practice teaching experience essay

My Student Teaching Experience

A publish.illinois.edu site.

Goodbye Student Teaching

When reflecting on this semester of student teaching, there have been so many challenges, so many celebrations, and so much that I have learned. I have been pushed beyond my comfort zone, and I have grown as a teacher immensely. It is hard for me to only talk about a few of the takeaways that I have gained from this semester!

First, I have learned the importance of messing up. I know, this sounds crazy, but I have found myself so nervous about screwing something up. I expected to always plan the perfect lesson, explain everything perfectly, and have everything go smoothly and as planned. And let me be the first to say, this is rarely the case. I have learned how important it is to accept that we are not perfect teachers, and neither are our cooperating teachers! We all have things to learn, and my student teaching experience has taught me how to learn from my mistakes rather than letting them eat away at me. I learned something from my cooperating teacher and from the students almost every day, and being open to this and vulnerable allowed me to grow, adapt, and think on my feet! Having these experiences is the true life of a teacher.

With being honest about my mistakes and imperfections, I was able to also form stronger connections with the students. This is another takeaway from the semester. I have always valued forming strong relationships with my students in order to create the best learning environment for them, but I was able to truly see the value of this throughout the semester. Being the first placement where I was able to be with the students every day of the week, I was able to see the growth of my relationships with them from day to day over the course of the semester. I was honestly intimidated working with older, gifted students coming in, but I worked hard to break down their walls and get to know them as individuals. I have loved getting to know each of my students likes, dislike, strengths, and weaknesses. I believe that this has helped me better teach them and has made my classroom a happier place to learn!

Finally, I have learned the importance of having an open mind. You can walk into any classroom and see completely different environments, teaching styles, student personalities, curriculum, resources, etc. It is so easy to have your own ways and your own approaches to teaching, disregarding anything else that you encounter. I have learned that opening up to approaches and styles that I am not particularly used to is beneficial to help me learn more ways that I can help my students and to also learn more about what I like and dislike as a teacher. Rarely does anyone have a perfect student teaching placement. I am fortunate to have enjoyed mine, but I have also learned that there is value in learning about what you do not want to do as a teacher just as much as learn what you do want to do. It is so important to continue being open minded so that you can leave room to grow into a more effective teacher!

I have really enjoyed my student teaching experience despite all of its hardships and challenges. I found myself in very low points but also in very high points throughout the semester, but I can clearly see how it has all grown me as a teacher, and I feel as though I can confidently walk into whatever classroom I will be teaching in next year. I cannot believe that the time has come for my own classroom; I can hardly wait!

Nearing the End

As the semester is winding down, I have been truly experiencing one of the best parts of teaching, the relationships that are formed. I am becoming so sad to be leaving these kids soon, and I am reminded of why I love this job so much. As teachers we spend the majority of the day with our students. While they may drive us crazy many days, it is inevitable that there will be relationships formed and connections made that leave lasting impressions. I will miss these kids and the adventures that they bring to me each day.

I have learned the value of making these connections from day one. My relationships with these kids have been building each day, and it is amazing to see how far they’ve come. I have learned how intentionally forming these relationships plays such an important role in the environment and community of the classroom. Because I was able to form these connections, getting to know my students on an individual level, I was able to see more success, more engagement, and more collaboration in my classroom. I have built mutual respect and rapport within my classroom, and I have seen the benefit of these relationships in several ways. First, I had a student simply tell me how great of a teacher I was and how they want me to stay. This was so incredible to hear, and I was so touched by this comment. Also, I have seen students opening up to me and instinctively coming to me with their comments and questions. I have loved watching this grow with my relationships formed. They truly consider me their teacher and trust me and my abilities enough to come to me rather than my cooperating teacher. I know that this is developed from my relationships with them and the openness that I have tried to instill from the very beginning. For example, we were working on vocabulary words, and each student would come to me with their questions. Whether that be, “Does this definition work?” or “What do you think of my stick figure drawings?” I have loved getting to experience the benefits of forming strong relationships with my students.

As a future teacher, I cannot wait to build these relationships with my own students. I realize the importance of forming this open and loving community, and I intend to begin intentionally forming these relationships and building respect and rapport in my classroom from day one. Although the end of the semester is sad and sentimental, I am happy to see how far I’ve come as a teacher and the development of my relationships with the students.

Sticking to Expectations

Something that I have realized is really difficult is having to stay 100% true to your expectations, especially when you are not a part of establishing the expectations from the beginning of the year. I was able to establish my own behavior procedures and expectations since I have been in the classroom, but I also struggle with breaking the students of old habits in order to follow these expectations. Part of this is a result of my cooperating teacher having different expectations than myself, but I have been working hard to earn my students’ respect throughout this semester, and nothing beats seeing breakthroughs!

One behavior issue that I have noticed from the very beginning is the talking and how they walk in the hallways. I have noticed that when the students are asked to be quiet, they usually take this as instruction to just be “quieter” rather than completely silent. I struggled with this because my cooperating teaching allowed this habit to continue on often, and I knew that this was something that I needed to break coming into full takeover. When I established my points system (where the students or myself gain a point based on their responsiveness to instruction), the students began holding one another accountable because they cared if they didn’t earn a point. I loved seeing the students take ownership of their responsibility, urging others to do the same. While this is still hard to manage at times, I have learned the value of simply waiting. This was hard to do at first knowing the many things we had to get through in a day, but when I stay patient and refuse to start the lesson without them being completely silent, they notice and remind one another to stay quiet. When they see me waiting or walking towards the point chart, the students say to one another, “Shhh. You have to be quiet” or “She’s waiting on us guys!” I have loved seeing this habit of theirs change!

I have also noticed that the students struggle to walk in the hallway in a line and quietly. This began to drive me crazy, so I started using the same approach as I did with their talking. I made sure that they knew the expectation, and then I would just wait. Some students caught on and said, “Get in line!” and “Guys be quiet or we aren’t going!” I once was waiting in the classroom to let them in, and a student noticed that they were not being let in when they normally would be. This student then reminded the others to get in a line and maybe they would be let in. When they did this, I let them in, and they have done a much better line doing this without multiple reminders! I have learned the value of patience and staying true to your expectations. This has helped strengthen the respect between the students and myself!

A Role of Influence

I have always valued the role I play as a teacher in the growth of my students. While the importance of academic growth in students is obvious, I also recognize the importance of each student’s social and emotional growth as well. As a teacher, I have a powerful influence on my students’ growth in each of these areas of their lives, and I was able to see the importance of this influential role during this past week.

There was a case of bullying involving several of my students this week. Apparently, there was an escalation of name calling in the lunchroom involving several of our students and several students from a different classroom. The students in my class refrained from sharing what happened for some time, but they eventually pulled my cooperating teacher aside and let her know. They were obviously upset because of it. When my cooperating teacher filled me in on this situation, she explained that she was going to hold a class meeting at the end of the day. I was curious as to how my cooperating teacher was going to address this situation and how the class/students involved were going to react.

