Why Teach?Essay Preview: Why Teach?Report this essayWhy Teach?The more Im made aware of the statistics of minorities, the more I realize the importance of minority teachers. My job will revolve around much more than the pedagogy of teaching or content knowledge. I plan to use my position as an opportunity to be a role model to minorities, dispel some of the stereotypes associated with minorities, and to be an example that regardless of hardships, socioeconomic backgrounds, or statistics, education is the key to becoming whatever it is you desire. Why teach? Because it will give me the opportunity to contribute to the youth far beyond what any other position will allow.
Of course the Wisconsin Teaching standards are imperative to becoming a great teacher. Thus far, my Field Experience and Service Learning Project have introduced me to the world of teaching firsthand. As I study these mentors, I pay close attention to their classroom management due to one of my biggest fears being lack of this component. I personally remember the result of having teachers who did not have control of their classroom as we students ran amok. I realize the key is structure and building relationships with the students. I plan to know my students well enough to be able to anticipate issues and act accordingly. My Field Experience mentor, an educator for over 20 years, mentioned to me the importance of seating arrangements and getting to know the students within the first few weeks of school, in order to seat them properly. I plan to use this advice, as well as a reward system, for positive reinforcement. Too often students are noticed for their negative behavior; therefore my plan is to focus on the positive. Why teach? Because the reward of conquering a challenge is one of the greatest rewards any human being can obtain.
I plan to teach at a high school level where my students will be in Ericksons identity versus identity confusion stage. This is an especially vulnerable time for minority students who are not only dealing with day to day teenage issues, but also identity confusion. I plan to use history as a tool in helping with these issues. I hope to build students self -esteem by acknowledging their history and giving them ample opportunity to demonstrate their strong points by incorporating Gardners various intelligences as they relate to my students. For example, students who are more musically inclined will be given the opportunity to research the musical contributions of the time period and the chance to present their findings to the rest of their classmates. Why teach? Because just the thought of building the self- esteem of a child is rewarding, so I look forward to being able to put my thoughts into action and experiencing that reward on a deeper level.
I hope you’ll consider supporting this work. I am also interested to help you make education a greater reality for disadvantaged students. By supporting this cause, my work, as well as the scholarship you have supported and my writing efforts, will help me move that work forward. With that in mind, the College of Charleston provides a unique opportunity for my students to connect with others that aren’t quite connected to education but that you know that they want. In our community, as in so many places across the U.S., you don’t want to think that your students don’t want to have those voices heard, or that the institutions you have chosen to help do that for them are just one more in a long line, like the ones you know you’re looking for.
As of this writing, I have received two financial awards from the College of Charleston for this work. My first benefactors, my mother-in-law and her daughter-in-law, have both been fortunate to meet with the College of Charleston and to receive financial support through grants, scholarships, workshops and other activities for my daughter and his/her family. Their support has also made a significant difference to my mental health, which is being recognized internationally, in a number of nations across the world due to their efforts in helping me focus on health in addition to my education.
I recently attended a conference entitled “Gender Identity and Race as a Communication Path for Academic and Medical Students: The Role and Impact of Women on Academic Performance.” At CGA Annual Meeting, I attended a presentation in which Dr. Kelleher offered a specific example of a young woman who was able to become a teacher from day one and was given a platform to teach the next generation of students—and who was also able to identify and express the ways that “white privilege” made a significant impact on African-Americans, immigrants, and trans people. As a woman who is primarily white, I know that many people in my community felt that being African-American was an obstacle to success for many of my students. So I was shocked and dismayed to learn that, by having become an African-American, the white supremacist group I had encountered on the other side of campus had created a safe environment for any new Black Lives Matter protesters. This is an experience that makes me very aware of the implications for others and for myself as I am now learning about the power of identity politics (in my native language) and its role as shorthand for racial identity politics. Unfortunately, I live in a world where some people are very proud of and deeply proud of their current and former race identities. However, there is a bigger story that needs to be told. While I may remember my peers getting a lot of credit for how they made progress and the courage they chose to take part in, most of them are still young adults and not yet adults. We all make mistakes, and we make them because we know we’re making one mistake or another. Therefore, I think it’s important that we continue to take those mistakes seriously. If that includes taking actions that I don’t personally agree with or that could also lead to discrimination or harm in the future, then let us all know how we should do things to take care of one another.
If you have any questions right now regarding the issue of race and gender identity, you can go to the About me page for further discussion and we will answer them with the best possible answers we can. You can also contact me through the Social Media page on our website.
Thank you so much for your time and interested comments. As I’ve said before, not everyone is as privileged as we thought we could be. While we are proud to say that in order to
I hope you’ll consider supporting this work. I am also interested to help you make education a greater reality for disadvantaged students. By supporting this cause, my work, as well as the scholarship you have supported and my writing efforts, will help me move that work forward. With that in mind, the College of Charleston provides a unique opportunity for my students to connect with others that aren’t quite connected to education but that you know that they want. In our community, as in so many places across the U.S., you don’t want to think that your students don’t want to have those voices heard, or that the institutions you have chosen to help do that for them are just one more in a long line, like the ones you know you’re looking for.
As of this writing, I have received two financial awards from the College of Charleston for this work. My first benefactors, my mother-in-law and her daughter-in-law, have both been fortunate to meet with the College of Charleston and to receive financial support through grants, scholarships, workshops and other activities for my daughter and his/her family. Their support has also made a significant difference to my mental health, which is being recognized internationally, in a number of nations across the world due to their efforts in helping me focus on health in addition to my education.
I recently attended a conference entitled “Gender Identity and Race as a Communication Path for Academic and Medical Students: The Role and Impact of Women on Academic Performance.” At CGA Annual Meeting, I attended a presentation in which Dr. Kelleher offered a specific example of a young woman who was able to become a teacher from day one and was given a platform to teach the next generation of students—and who was also able to identify and express the ways that “white privilege” made a significant impact on African-Americans, immigrants, and trans people. As a woman who is primarily white, I know that many people in my community felt that being African-American was an obstacle to success for many of my students. So I was shocked and dismayed to learn that, by having become an African-American, the white supremacist group I had encountered on the other side of campus had created a safe environment for any new Black Lives Matter protesters. This is an experience that makes me very aware of the implications for others and for myself as I am now learning about the power of identity politics (in my native language) and its role as shorthand for racial identity politics. Unfortunately, I live in a world where some people are very proud of and deeply proud of their current and former race identities. However, there is a bigger story that needs to be told. While I may remember my peers getting a lot of credit for how they made progress and the courage they chose to take part in, most of them are still young adults and not yet adults. We all make mistakes, and we make them because we know we’re making one mistake or another. Therefore, I think it’s important that we continue to take those mistakes seriously. If that includes taking actions that I don’t personally agree with or that could also lead to discrimination or harm in the future, then let us all know how we should do things to take care of one another.
If you have any questions right now regarding the issue of race and gender identity, you can go to the About me page for further discussion and we will answer them with the best possible answers we can. You can also contact me through the Social Media page on our website.
Thank you so much for your time and interested comments. As I’ve said before, not everyone is as privileged as we thought we could be. While we are proud to say that in order to
I choose history as a discipline because throughout school I never liked the subject, but began to understand the importance of the subject, and actually enjoy the content as