Considering students' scores in mathematics, the maximum score was 96, observed in Amanuel High School, followed by 88, observed in Gojjam Ber and Yejube High Schools, and the minimum score was 27, observed in Berenta High School. The maximum median value was 61, observed in Gojjam Ber High School, followed by 59 in Amanuel and Yejube High Schools. This indicates that half of the sample students in these schools scored more than 61 and 59, respectively, which implies the students' performance was moderate. However, in most schools, the median score was 54, which shows that half of students scored below 54. The worst score was observed at Menkorer High School, with a median value of 52. Looking at the variability of students' scores in math, in three schools, maximum variability was observed in Amanuel High School, followed by Berenta High School (CV = 0.232 and 0.200, respectively). Minimum variability was observed in Lumame, Menkorrer, and Rebu Gebya (CV = 0.139, 0.162, and 0.164, respectively) High Schools. The overall mean score of students in all schools was 56.76, and the median score was 55. This implies that a significant number of students scored < 50.

Table 2 . Mathematics exam score.

3.1 Associations between teaching quality measures and student achievement

Respondents showed the importance of the four domains in the FfT ( Danielson, 2014 ), which comprise planning and preparation, classroom practices, instructional practices, and principled teaching. Specific impacts of each domain for either of the school subjects are illustrated subsequently.

As displayed in Table 3 , of the four domains of FfT, the third domain, i.e., delivery of instruction, has a positive and significant association (sig = 016) with English language teachers to improve students' scores in examinations. The delivery of instruction, which encompasses communicating with students, using questioning and discussion techniques, and demonstrating flexibility and responsiveness, is positively associated with students' scores in the English language.

Table 3 . Association of FfT domains of English language teachers with students' scores.

Overall, for English language teachers, their effectiveness in planning and preparation and principled teaching did not exhibit statistically significant associations with students' achievement in the English subject. In contrast, the classroom environment and delivery of instruction showed notable relationships with students' achievement. Improvements in the delivery of instruction have been found to have a strong association with enhancing students' achievement in the English language.

Of planning and preparation, classroom environment, delivery of instruction, and principled teaching indicators in FfT, none had a strong association with the students' scores in mathematics. Moreover, most of the subdomains do not have a positive or strong association with students' mathematics scores. In addition, the regression analysis examined the relationship between the four domains and a dependent variable score in mathematics. Overall, the model does not provide strong evidence that the four domains examined are predictive of achievement in mathematics, implying that other factors may need to be considered to better understand and make predictions.

However, managing classroom procedures was the only subdomain associated (sig = 014) with an increase in students' mathematics scores. The coefficients, as displayed in Table 4 indicate the change in scores in mathematics is associated with a one-unit change in each predictor variable, holding all other variables constant. Among the predictor variables, only managing classroom procedures showed a statistically significant coefficient ( p = 0.014), suggesting that it has a significant association with student achievement. Specifically, managing classroom procedures has a positive coefficient ( B = 1.856), indicating that for every one-unit increase in managing classroom procedures, the score is predicted to increase by ~1.856 units. A few other predictor variables, such as demonstrating knowledge of students, managing student behavior, and maintaining accurate records, have p -values close to the conventional significance level ( p < 0.05), suggesting that these variables might have potential associations with scores that warrant further investigation.

Table 4 . Association of FfT domains of mathematics teachers with students' mathematics scores.

The remaining subdomains do not appear to have statistically significant associations with students' scores in math, as their p -values are >0.05. In summary, findings from the regression analysis suggested that managing classroom procedures is significantly associated with scores in mathematics, along with some other variables that have some potential association.

As stated in Table 4 above, there is a significant mean difference in achievement between groups of schools. A pairwise ANOVA demonstrated that there was a significant difference in the students' scores in English between schools but an insignificant achievement difference in mathematics. Thus, teacher quality, as measured by FfT domains, has a significant association with student achievement in the English language yet a minimal effect on students' achievement in mathematics (refer to Table 5 below).

Table 5 . Association of FfT subdomains of mathematics teachers with students' scores.

4 Discussion

This study is aimed at exploring the associations between teacher quality and students' achievement in the East Gojjam Administrative Zone. Specifically, the study sought to identify teacher quality indicators that are strongly associated with the achievement of students in mathematics and English and determine the level of teachers' quality in terms of the quality indicators. FfT is a research-based set of elements of instruction ( Danielson, 2014 ), rooted in a constructivist paradigm of teaching and learning. The framework divides the complex process of teaching into 22 components grouped into four domains of teaching: planning and preparation, classroom environment, delivery of instruction, and principled teaching. These components are further divided into 76 elements, of which 48 were found to be appropriate for use in this study after rigorous pilot testing and review.

In relation to the association of teacher quality indicators with student achievement in mathematics and English, findings revealed that teachers' delivery of instruction has a positive and significant association (sig = 016) with students' English language achievement. This coincides with prior findings ( Sandilos et al., 2019 ; Tengberg et al., 2024 ). For instance, Sandilos et al. (2019) highlight that the FfT was most consistently predictive of students' achievement in the English language and arts. This study suggests that associating more general dimensions of teaching quality with student learning over time seems to require more refined measurements. In line with this finding, as displayed in Table 6 the delivery of instruction in the FfT domain, which encompasses communicating with students, using questioning and discussion techniques, and demonstrating flexibility and responsiveness, has been found to have a strong association with enhancing students' achievement in the English language.