When it came time for my cooperating teacher to begin the meeting, she started by sharing a personal story that occurred earlier that day. She had shared an article on Facebook in appreciation of a multicultural event at a local high school. She explained to the class, in tears, the harsh response that one of her family members left on this post. This interaction was shared with the intention of teaching the kids how to handle a situation where someone is bullying or disrespecting you. She was only able to share this emotional story before the bell rang, but we continued this discussion the following morning. Walking out of class, one of the students was in tears. I was happy to be able to show her that I am there for her and care for her. It was very interesting to both observe and contribute to a conversation with the class the next morning where students shared personal feelings and perspectives involving bullying. When discussing how to handle a situation where someone is being mean to them, one student shared, “You should ignore the person and just walk away.” Another student said, “You should be sarcastic back.” Finally, another student said, “You should be nice to them.” It was very eye-opening to see the various responses and experiences that these students had. This opened an important conversation on how to be an upstander, show kindness to others regardless of your feelings, and how to encourage one another to do this.

I had a mindset lesson planned immediately following this discussion, and I was able to alter the context so that it could relate to this important lesson on bullying that we were learning. I had the students each come up to the board and share a word or phrase of encouragement. They silently watched what each student was writing, and then we reflected on the different types of ways that people are encouraged. By the end of the lesson, I had the students write encouraging letters to “a discouraged person” in general, making sure to include that this person can be themselves. I agreed not to read the letters unless invited to, and I plan to return the letter to the student if they are discouraged throughout the remainder of the year. I was able to see the influence that this discussion and activity had on these students, realizing the important influence that we as teachers have on students’ social and emotional growth. I am thankful to hold this important role.

Managing A Full Plate

This week was anything but calm, and I definitely got to experience what a hectic week looks like as a teacher. This week, I had to balance edTPA, full takeover, and interviews. It was hard and exhausting, but I was able to accomplish a lot. With that being said, I averaged about 2 hours of sleep a night and was definitely thankful for the weekend to come.

I finally turned my edTPA in this week, and I have been working day and night to get everything done just the way I wanted it. It was a good experience going through it, but it took a lot of time and hard work. I learned the value of reflecting on your teaching and purposes for your lessons, and this experience definitely allowed me to think about my teaching in a way that I never had before. I was able to connect my choices and practices as a teacher to my knowledge of the students and to ongoing assessment of their success. Although the edTPA drove me insane at times, I do see the benefit of intentionally planning lessons, reflecting on your teaching, and using assessments to guide further instruction. I was able to learn more about my students through this experience as well. With all that being said, I am very happy that I am done with it!

This past week was my first week of official full takeover. I was very nervous going into this week, but I quickly realized that full takeover is not as intimidating as I thought! It’s crazy how prepared you actually are for it, even more so than you’d expect. I basically was already in full takeover, so it was a smooth transition, and I am thankful for that. I really enjoyed having the class all to myself. Honestly, it is hard sharing responsibilities with my cooperating teacher because its easy be on different pages about some things and to plan days differently. We needed to be in constant communication, which is fine, but it is nice being able to plan my days exactly how I want them to look. I realized though, full takeover means dealing with the hard and not-so-great aspects as well. I have been dealing with behavior management and parents leading up to this week, but it was tough fully taking over those responsibilities. I learned about how to manage poor behavior while still keeping the rest of the class on track. It is definitely hard to handle certain situations while still keeping the rest of the class focused, but having full takeover has been a good way to experience the big picture of what everyday teaching looks like.

Also thrown into this week were two interviews. I had one interview at a local elementary school with a interview team of 8 teachers and a principal. This was intimidating, but it was definitely a good experience. I also had an observation interview for a position at a local school, and I liked this better, but I was also a nervous wreck leading up to it. For the interview with the interview team, I was very nervous about the questions they were going to ask and how I would respond. I prepared as much as I could with practice interview questions and research on the school, but I learned that just relaxing and being yourself is what goes the furthest. To my surprise, I found myself laughing and joking with the interviewers and walked away a lot more comfortable than I started. With the observation interview, I was really nervous planning the lesson. I was overthinking it and trying to make it very elaborate. My cooperating teacher advised me to just do what I normally do. This seems simple, but she was right. My normal teaching is what the principal wanted to see, and he ended up loving it! After the fact, I learned the value of just being myself despite the pressure of an interviewing setting.

The “Not-So-Shiny” Part of Teaching

This past week I was able to experience the challenge of dealing with difficult behavior and difficult parents. This is the not so joyful part of teaching, but it has definitely been teaching me a lot. After having helped complete this trimester’s report cards, I knew that some students were going to be upset and some parents were going to reach out with their concerns. Sure enough, I was faced with some e-mail that I needed to respond to, and I feel as though I had a positive experience learning how to interact with parents in this way. I also had to write up several students for the first time as they were misbehaving during one of my lessons. While this was hard to do, it was a good lesson for both my students and myself on expectations and establishing the respect and rapport in the classroom that is so important.

After sending home the report card grades, there were a few that I knew the parents were not going to be so excited about. These students hold themselves to high expectations, as do their parents. I had a few parents reach out with questions regarding their child’s grade, and my teacher allowed me to send the e-mails in response. I learned how I was able to address the parents’ concerns in a way that was respectful and backed up by data. It was challenging to determine the best possible wording and points to include, but with my cooperating teacher’s help, I was able to successfully send out e-mails that satisfied the parents’ concerns and continued building respect between them and myself. It was very encouraging to see such positive responses from them, and I have learned a lot about how to approach difficult conversations with parents.

Another difficult situation that I was faced with was dealing with misbehavior in the classroom. I had a group of four girls at a table in my classroom who were clearly not focused on the lesson and were writing notes to one another. I noticed this, and gave them a verbal warning to stay on task. Later on in the lesson, I saw them continuing to write notes to one another. So, I collected the sheet of paper they were writing on, and read through it. It was not about the lesson whatsoever, and it even had a part where one of the girls told the others to flip the paper over if I walk by so that they do not get written up. I knew that I had to get them minor slips for this, especially since I had warned them. They know the expectations. At the end of the lesson, I gave them their slips and explained to them why they were receiving them. They argued and were upset, but I stood my ground and respectfully reminded them that they knew the expectations and were warned already. This was a very difficult situation for me because, of course, no one likes disciplining their students. I want to have positive relationships with them. I know that although they were not happy with me at the time, that this will strengthen our classroom environment moving forward and will help with my development of behavior management skills.

Conquering the Interview

As I mentioned in my last entry, I had my first official job interview, aside from the job fair, this past Friday. I was a nervous wreck going into this interview for several reasons. First, I didn’t know what to expect. Second, I was afraid of not knowing how to answer a questions or answering it incorrectly. Third, I was nervous that I was going to show how nervous I was. I just wanted to go in having the confidence and knowledge that I needed to win over the interviewer’s heart, but I realized after the fact that it’s definitely possible to overthink how to approach an interview.

