Many are Called, but Few are Chosen: My Ideal Self as a Teacher

Everyone can be the person they want to be if they are really dedicated. In my case, I would

like to be the so-called ' change maker.' I want to make a difference in this world especially to

my future students and I will try to do the best that I can to change situation of education in

this country once I become a professional teacher.

No matter where you may be in your teaching career, whether you are on top of the world

or feeling more towards the bottom, be proud. You are a part of something much bigger than

you can even imagine. You are going to make an impact of epic proportions, you are

changing the lives of your students and what you do each day matters more than you know.

Be proud to call yourself in the future ‘Teacher.’ I still cannot see myself how my future

students would see me like what are my ways of teaching etc., but I want to be someone who

will be an inspiration to them to become a better person. In this world full of problems, we

just need someone who can teach us how to believe especially on what we are capable of or

what changes can we make in the future. I guess that's the biggest role of teacher aside from

teaching lessons from books. That's the kind of teacher I want to be. Not in the eyes of my

students, but how I see myself by just seeing how I molded them through the years.

What does it mean to be called and what does it mean to be chosen? Some of us may see

the teaching profession as a normal occupation but for me in order to be chosen, you have to

show that you really want this job with all of your heart because many are called teachers but

few of them are chosen who have passion and commitment in the said profession. What
makes a good teacher? For me they are society’s heroes that must be respected and trusted.

Becoming a teacher is not just about the salary they get, but indeed teaching is such a noble

profession that is more than just a job! It is all about responsibility, caring, education, ethics,

and learning that future generations count on. A teacher is the most important person in a

student’s life. He helps them to build their future. A good teacher is a person who does his all

teaching tasks properly. A good teacher is a really important person in society and important

for everyone. I love to address good teachers as an ideal icon for youngsters. A good teacher

has some great qualities. They are very punctual and they never miss their duty. I would love

to become a teacher in the future. They do really hard work in their working life. Teaching is

not an easy job. Furthermore an ideal teacher is a person, who guides the students on the right

path. Not only with teaching him his regular lessons, but also they help to make a better

character. A good teacher who is really devoted to his duties. He has amazing knowledge,

which helps us to grow better in school. He is really funny and has a good sense of humor.

He never gets mad at the students. He is really caring about his pupils and he loves them. A

good teacher is a really important person in any country. A huge number of good teachers can

change a nation. They have a really great contribution to building a good nation. For a

teacher, the greatest joy is to see a child’s success. Without good teachers, we won’t get

lessons and we would not be who we are today.

Why we need learning theories and teaching pholosophy in the lives our students? I often

find myself engaged in a discussion around the importance of learning theories and teaching

philosophy. A neophyte like me to the industry of teaching education are curious about why

training design should be based on learning theories. Some are looking for the best learning

theory and others are skeptical in applying old theories in the age of digital and social
learning. when it comes to the area of learning theories, I think it is imperative that as

learning designers we understand common theories of learning and are able to make good

choices and educated decisions regarding the learning interventions we design. This becomes

even more critical as we integrate technology, social media and informal methods into the

design of learning and create blended learning programs. Whether we are aware of these

theories and the related jargons or not, all teachers and learning designers approach training

in a way that is governed by one of the learning theories. When we choose a particular way to

teach, it has consequences related to how people learn. As learning designers, our goal is to

make sure that learning is relevant and aligned to the needs of our audience. We also want to

select and apply the right instructional strategies that help the audience achieve their goals.

Once we become more aware of learning theories, we can begin to understand the process of

learning, understand our beliefs about learning and challenge our assumptions around the

methods and methodologies of learning. We all know that there are three learning theories

including behaviourism, cognitivism, and constructivism. Learning theories offer frameworks

that help understand how information is used, how knowledge is created and how learning

takes place. Learning designers can apply these frameworks according to different learning

and learner needs and make more informed decisions about choosing the right instructional

practices. For me there is no one best learning theory because each theory offers a different

way to look at learning and the essential ingredients that make learning happen. Using these

theories as viewpoints, learning designers can understand and describe the role of the learner,

role of the instructor and how learning happens in different ways. Each theory has influenced

and shaped instructional practices and methods and all new theories will continue to do so.
 In this world of globalization and competitive world, we are witnessing diverse changes in

our educational system. Since, change is inevitable the aims and objectives of education is

changing according to the need, interests and requirements of the learners, society an nation

as a whole. Now, the concept of teacher and teaching also is changing day by day. A teacher

in this contemporary era has many duties and responsibilities to play. Apart from having

good academic and professional qualifications, they should also posses the knowledge of

Professional ethics. Professional ethics is like a guide, which facilitates the teacher to provide

quality education and inculcate good values among the learners. The professional ethics will

enlighten the teachers that they have a major role in bringing desirable changes in the

behaviour of the students. It also helps the teachers to understand their profession as a

teacher. Their role is not just to become supreme and authoritarian in front of their students

and colleagues. But then they have a wider and meaningful role to play. Teacher having the

sense of professional ethics will treat their learners with love, care, affection and

commitment. In addition to that, they would always ensure to make specific contribution

from their angle. The need for a teacher to be governed by specific rules in his/her

professional conduct is very important because each teacher, upon entering the teaching

profession, assumes a number of obligations, one of which is to adhere to a set of principles

which defines professional conduct. These principles are reflected in the following code of

ethics, which sets forth to the education profession and the public it serves standards of

professional conduct and procedures for implementation. This code shall apply to all persons

licensed according to rules established by the Board of Teaching. There is no single blueprint

for success when it comes to teaching instead, there are about a million different approaches

to teaching. In general, no two teachers are alike. Each has their own teaching style and

routine. But while there is no blueprint for teaching, there is a certain code that teachers must
live by if they want to be successful and they must follow the general set of rules that every

teacher should live by as they practice their profession.