Table 6 . Analysis of variance (ANOVA) of student scores across schools.

Findings revealed that English language teachers' planning and preparation and principled teaching did not exhibit statistically significant associations with students' achievement in the English language. In contrast, the classroom environment and delivery of instruction domains showed a notable association with students' achievement. This contrasts with recent findings (cf. López-Martín et al., 2023 ), which claimed that planning and implementing teaching provide the foundations to transform the teaching practice and to implement quality teaching.

Of the four domains, i.e., planning and preparation, classroom environment, delivery of instruction, and principled teaching in the FfT, none had a strong association with the student's achievement in mathematics. A regression analysis that examined the relationship between the four domains and students' achievement in mathematics did not provide strong evidence that the four domains are strong predictors of achievement. Moreover, most of the subdomains, except for managing classroom procedures, did not have a positive association with students' achievement in mathematics. This finding implies that urban-rural gaps and infrastructural hardships exist beyond what can be addressed by teacher quality. In relation to this finding, Zheng et al. (2023) highlighted the critical role of teacher quality in addressing educational equity. In addition, this weak association of planning and preparation, classroom environment, delivery of instruction, and principled teaching with achievement might relate to the lesser effect of these variables on performance compared to competence in evaluation, which has shown moderate effect sizes ( Tang, 2018 ).

Managing classroom procedures was the only subdomain associated ( p = 014) with an increase in students' mathematics scores, suggesting that it has a significant association with students' achievement. Specifically, managing classroom procedures has a positive coefficient ( B = 1.856), indicating that, for every one-unit increase in managing classroom procedures, the score is predicted to increase by ~1.856 units. In addition, other predictor variables, such as demonstrating knowledge of students, managing student behavior, and maintaining accurate records, have p -values close to the conventional significance level ( p < 0.05), suggesting that they might have potential associations with achievement in mathematics. Similarly, the regression model suggests that managing classroom procedures is a predictor variable significantly associated with student achievement. Similarly, prior studies (cf. Fauth et al., 2019 ) indicate that effective classroom management provides time on task, which can be considered as a necessary precondition for being actively engaged in learning. The impact of classroom management on achievement is found vital compared to prior studies (cf. Marder et al., 2023 ) that claimed both students' disruptive behavior and teachers' monitoring activity were negatively associated with students' mathematics achievement, suggesting that teachers' monitoring activity needs to take into account students' disruptive behavior in the classroom. This association highlights the complexity of effective classroom management.

A pairwise ANOVA of achievement between schools demonstrated that there was a significant difference in students' achievement of English language. The difference in achievement was insignificant in mathematics. Thus, teacher quality, as measured by FfT domains, has significant variations in schools and an association with students' achievement in the English language. The effect on students' achievement in mathematics was found to be minimal. Overall, scholars claimed that teachers who rank highly effective on the framework have been linked to greater students' achievement ( Kane and Staiger, 2012 ). Despite this claim, the data revealed that the quality of teachers, according to the perception of students in the selected schools, has no strong association with students' scores in mathematics, but it is strongly associated with one domain in English. This evidence implies that other variables, including raising teachers' status, would explain 20% of the effect on achievement.

5 Conclusions and implications

This study explored how the quality of mathematics and English language teachers is associated with students' academic achievement (as reflected in classroom exam results of high schools in East Gojjam Administrative Zone). Specifically, this study identified teacher quality indicators strongly associated with the academic achievement of students in mathematics and English. In addition, the level of teachers' quality was determined in terms of the quality indicators. Based on this, teachers' quality across schools and between subjects has been compared.

Teaching quality, or effectiveness, as defined by Danielson (2014) , is a construct that has been constantly evolving. The findings in this study revealed that students' ratings of teachers' teaching quality are loosely associated with their achievement. Instead of the teachers' attributes, the schools from which the students attended has an impact on their achievement. This is understandable given that the schools have different facilities and, of course, vary in terms of teachers' experiences. Moreover, the examinations for which students' scores are drawn are not standardized. However, for English language teachers, their delivery of instruction, that is, the third domain, had a strong association with students' scores. The third domain, which involves communicating with students, using questioning and discussion techniques, and demonstrating flexibility and responsiveness, was associated with improved scores. For mathematics teachers, managing classroom procedures was associated with students' mathematics scores; however, none of the four domains showed a strong association. The quality of teachers as perceived by students using the FfT is inconclusive, especially when teachers are compared schoolwise. However, the overall rating of English language teachers (very good or excellent quality = 45.5) was considerably lower than that of mathematics teachers (very good or excellent quality = 71%).

Although teacher quality is an indispensable input for quality outcomes, to date, the quality of teachers is not easily measureable. Therefore, alternative approaches to address this gap should be developed. Teacher quality based on the FfT domains and its association with students' achievement is strong, as reported in the literature. However, the findings did not support this association, and school differences strongly explain the achievement gap, which is understandable given the differences in the examined findings. Despite this gap, there is a need to further discern the domains of effective teaching and install the same springboard to improve the quality of teachers and teaching.