I prepared myself very well for this interview. I met with two principals and a vice principal to seek advice about interviewing, I researched all of the common questions asked and ways to best answer them, I researched information about the district, I went through a mock interview with my principal, I practiced at the job fair and reviewed my conversations there, I made a long list of buzzwords, I practiced my responses, I carefully thought of several lessons that I could specifically bring up, I wrote down tips to keep in mind, and I picked out the perfect interviewing outfit. It was exhausting! While I know that preparing is a good thing to do when you have an upcoming interview, it didn’t take long for me to realize that it’s all about knowing yourself and trusting your experience thus far.

My principal gave me good advice that calmed me down. He said, “just going in, be personable and make small talk. Connect with the interviewer and just be yourself. You know what you know, so don’t pretend like you know something you don’t.” I loved this advice because it is true and realistic. So often, people try to pretend like they’ve have experiences or know information that they don’t. Do your research, of course, but I realized that the key to having a good interview is to reflect. Realizing this made me wonder why I didn’t realize this earlier since being an Elementary Education major means constantly reflecting, but it’s true! After simply reflecting on my experiences, what lessons went well, what did not, relationships I have had with my kids, with staff, with parents, how I have experienced behavior management, etc., I was able to not only more quickly and effectively share personal examples of why I believe the things I believe, but how my perspectives and passions as a teacher have played out. I realized that talking about these experiences naturally brought out my excitement and passion for teaching rather than just speaking hypothetically about how I will run my classroom.

It was such a wonderful experience to realize that I am prepared and I am a teacher. It is easy to slip into the mindset that all we can talk about is what we will do when we are teachers, but we have been trained well and have had so many rich learning experiences, and nothing beats being able to reflect on those and how I’ve grown as a teacher and allowing my potential future employer to see this shine through me as well! Overall, the interview was a success in my eyes!

The Job Hunt

It has been crazy but also exciting beginning the job search process. I have been learning about the characteristics of good resumes and cover letters, how to interview well, and how to fill out the insanely detailed job applications. I will also be attending my first ever job fair tomorrow, so I have been learning about how to prepare for it and what to expect.

I never thought that I would be editing my resume for as long as I have been. I have been changing minor details here and there, but I was shocked to see how many different opinions on resumes there are. I took it to my principal, vice-principal, and then to the principal of another school in my district that I know well. All three of these administrators have very different opinions of what changes to make to my resume, and I found myself in a stressful situation where I didn’t know whose advice to take. I have learned that all administrators will have different opinions and perspectives on what a high quality resume looks like, and that it takes my own judgment to decide which pieces of advice to take and which to leave. I also have been learning a lot about writing cover letters. Writing these have been very time consuming because I am trying to personalize each cover letter to the district that I am applying to. This has been tedious, but I think that it will be beneficial to not only be educated on each district, but to paint a picture of why I am a good candidate for them. It has been difficult keeping both my resume and cover letters brief, but I have been able to reflect on all of my experiences and which points take priority over the others.

I have been so lucky to have administrators at my student teaching placement that want to help me succeed so much. They have been so helpful, and I have already been observed by my principal and we have a mock interview set up. They have given me helpful interview advice, and I feel more prepared entering the process of searching for a job, especially since I will be having my first official interview in less than a week!

Prepping for the job fair has been interesting because I do not really know what to expect. I am kind of imagining it like speed dating for the education world. I know this sounds crazy, but we will get just a few minutes at each district’s booth to impress them and hopefully make a connection with the representatives. I have been preparing by finalizing my resume and cover letters for each district I am interested, packing them nicely in a padfolio, picking out a professional outfit, and determining what I am going to say when I go to each booth. I am excited and nervous all at the same time, but getting my feet wet in this process has taught me a lot about my strengths and weaknesses and the importance of reflecting on my teaching experiences so that I can eloquently share them with potential employers!

The Balance of Friend & Teacher

Something that I’ve been learning throughout student teaching is the importance of connections, and by connections I mean with the kids. While it is important to establish and maintain the role as a teacher in their eyes, it is also so important to connect with them and be their friend to some extent. I have had teachers throughout my life who do a great job at this, and I have also had teachers who have not. The school years that have left the greatest impression on me have been with those teachers who really took the time to get to know me and showed me that they cared. To be honest, I normally feel like I do this well with my students throughout all of the placements I have had thus far. I felt like I had a slightly more difficult time doing this as much as I’d like to this semester. I feel like I came in kind of intimidated by the fact that they were gifted students and were older than any other grade I’ve worked with before, so I think that I subconsciously had this expectation that they were going to be unwilling to connect with me and were going to care more about what I teach them as opposed to our relationship. With tht being said, I am happy to say that I was wrong and that these kids are longing for connections that I’ve been so grateful to give to them.

I have learned that although these students have the label of “gifted” on them, they still need a teacher who will love them and not just worry all of the time about pushing them further academically. Yes, this is important, but I have made it my personal goal this semester to break these kids and relate to them personally. Doing this and reaching out to them individually has been such a wonderful experience. I have learned about the students’ likes and dislikes, what they are nervous about, how they work and what issues they are dealing with. I have loved being able to make them smile by asking about an event they mentioned they have over the weekend or by simply greeting them in the morning and asking how they are doing. As I mentioned earlier on, I started a behavior management system called “Mystery Student” where I can award a mystery student a prize at the end of each day if I believe he or she followed expectations. I have had so much fun with this, but I realized how this has also given me the opportunity to show them that I know them and care for them personally. I have been able to pick out interests of individual students and give them a prize that I know they would love. For instance, I just gave a kid a spatula as a prize yesterday! I know, it sounds crazy, but this kid was ecstatic. He has some obsession with spatulas, so recognizing this and giving him this spatula as his reward was so fun to witness. I have also been able to notice the mutual respect that the students and I share based on our conversations. The students will ask me about my likes, will joke with me, and will even encourage me! I was observed yesterday, and as a student was leaving the classroom to go to him math class he said, “Good luck Miss Salerno. You can do it!” It is moments like these that make me so happy.

In summary, I have loved getting to know these students. I was discouraged at first because I felt like it was taking longer than normal to connect with them, but I feel like we have gotten to a really good place where we have mutual respect and care for each other. Forming these connections is not only personally valuable, but it creates such a positive environment for the entire class. Creating friendly community within the classroom plays such a role in the class’s success, and I have loved learning this throughout my placements.

Teacher Tips

As were quickly approaching the half way point of student teaching, I have learned a lot about planning and organization. I have not always been the most organized person prior to college, but as I prepare to be a teacher, I have learned the importance that planning ahead and being organized holds. I have had my fair share of experiences with teachers who are not organized, and this not only is overwhelming for the teacher, but for the students as well. On the other hand, I have also encountered many teachers who were more organized that I knew was possible. There are so many lessons, data, files, etc. that teachers need to keep track of over time, so being organized is a must. Along with organization comes preparation. Planning is also something that I have had a lot of practice with so far during student teacher, and nothing feels better than feeling like you are in control of your teaching life.