How do we identify and address students' diverse backgrounds in your teaching practice?

First, Learn about your own culture, Become aware of how the influence of your own culture,

language, social interests, goals, cognitions, and values could prevent you from learning how

you could best teach your students of culturally and linguistically diverse backgrounds. Also,

understanding and respecting your own cultural roots can help you respect your students’

cultural roots. Second, Learn about your students’ culture, Understand how your students’

cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. Use

that understanding to help your students feel welcomed, affirmed, respected, and valued.

Third, Understand your students’ linguistic traits, Learn how students’ patterns of

communication and various dialects affect their classroom learning and how second-language

learning affects their acquisition of literacy. Fourth, Use this knowledge to inform your

teaching, Let your knowledge of your students’ diverse cultures inform your teaching. This,

along with a sincerely caring attitude, increases student participation and engagement. Fifth,

Use multicultural books and materials to foster cross-cultural understanding, Sensitively use

multicultural literature, especially children’s literature, to honor students’ culture and foster

cross-cultural understanding. Be open to a variety of instructional strategies as students’

cultures may make certain strategies (such as competitive games or getting students to

volunteer information) uncomfortable for them. Lastly, Know about your students’ home and

school relationships, Collaborate with parents and caregivers on children’s literacy

development and don’t rely on preconceived notions of the importance of literacy within your

students’ families. Acquiring this rich store of knowledge may seem overwhelming, but
whatever investment you can make will be well worth the time and effort Make it a career-

long goal to build your knowledge bases a little piece at a time.

We learn best when we are immersed in learning experiences that are active, engaged,

meaningful, and interactive. This could be through experiential learning, small team projects,

study trips, exploration of current events, use of online and digital sources of information and

internship programs. This means that learning can happen everywhere, not just inside the

classroom. We can’t ignore the importance of students attending classes to learn, but learning

outdoors and in communities help students to collaborate, make connections, and integrate

knowledge into real-world application. This way, they become problem solvers who discover

meaningful connections between what they learn in the classroom and the world around

them. Some of the principles of teachings that we can used as a teacher are the following:

First, learners must clearly perceive the goal. To make effective learning experience

wholesome, the learner must clearly perceive and understand the goal. Methods can be

considered effective when it makes use of the principle of learning, considered individual

differences and stimulates thinking. Second, maximum communication exists between the

learners and the teachers regarding the goals and objective of instructions. It is important to

communicate learning objectives to students explicitly by stating them verbally, displaying

them in writing, and calling attention to them throughout a unit or lesson. Clearly stating the

learning objectives in student-friendly language helps students focus on what you want them

to learn. Third, learners must be motivated. One of the most difficult aspects of becoming a

teacher is learning how to motivate your students. It is also one of the most important.

Students who are not motivated will not learn effectively. They won’t retain information,

they won’t participate and some of them may even become disruptive. A student may be
unmotivated for a variety of reasons: They may feel that they have no interest in the subject,

find the teacher’s methods un-engaging or be distracted by external forces. It may even come

to light that a student who appeared unmotivated actually has difficulty learning and is need

of special attention. Fourth, Give prompt feedback. The best time to summarize lessons and

give feedback on work is when a subject or lesson is still fresh in your students’ minds.

Feedback enhances learning as it helps your students identify what they successfully learned,

and what they need to look at again and lastly Emphasise time on task. As we all know, we’re

always rushed for time. Lessons range from 40-55 minutes, which means you need to

introduce a subject, explore it, set some work around it and summarize it in a short amount of

time. Learning should be efficient. Simple ways to ensure tasks are completed efficiently are

having realistic expectations, teaching time management skills and helping students set their

own goals and timelines for learning and submitting work. There are many principles of

teaching that aim to improve standards, teaching and learning. Think of them as your

commandments, because they’re relevant in every learning situation. As hopkins said

“principle is a rule for guiding the ship of education so that it will reach the port designation

by the philosophy of education; it is a compass by which the path of education is directed”

 REFERENCES

OpenLearn. (2016, September 12). Displaced children of our time. Retrieved March 5, 2018,
fromhttp://www.open.edu/openlearn/health-sports-psychology/childhood-youth/displaced-
children-our-time

Moll, L. C., and S. Diaz 1985 Ethnographic pedagogy: Promtoing effective bilingual
instruction. Pp. 127-149 in E. Garcia and R. V. Padilla, eds., Advances in Bilingual
Education Research. Tucson: University of Arizona Press.

Moll, L. C., C. Amanti, D. Neff, and N. Gonzalez 1992 Funds of knowledge for teaching:
Using a qualitative approach to connect homes and classrooms. Theory into Practice
31(2):132-141.