6 Limitations

In this quantitative study, survey questions were limited to Likert-style items, which do not allow respondents to provide answers, comments, or clarification. Additionally, because respondents might not have answered survey questions honestly, the results might not correctly reflect the views of all members of the targeted population. In addition, some respondents could have provided inaccurate information through omissions or inadequate reporting. Most importantly, discerning the effects of teacher quality on student achievement may not be adequate. Thus, the findings in this study must be taken into consideration with due care.

Data availability statement

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Ethics statement

Ethical approval was not required for the study involving human participants in accordance with the local legislation and institutional requirements. Written informed consent to participate in this study was not required from the participants and/or their legal guardians/next of kin in accordance with the national legislation and the institutional requirements.

Author contributions

ME: Writing – original draft, Writing – review & editing, Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization. AI: Formal analysis, Methodology, Software, Writing – review & editing. YF: Investigation, Writing – review & editing.

The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

Acknowledgments

The researchers owe a debt of gratitude to the instructors, students, and friends for their participation, support, thought-provoking questions, and suggestions at different stages of the manuscript.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Number of items drawn from FfT domains and components.

Keywords: teacher quality, FFT, achievement, domains, effectiveness

Citation: Engida MA, Iyasu AS and Fentie YM (2024) Impact of teaching quality on student achievement: student evidence. Front. Educ. 9:1367317. doi: 10.3389/feduc.2024.1367317

Received: 08 January 2024; Accepted: 01 July 2024; Published: 24 July 2024.

Reviewed by:

Copyright © 2024 Engida, Iyasu and Fentie. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Mengistu Anagaw Engida, mengistu_anagaw@dmu.edu.et

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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Essay on Experience is the Best Teacher

Students are often asked to write an essay on Experience is the Best Teacher in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Experience is the Best Teacher

Introduction.

Experience is often described as the best teacher. Unlike formal education, it imparts life lessons that shape our character and influence our decisions.

Learning from Experience

When we experience something, we learn from it directly. This firsthand knowledge is more impactful and long-lasting than theoretical knowledge.

Experience Shapes Us

Our experiences, both good and bad, shape us. They help us grow, develop resilience, and become wiser.

In conclusion, while books can provide knowledge, real-life experiences teach us practical lessons that guide our actions and decisions. Thus, experience truly is the best teacher.

250 Words Essay on Experience is the Best Teacher

The primacy of experience, experience vs. formal education.

Formal education provides the foundation for understanding the world. However, it often lacks the real-world context that experience provides. For instance, a business student may understand the principles of management, but until they manage a team, their knowledge remains theoretical. Experience, on the other hand, exposes us to the complexities and nuances of reality, fostering a deeper understanding and honing our decision-making skills.

Experience and Resilience

Experience also cultivates resilience. Every experience, be it positive or negative, presents an opportunity for learning. When we encounter challenges or failures, we learn to adapt, improvise, and overcome. This resilience, born of experience, is a vital life skill that cannot be taught in classrooms.

Experience and Empathy

Furthermore, experience fosters empathy. Experiencing diverse situations and interacting with different people broadens our perspective, helping us understand and appreciate the complexities of human emotions and behaviors.

In conclusion, while formal education equips us with theoretical knowledge, it is experience that truly refines our understanding, builds resilience, and nurtures empathy. It is indeed the best teacher, providing lessons that remain etched in our minds and hearts, shaping our character and guiding our journey through life.

500 Words Essay on Experience is the Best Teacher

Introduction: the value of experience.

Experience is often quoted as the best teacher, a phrase that emphasizes the importance of practical knowledge over theoretical understanding. Theoretical knowledge, derived from textbooks and classroom lectures, provides a foundation, but it is the application of this knowledge in the real world that truly shapes our understanding and growth.

Theoretical Knowledge vs Practical Experience

Experience: a personalized teacher.

Experience is a personalized teacher, molding its lessons according to our unique circumstances. It provides us with tailor-made lessons that are directly applicable to our lives. Unlike theoretical knowledge, which is often generalized and abstract, experience offers concrete, tangible lessons that resonate on a personal level. It fosters introspection, self-awareness, and personal growth.

Learning from Mistakes

One of the most valuable lessons that experience teaches us is the ability to learn from our mistakes. It is through trial and error that we gain a deeper understanding of our actions and their consequences. This process of making mistakes and learning from them is a critical aspect of personal and professional development. It promotes resilience and the ability to bounce back from failures, traits that are essential for success in any endeavor.

Experience: A Catalyst for Innovation

Conclusion: embracing experience as a teacher.

In conclusion, experience is indeed the best teacher. It offers a dynamic, personalized, and practical approach to learning that theoretical knowledge alone cannot provide. It teaches us resilience, fosters innovation, and promotes personal growth. As college students, we should embrace every experience, both positive and negative, as an opportunity to learn and grow. After all, it is through experience that we truly understand the complexities of the world and our place within it.

That’s it! I hope the essay helped you.

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