Am I perfect at this? No. I find myself scrambling at the last second to find something I need or will wait a little too long to plan a lesson, but planning and being organized is often an overlooked skill that teachers must practice and get ahold of. I chose to write about this because we are in a time of extreme busyness with lesson planning, edTPA, and classes. I constantly feel overwhelmed with everything that is on our plates and will often let that stress get the best of me, but I have also found ways to tackle this workload head on.

As for organization, I created a binder with tabs for all things that I had to keep track of at the beginning of the semester. This has helped me both physically and mentally separate all of the tasks and assignments that I need to keep track of. Also, I wouldn’t survive without my planner. Having a place where you can write daily notes and reminders as well as keeping a constant to do list from week to week has been very helpful for me and my sanity. These two things, along with also having a place both at school and at home to organize your teacher supplies are ways that I have learned to be organized.

As for planning, I have found it very beneficial to keep a schedule and do my best to stick to it. It is so important to keep constant communication with my cooperating teacher and to make good use out of any plan time that I get. One reason that I wanted to talk about planning is because we had a teacher planning day this past week. As a soon-to-be teacher, I now realize the greatness of extra time to plan. We had a full school day without kids dedicated to planning. It was amazing! I have learned the importance of staying on track and being mindful of how I spend my time. It isn’t easy, but it is worth it.

High School
You don't have any recent items yet.
You don't have any courses yet.
You don't have any books yet.
You don't have any Studylists yet.
Information

MY Practice Teaching Journey

Teaching internship (profed13), batangas state university-lipa campus, students also viewed.

QUIZ BEE - practice set
Starbucks - EXAMPLE OF BRAND
MA-2102 FILI-101 Report
Project Management - ...
Electrical Notes - ....
Indicator lights

Preview text

My practice teaching journey, college of education.

Introduction Being a teacher is a noble profession. The teacher touches not just the mind but also the heart of every student. The teacher is the foundation of their knowledge and they also contribute a huge impact with their attitude, values, and personality. It takes a long-time process to be one. It requires time, effort, passion, dedication, and commitment to be an effective and efficient teacher. The first major step to gain the required and expected competencies and knowledge before stepping up as a real professional is student teaching. Student teaching is one of the stepping stones in preparing yourself as you enter your own classroom. It is your time to explore things and learn more. It is the perfect time for you to acquire the necessary skills, knowledge, and values that you need as you work in the field. It is your opportunity to prepare yourselves before touching the lives of your students. Being a future teacher, you must always bear in mind that teaching is a continuous process of learning. Always open your heart and mind for new knowledge and learnings. Remember that you will mold all students' minds and the heart soon. You cannot give what you do not have. Being a student teacher is your training ground before handling your real classroom. It is your opportunity to observe a prospective situation that you might encounter in the field, therefore, it is your time to gain knowledge and experiences that you can apply as you take the path of teaching. It will be your time to gain and practice a variety of teaching strategies and methodologies that you can do in a real classroom setting. Student teaching helps future educators to gain knowledge, theories, methods, attitude, skills, and values through experiential learning and observation. Wherein, all this learning can be their armor as they take their education profession. Always remember that teaching requires long preparation, more training sessions, and experiences to be well equipped in facing the real environment that is waiting for you soon.

What is Practice Teaching?

experience. The teaching practice also represents an opportunity for student teachers to socialize, and learn to “behave” like teachers. In this sense, it is important that student teachers should analyze different aspects of the state of the teaching profession. This includes areas such as professional culture, autonomy, involvement, commitment, teaching as a career, etc.

Practice teaching played an important part in their development as teachers by providing a context wherein they could merge theory and practice, find their own teaching and management styles as well as cope with the demands of multi-tasking that being in a classroom demands. The paramount role of the host teacher and the importance of positive relationships with all stakeholders were fore grounded - as was the importance of an awareness of the cultural and contextual make-up of learners.

Goals of Practice Teaching The student teaching experience is designed to give the student a full-time internship under the supervision of a cooperating teacher. The Education Department requires that the student’s total scholastic effort be devoted to the student teaching experiences. There would be no other college course responsibilities during this time period. Specifically, the student teacher will be able to:

Obtain immediate knowledge of educational reality in terms of personal, material and functional elements.

Acquire real experience that compensates the theoretical training.

Provide an encounter between pedagogical knowledge and school reality in order to develop the future teacher’s sense of security this derives from contrasted, useful and applicable knowledge;

Provide knowledge of the motives and conditioning factors (social, personal, economic, etc.) which sometimes require the teacher to adapt pedagogical norms to reality;

Perfect teaching skills while it is true that teaching requires a number of base skills, it is also the case that these skills can be improved with guidance and practice.

Check the level of interest the student teacher has in the profession.

Gain an insight into the students (interests, needs, individual differences, etc).

Have an idea how the school and classroom works.

Understand the school as a collective enterprise that arises as a result of the positive relationship between its members.

Complete routines, such as organizing, classifying material, applying classroom management techniques, etc.

Learn from experienced teachers.

Contrast academic knowledge with the school reality.

Put techniques learned (motivation techniques, how to introduce a theme, carry out a dialogue, etc.) into practice.

Judiciously put the profession of teaching into practice. The broad goal of student teaching is that the students have the best possible introduction to the teaching field. Major responsibilities rest with the cooperating teacher to set reasonable and specific objectives befitting the individual ability and development of the student teacher. It is assumed that the cooperating teacher will guide the student through a variety of experiences ranging from the practice of basic teaching skills to classroom management. The cooperating teacher should decide on specific goals and objectives after observing the student in a classroom teaching situation. It is quite possible that many competencies will be proven early, while other such as asking higher order questions need more practice. In addition to learning about teaching skills and methods and dealing with classroom management, the student should gain knowledge about the community where he or she is teaching. The Department of Education recommends, but does not insist, that the student must stay in the locality while teaching. It is hoped that this will help him/her to better understand the children being taught. It is also a must that the student teacher like me, will be developed in the area of professionalism. Ethical behavior towards students and peers is essential. The cooperating teacher and Pre – Service Supervisors should be alert to counsel and advise the student on matters like these.

Section 2 Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect. Section 3 In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit. Section 4 Every teacher shall possess and actualize a full commitment and devotion to duty. Section 5 A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such purposes. Section 6 Every teacher shall vote and shall exercise all other constitutional rights and responsibility. Section 7 A teacher shall not use his position or official authority or influence to coerce any other person to follow any political course of action. Section 8 Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be brought to the proper authorities for appropriate remedial action.

Article III: The Teacher and the Community Section 1 A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best service by providing an environment conducive to such learning and growth. Section 2 Every teacher shall provide leadership and initiative to actively participate incommunity movements for moral, social, educational, economic and civic betterment. Section 3 Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations. Section 4 Every teacher shall live for and with the community and shall, therefore, study and understand local customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community.

Section 5 Every teacher shall help the school keep the people in the community informed about the school’s work and accomplishments as well as its needs and problems. Section 6 Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people. Section 7 Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively. Section 8 A teacher possesses freedom to attend church and worships as appropriate, but shall not use his positions and influence to proselyte others.

Article IV: A Teacher and the Profession Section 1 Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. Section 2 Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession. Section 3 Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive. Section 4 Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and other questionable means. Section 5 Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a decent living.

Article V: The Teachers and the Profession

Section 3 A teacher shall transact all official business through channels except when special conditions warrant a different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority. Section 4 Every teacher, individually or as part of a group, has a right to seek redress against injustice to the administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of learners who’s right to learn must be respected. Section 5 Every teacher has a right to invoke the principle that appointments, promotions, and transfer of teachers are made only on the basis of merit and needed in the interest of the service. Section 6 A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel Section Section 1 All school officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers and other personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership and enlightened directions. Section 2 School officials, teachers, and other school personnel shall consider it their cooperative responsibility to formulate policies or introduce important changes in the system at all levels. Section 3 School officials shall encourage and attend the professional growth of all teachers under them such as recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to participate in conferences in training programs. Section 4 No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except for cause. Section 5 School authorities concern shall ensure that public school teachers are employed in accordance with pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of their work; provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws.

Article VIII: The Teachers and Learners Section 1 A teacher has a right and duty to determine the academic marks and the promotions of learners in the subject or grades he handles, provided that such determination shall be in accordance with generally accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions, observing due process. Section 2 A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably and impartially with each of them. Section 3 Under no circumstance shall a teacher be prejudiced or discriminate against a learner. Section 4 A teacher shall not accept favors’ or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved. Section 5 A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service. Section 6 A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance. Section 7 In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner. Section 8 A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly notmanifestation of poor scholarship. Section 9 A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.

Article IX: The Teachers and Parents Section 1 Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence and respect. Section 2 Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under him, exercising utmost candour and tact in pointing out the learner's

imposition against the erring teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as a Professional Teacher, suspension from the practice of teaching profession, or reprimand or cancellation of his temporary/special permit under causes specified in Sec. 23, Article III or R. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing R. 7836.

Article XIII: Effectivity Section 1 This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60) days following its publication in the Official Gazette or any newspaper of general circulation, whichever is earlier.

Code of Ethics for Professional Teachers Article IV: A Teacher and the Profession In this article, it states that being a teacher is the noblest profession. It is such a pride and honor to be a teacher. On the other hand, it has big responsibilities ahead of you. Being a teacher, you should uphold the highest standards in quality education. As a teacher you must always make best preparation for the career of teaching. Also, you must give your best at all times. Practice is also very important in this profession. Everyday, teachers need to be prepared and have practice as they enter the class. Teachers shall participate in the Continuing Professional Education (CPE) program. Being a teacher is a continues learning. You shall pursue other studies to improve your competencies, enhance the prestige of the profession, and strengthen your competence, virtues, and productivity in order to be nationally and internationally competitive. Every teacher must help the school but always make sure not to make improper misrepresentations through personal advertisements and other questionable means. All teacher must act with dignity and decency.

Article V: The Teachers and the Profession The article stated that teachers must always have and posses’ professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. As a teacher you must have good attitude, personality and values. You must also have good socialization skills. As a teacher it is duly and proper that you always give credit on work of other that you used. You must not claim credit to work of others. Teachers must also be organized. Before leaving your position, you shall organize for whoever assumes the position such records and other data as are necessary to carry on the work. Teachers also need to obey and follow privacy act. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from files without permission. Teachers must always act professional and have ethical conduct. Teachers must not violate the right of any individual. Lastly, this article tells that a teacher may apply for a vacant position for which he is qualified; provided that he respects the system of selection on the basis of merit and competence; provided, further, that all qualified candidates are given the opportunity to be considered.

Article VIII: The Teachers and Learners This means that a teacher has a right and duty to determine the academic marks and the promotions of learners in the subject or grades he handles, provided that such determination shall be in accordance with generally accepted procedures of evaluation and measurement. It is the teacher’s responsibility to assess students’ academic performance and help them to improve all of those. Teachers most and foremost concern is to assess students’ interest and welfare. Teacher must not accept any favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance. It is prohibited to have mutual attraction and relationship between the teacher and the learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.

appropriately at all cost and at all times. Of course, a teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations.

Student-Teaching Expectations When it comes to student expectations, new teachers frequently set the standard. It is usual for a student teacher to be portrayed as a capable teacher in charge of the classroom. These are a few ideas that have helped me set realistic and attainable goals as a pre-service teacher: Student teacher must follow school rules and regulations.

 Attend various seminars to have more experiences and learnings.  Participate in different pieces of training to enhance knowledge, skills, and abilities in the teaching-learning process.  During the student teaching experience, the student teacher is required to follow the cooperating school calendar and calendar of activities.  Always participate and cooperate on school activities, projects and program.  The student teacher is expected to conform to the same professional standards as the regular staff members of the cooperating school. The student teacher should arrive at the school the same time as the cooperating teachers spend the full school day and any additional planning time as the cooperating teacher requests. Incase of unforeseen circumstances, should cause the student teacher to be late, the student teacher must contact his/her cooperating teacher and/or teaching internship adviser. The same applies if the student teacher is going to be absent due to illness. He/She must contact the cooperating teacher and the teaching internship adviser ahead or as early as possible. In addition, when absent, the student teacher must provide plans and other materials

necessary for the cooperating teacher and add the extra time to his/her Pre - Service teaching experience.

 As a student teacher, 100 percent attendance is expected to fulfill all the requirements needed for the practice internship. During the student teaching quarter, if a student teacher experiences significant illness, death in the family or other critical incident, the student teacher must immediately notify the school, his/her teaching internship adviser and cooperatings teacher.

 The student teacher works and collaborate with the cooperating teacher at all times each day to assure the immediate assistance in planning, teaching and evaluating.

 It is expected that the student teacher must have a clear understanding of his/her responsibilities for each day.

 Student teacher must follow all the tasks and assinments given by the cooperating teacher.

 The Practice Internship Adviser will make at least one meeting for all the student teacher every week to talk about schedules and announcements.

 Teaching Internship adviser and cooperating teachers must have atleast four meetings in a month to talk about the progress of each student teacher. Also, to update and plan for further action towards the course.

 When the teaching internship adviser visits the classroom, the student teacher must provide the adviser with his/her daily lesson plans, as well as any additional materials requested.

 Teaching internship adviser must visit the student teacher in the classroom for monitoring and supervising.

Student Teaching Experience- A full term of guided teaching during which the student teacher takes increasing responsibility for classroom/school work with a given group of learners in a DepEd designated school. Cooperating Teacher - The certified, experienced teacher of students in grades K- who cooperates with the University in supervising student teaching, in communicating the student teacher’s progress to the University supervisor throughout the term, and in providing a recommended grade and evaluation for the student teacher at the conclusion of the term. In the Elementary academic program, cooperating teachers are also responsible for scheduling the distribution of their student teacher’s time between their own classroom and the classrooms of other cooperating teachers, and for arranging observation and/or participation in co-curricular activities. Student Teaching Site - A school that is not controlled or supported by the University but that has historically provided facilities for student teaching as an established center determined by University personnel and school administrators. Online Distance Learning - form of education in which the main elements include physical separation of teachers and students during instruction and the use of various technologies to facilitate student-teacher and student-student communication. ClassIn - Is a groundbreaking online teaching platform that enables teachers and students to come together online and learn in a collaborative virtual environment. Flexible Learning - formal education method that focuses on increasing flexibility in the time, location, teaching, and other aspects of the learning process. It is a method where students are given the liberty to choose how, when, what, and where they want to learn. New Normal - a current situation, social custom, etc., that is different from what has been experienced or done before but is expected to become usual or typical.

Do’s and Don’ts in Student Teaching

DO introduce yourself to teachers, administration and guidance counselors. DON’T forget to say thank you for the opportunity to partner with that school.
DO eat lunch in the teacher’s lounge and get to know the faculty. DON’T engage in gossip.
DO treat this opportunity to put your best professional self forward. DON’T act like you are already an expert. Be gracious about accepting feedback.
DO stay visible during your student teaching by volunteering for after school activities. DON’T focus solely on what you are getting out of te experience; rather think about what added value you can bring to the school.
DO request informational interviews to obtain job search and resume advice. DON’T try to catch someone in passing schedule a meeting at their convenience.
DO write thank you letters before you leave and continue to stay in touch. DON’T expect them to remember you if you don’t stay in touch Responsibilities as a Student Teacher Pre - Service Teachers gradually assume the role of a full - time teacher during the semester. Indicated below are the duties and responsibilities of the student teacher.  SET CLEAR PURPOSES — competent teachers have clear purposes in mind for each learning experience. Daily lesson plans, each unit of study, contributes to the achievement of worthwhile purposes.
Multiple Choice

Course : Teaching Internship (ProfEd13)

University : batangas state university-lipa campus, this is a preview.

Access to all documents

Get Unlimited Downloads

Improve your grades

Share your documents to unlock

Get 30 days of free Premium

Why is this page out of focus?

Essay on My Teaching Experience

Students are often asked to write an essay on My Teaching Experience 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 My Teaching Experience

Introduction.

Teaching is a rewarding job that offers an opportunity to shape young minds. My experience as a teacher has been both challenging and fulfilling.

Starting My Journey

I began my teaching journey as a volunteer at a local school. It was a valuable experience, teaching me patience and communication skills.

Challenges and Triumphs

Teaching is not always easy; it comes with its set of challenges. However, watching my students grow and learn has been the greatest reward.

In conclusion, my teaching experience has been a journey of learning, growth, and satisfaction.

250 Words Essay on My Teaching Experience

Teaching is an intricate and multifaceted profession that requires a deep understanding of subject matter and pedagogy, complemented by a profound commitment to nurturing students. My teaching experience has been a journey of self-discovery and growth, a continuous process of refining skills and techniques to stimulate learners effectively.

Personal Growth and Development

My initial teaching days were marked by a blend of enthusiasm and anxiety. Over time, I learned to convert this nervous energy into a constructive force, enhancing my ability to engage students. I discovered that teaching is not merely about disseminating information, it’s a process of fostering curiosity, instilling critical thinking skills, and inspiring lifelong learning.

Embracing Diversity

In my classroom, I encountered a diverse group of learners, each with unique strengths, weaknesses, and learning styles. This diversity necessitated a flexible teaching approach, tailored to individual needs. I learned to create an inclusive environment that respects and values differences, fostering a sense of belonging for all students.

Challenges and Rewards

Teaching is not devoid of challenges. From dealing with disengaged students to managing classroom dynamics, I faced numerous hurdles. However, the rewards far outweighed the challenges. Witnessing a student’s ‘aha’ moment, observing their progress, and contributing to their personal and academic development was deeply fulfilling.

In conclusion, my teaching experience has been a profound journey of learning and growth. It has reinforced my belief in the transformative power of education and the pivotal role of teachers in shaping young minds. As I continue to evolve in my teaching career, I look forward to more opportunities for self-improvement and to making a positive impact on my students’ lives.

500 Words Essay on My Teaching Experience

Teaching is not merely a profession; it is a vocation that demands a deep sense of commitment and a passion for learning and sharing knowledge. My teaching experience has been an enlightening journey, filled with both challenges and rewards. It has provided me with a profound understanding of the dynamics of the educational process and the significance of creating a conducive learning environment for students.

The Beginning of My Journey

My teaching journey began as a graduate assistant during my master’s program. Initially, I was overwhelmed by the responsibility that came with the role. However, I soon realized that teaching was not just about imparting knowledge but also about inspiring curiosity and fostering a love for learning. This realization made me approach teaching with a renewed perspective, focusing not just on the content but also on the process of learning.

As with any journey, my teaching experience was fraught with challenges. The diverse backgrounds and learning styles of the students posed a significant hurdle. I had to devise innovative teaching strategies and employ differentiated instruction to cater to the varied needs of my students. Despite these challenges, the triumphs were numerous. The moments when a concept finally ‘clicked’ for a struggling student or when a class discussion evolved into a profound intellectual exchange were truly rewarding. These instances reaffirmed my faith in the transformative power of education.

Teaching as a Learning Experience

Teaching is a two-way process. As I strived to impart knowledge to my students, I also learned a great deal from them. Their unique perspectives and insightful questions often made me revisit and rethink my own understanding of certain concepts. This reciprocal process of learning and teaching enriched my intellectual growth and honed my pedagogical skills.

The Role of Technology

In the digital age, technology plays a crucial role in education. My teaching experience was no exception. I incorporated various technological tools into my teaching to enhance the learning experience. From using multimedia presentations to facilitate understanding to employing online platforms for collaborative learning, technology greatly augmented my teaching methods.

In conclusion, my teaching experience has been a transformative journey that has shaped my understanding of education and its role in society. It has taught me the importance of fostering a love for learning, the value of embracing diversity, and the significance of leveraging technology in education. As I continue my journey in the field of education, I carry with me the lessons learned and the experiences gained, ready to face the challenges and embrace the rewards that come my way.

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

If you’re looking for more, here are essays on other interesting topics:

Essay on My Internship Experience
Essay on My First Flight Experience
Essay on My First Experience on Stage

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Future Plans and My Teaching Experience

Categories: Teacher Teaching

About this sample

Words: 530 |

Published: Dec 5, 2018

Words: 530 | Page: 1 | 3 min read

You may also be interested PSA Citation Generator

Works Cited

Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Dewey, J. (1938). Experience and education. Kappa Delta Pi.
Erickson, E. H. (1950). Childhood and society. W. W. Norton & Company.
Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic Books.
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Darling-Hammond, L. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. John Wiley & Sons.
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. ASCD.
Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.

Cite this Essay

To export a reference to this article please select a referencing style below:

Let us write you an essay from scratch

450+ experts on 30 subjects ready to help
Custom essay delivered in as few as 3 hours

Get high-quality help

Verified writer

Expert in: Education

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

3 pages / 1303 words

4 pages / 1996 words

4 pages / 1746 words

1 pages / 649 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Teaching

Educational systems set principles, and if understudies disrupt these guidelines they are liable to teach. These beliefs possibly characterize the normal models of garments, timekeeping, social lead, and hardworking attitude. [...]

This paper was written with the intention to shed light on the idea and conception of pedagogical content knowledge (PCK). Lee Shulman in 1986 introduced this concept to represent the “special” knowledge of subject’s teacher's [...]

Ethnomusicology provides a vital research model for ethnographies in music education. The main difference is that ethnographies in music education revolve around educational issues which are directly related to the training and [...]

There are many advantages to homeschooling children. These benefits include the following: The overriding goal of homeschooling is to educate children. In this, homeschool excels. Because of the many advantages offered by [...]

Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, [...]

As Drew Faust once said, “higher education is the strongest, sturdiest ladder to increased socio-economic mobility.” The STEM Curriculum, which is the curriculum used in some schools in the United States, stands for science, [...]

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

Instructions Followed To The Letter
Deadlines Met At Every Stage
Unique And Plagiarism Free

Personal Teaching Experience Essay

Introduction.

As a teacher, I have been able to practice my professional skills in various fields of education. At first, it is necessary to speak about special education. In particular, I worked with children who had attention deficit disorder, autism, or various physical disabilities.

One of my key tasks was the development of individualized education plans (IEPs) for these learners. The tasks required in-depth knowledge of the instructional methods that could suit the needs of children who could struggle with various impairments. I also set developmental goals that these students had to achieve. These activities have demonstrated to me that it is vital to help such learners develop various behavioral skills such as the ability to take responsibility for their actions. Secondly, educators should raise the self-esteem of these students because this quality will be important for their success in various areas.

For instance, one can speak about their ability to establish relations with other people. Thus, teachers working with these children should consider a wide range of competencies that these students should acquire. The most challenging issue is that these learners can differ dramatically in terms of their needs, and I had to adjust my instructional strategies. However, at the same time, such activities were very rewarding because they prompted me to reach high professional standards.

Apart from that, I also worked closely with parents and school administrators who had to agree on IEPs. This issue attracted so much attention because every IEP can have profound implications for the later development of a student. As a result, I could develop my interpersonal skills. Overall, these teaching activities enabled me to apply the knowledge that I acquired during classes. This is one of the points that I would like to stress.

Additionally, I had an opportunity to teach students who spoke English as a second language. My task was to assist these learners in developing skills that were related to such areas as listening, reading, speaking, and writing. Furthermore, I needed to develop programs that could increase the cultural awareness of these people. One of my key duties was to highlight the connections between language and culture since this knowledge could be important for adults who were not native speakers. It should be mentioned that the students represented different cultural groups. So, I needed to help these students form teams.

Furthermore, I could supervise the teaching activities of other educators. To a great extent, this experience enabled me to gain better insight into the various duties of these professionals. In my opinion, teachers should be ready to interact with students representing various linguistic and cultural groups. Moreover, one should help them reconcile possible differences. This argument is particularly relevant if one speaks about the modern globalized world.

Overall, these teaching experiences have been of great value to me because I could better understand the challenges that educators can encounter on a daily basis. Additionally, I was able to work with students who differed significantly in terms of their age, learning needs, and language proficiency. Moreover, I was able to apply various teaching techniques that could improve the academic performance of students.

This versatility of methods is important for success in different areas of education. To a great extent, these teaching experiences were critical for my professional development. Finally, I will better anticipate the difficulties that teachers can face in the classroom. These are the main details that can be distinguished.

English Class Observation and Analysis
Lesson Planning in SIOP: From Theory to Practice
Incentives and Earned Privileges Policy’s Aims
Educational Conceptions: Inclusive Education
Special Education: Fast Facts for Educators
Education Theories and Teaching Philosophy
Observation on the Fifth Grade
STEM Education: Teacher Approaches and Strategies
Teacher Empowerment Through Curriculum Development
Teaching Profession
Chicago (A-D)
Chicago (N-B)

IvyPanda. (2021, March 25). Personal Teaching Experience. https://ivypanda.com/essays/personal-teaching-experience/

"Personal Teaching Experience." IvyPanda , 25 Mar. 2021, ivypanda.com/essays/personal-teaching-experience/.

IvyPanda . (2021) 'Personal Teaching Experience'. 25 March.

IvyPanda . 2021. "Personal Teaching Experience." March 25, 2021. https://ivypanda.com/essays/personal-teaching-experience/.

1. IvyPanda . "Personal Teaching Experience." March 25, 2021. https://ivypanda.com/essays/personal-teaching-experience/.

Bibliography

IvyPanda . "Personal Teaching Experience." March 25, 2021. https://ivypanda.com/essays/personal-teaching-experience/.

To find inspiration for your paper and overcome writer’s block
As a source of information (ensure proper referencing)
As a template for you assignment

InterviewPenguin.com – Your best job interview coach since 2011

Teacher Interview: Tell me more about your teaching experience – Sample answers & More

Experience. Everybody needs to get it somewhere, in a teaching job. Yet in almost every interview in education, they will ask you about your experience in the field. As if you were born with ten years of teaching experience already , or perhaps worked as a teacher in one of your past lives (should you believe in reincarnation). Regardless of whether this question makes sense or not (and in many cases it does not make sense), you will have to deal with it in your interview. So, what does the school principal, or whoever leads the interview with you want to hear from you?

First of all, that you have some experience. Perhaps you taught as a part of your college studies . Or you gave private classes to younger students , in your favorite subject, a subject you excel in. What I try to convey here is that you do not have to work as a teacher to gain teaching experience. In a true sense of a word, we are all teachers . Thinking about raising children for example. No doubt you try to teach them how to behave, how to act towards the others, how to be happy in life, and many other things (such as how to go the toilet, eat food on their own, etc). Do not hesitate to mention such teaching experience should you miss any other…

And secondly, they want to hear enthusiasm in your voice , feel your love for teaching. No doubt teaching isn’t an easy profession , especially nowadays. And no doubt you had your share of problems, challenges you faced with your students. Nevertheless, the positives outweigh the negatives , and you see a meaningful purpose in your teaching role. Let’s have a look at 7 sample answers to this interesting question.

7 sample answers to “Tell me more about your teaching experience” interview question

I’ve been teaching for seven years . Four years at elementary school, and three years at secondary school. Learned a lot along the way, especially what teaching methods work best with various classes and subjects , but also how to deal with problems with discipline , something every teacher faces in this district. I will be honest with you–it wasn’t always an easy ride, and I experienced a few really bad days, days when I considered quitting teaching . But luckily I’ve never done that, because when I look at the bigger picture, and all the good things that happened with the students, I still see teaching as my mission , and as a dream job to have.
I’ve worked as a Montessori teacher for a year . It was a great experience, and allowed me to experiment with unorthodox teaching methods, something I’d love to apply also in mainstream education–at least to some extent. Teaching by playing , putting emphasis on communication and creativity, I really feel it is the best we can do for the children , to help them develop their full potential. It is the only experience I have so far, but at the same time I believe my education, and all the courses I went to, prepared me for the role of a teacher at an elementary school.
This is my first job application , but it doesn’t mean I have no experience with teaching. Since I have always excelled in Math–something many people struggle with, I was earning some extra cash giving private lessons to my classmates at the college. The most important thing I learned during this teaching experience is that individual approach is the key . And I’d love to benefit from this in my first real teaching job, ideally with your school. I cannot wait to get to know the students, and try to help them reach their full potential, and also to enjoy their time at school!
It may look like I worked only in retail for the past 12 years, but I want to ensure you that as a mother of three, I have had my share of teaching experience . You love your children, but you also want them to become good citizens, and also to teach them many skills so they can do activities without you. And now I do not talk only about bathroom duties. It is also about preparing basic meals, learning to ride a bicycle, taking care of a dog, and other things. I taught my children all these skills and believe I did a good job as their “teacher”. Now, when I feel I am too old to work in sales, I’d like to finally benefit from my French skills, and become a French teacher . And while I never taught anyone French language before, I had great teachers myself, and can benefit from everything I learned from them , from our lessons.
My teaching experience is mostly from the corporate sphere . Working as a training specialist, I helped new hires learn how to work with the information system we used in the company , and also to ease into their new role. Over the years I worked with all kinds of personalities , and believe to know how to work with adults, how to teach them, which is one of the main reasons why I apply for this job with you. If I should characterize my teaching experience in three words only, I’d call it extensive and eye-opening .
The only experience I have comes from the obligatory 180 hours we had to teach in the last year at the University. I was assisting teachers in different classes, mostly in History and Geography. And I learned a few important things during this experience. First of all, that we should not idealize our job . Regardless of how hard we try, some students won’t pay attention, and some students will fail to pass the exams. It is how it is, and we have to focus on effort, instead of on results we achieve with the students. Secondly, that I really love this job , and want to teach for years on end, ideally at a high school level. And last but not least, that students have higher expectations nowadays , and unless we want to face problems with attention and discipline, we have to mix it up with innovative teaching methods, and cannot rely on lecturing only.
I’ve never taught anywhere , but I’ve studied at so many schools and language institutes, and had so many different teachers in life…. And since I am a great observer, I believe I learned how to teach effectively from a position of a student. I saw what worked, and what didn’t in the classes. How the student reacted, including me, when we learned the most, and when we didn’t learn anything. I know it is a bit unorthodox preparation for the role of a teacher. At the same time though, I am ready to prove my words in the job , and I am sure neither you nor the students will be disappointed with me as a teacher…

* Special Tip: This isn’t the only difficult question you will face while interviewing for any decent job. You will face questions about prioritization, dealing with pressure, dealing with ambiguity , and other tricky scenarios that happen in the workplace. If you want to make sure that you stand out with your answers and outclass your competitors, have a look at our Interview Success Package . Up to 10 premium answers to 31 tricky scenario based questions (+ much more) will make your life much easier in the interviews. Thank you for checking it out!

Ready to answer this one? I hope so! Do not forget to check also 7 sample answers to other tricky questions you may face in your teaching interview :

Tell me about yourself – teacher interview.
What are your strengths and weaknesses as a teacher?
Teacher interview – Where do you see yourself in 5 years from now?
Why do you want to be a teacher?
Recent Posts

IMAGES

My teaching experience
Demo Teaching Experience Free Essay Example
How Personal Educational Experiences Influence Teaching Education Essay
Reflecting on Developing Teaching Practice Free Essay Example
Teaching Experience Essay
MY Practice Teaching Journey

VIDEO

My Teaching Internship Experience
10 lines on my class teacher l essay on my class teacher in english l my class teacher speech
Travel Experiences ❤️❤️#shorts #shortsfeed #shortsbeta
Practice Teaching Experience
41,An ideal Teacher essay/Teachers day paragraph/how to improve English/English सीखे
Teacher Experience Certificate for B.ed ,BTC,D.el.ed,NTT

COMMENTS

My Student Teaching Experience
I learned the value of reflecting on your teaching and purposes for your lessons, and this experience definitely allowed me to think about my teaching in a way that I never had before. I was able to connect my choices and practices as a teacher to my knowledge of the students and to ongoing assessment of their success.
My practice teaching experience
My practice teaching experience brought me so much memory. I had experience to become a real teacher. I became more responsible with my duties as a student teacher. ... After the signing of papers and everything, Ma'am Moscaya announced who will be our cooperating teacher and what grade level we will be assign. After we have known our ...
MY Practice Teaching Journey
What is Practice Teaching? experience. The teaching practice also represents an opportunity for student teachers to socialize, and learn to "behave" like teachers. In this sense, it is important that student teachers should analyze different aspects of the state of the teaching profession. This includes areas such as professional culture ...
Essay on My Teaching Experience
250 Words Essay on My Teaching Experience Introduction. Teaching is an intricate and multifaceted profession that requires a deep understanding of subject matter and pedagogy, complemented by a profound commitment to nurturing students. My teaching experience has been a journey of self-discovery and growth, a continuous process of refining ...
My Practice Teaching Experience Essay
My Practice Teaching Experience Essay; My Practice Teaching Experience Essay. Decent Essays. 901 Words; 4 Pages; 2 Works Cited; Open Document. Early on in my Block A experience I realised that a major contributing factor to the success, or otherwise, of my lessons was the pace. This is an area that I have looking at improving over the course of ...
Reflection Of My Teaching Experience
Throughout my teaching experience, ... My Teaching Experience Essay. When I first come to Saint Cloud High School, I was uncertain of how I would fit into the world of education as a teacher, in fact, this was my first teaching practice. After completing a few observations, I changed my view and recognized my teaching abilities. ...
Student Teaching Experience: My Experience As A Teacher
This has given me a valuable insight into a many important issues related to teaching. I have learned a lot about myself. The student teaching experience allowed me to put everything that I have learned about education into action. During my student teaching, my supervisor guided me along and helped me the kind of teacher that I want to be.
Future Plans and My Teaching Experience
My teaching journey began within the confines of a classroom as a student of ITARI where we were introduced to a wide range of theories and practices from well-known phycologists such as Jean Piaget, Jerome Bruner, Eric Erickson, John Dewey, Lev Vygotsky, Howard Gardner and so on.
Personal Teaching Experience
Overall, these teaching experiences have been of great value to me because I could better understand the challenges that educators can encounter on a daily basis. Additionally, I was able to work with students who differed significantly in terms of their age, learning needs, and language proficiency.
Tell me more about your teaching experience
Let's have a look at 7 sample answers to this interesting question. 7 sample answers to "Tell me more about your teaching experience" interview question. I've been teaching for seven years. Four years at elementary school, and three years at secondary school.