Share via Email Teachers enjoyed the light bulb moments their students get and also learning from those in their class. Alamy The statistic that two-fifths of teachers quit within the first five years is often bandied about, even though no one seems quite sure where it comes from. This may seem disheartening, but some positive statistics also came out of the report. We look at these statistics in a bit more detail.
Bob Kizlik Men and women in college level teacher preparation programs, in addition to about a hundred other things they are required to do, almost without exception have to write a statement that describes why they want to be teachers. Some colleges call this the "why I chose teaching as a career" statement.
Regardless of what it's called, the statement is really about the student's ability to describe the reasons for his or her choice, and sometimes, that's not an easy thing to do.
In many colleges and schools of education, this statement is included with the application for student teaching. In my role as adviser, I have read and edited many hundreds of such statements.
It is obvious that education students sometime struggle to explain themselves and their choices, and often compose awkward statements they believe are what the readers want. It can be stressful and frustrating. The statement below contains grammatically correct, substantive information that conveys, in a generic sense, what many education students try to express.
If appropriate, use it for your own purposes, making the personal modifications you believe are necessary.
I used the pronoun "he" in the statement only as a device. Please substitute the feminine pronoun "she" as appropriate.
Notice that nowhere in the statement below does it say education was chosen as a career because of "loving kids. That is one of the most overworked, and increasingly meaningless phrases in the profession. COM Why I Chose Teaching as a Career When one makes a decision about the work he will do in life, it is important that the decision be based on criteria that reflect his personal values, temperaments, experiences, and skills.
My choice of teaching as a career was not made lightly; rather, it was the culmination of a process of reflection about what I wanted to do with my life and my education. When I was a student in elementary, middle, and high school, as well as in college, I found myself paying attention to not only what was being taught, but also to how my teachers actually taught the lessons.
It seemed to me then, and still does, that most of my teachers enjoyed what they were doing. Too young, and with no real context as an elementary school student to appreciate what my teachers personally derived from what they were doing, it wasn't until middle school that I began to think that I might want to be a teacher.
Slowly at first, then more quickly, and with increasing clarity and depth, I began to visualize myself as a teacher. The great teachers I have had throughout my education are my heroes and my role models. I began to understand more fully in high school and throughout my time as a college student that great teachers had skills I wanted to learn.
I wanted to excel at the things in which they excelled, but I also experienced teachers who were not effective, and they too taught me something. From them I learned what I would not do or even try when I would someday become a teacher.
I fully realized that to be a teacher is truly a calling of not just the mind, but the heart as well. I saw that the great teachers were good at explaining content, were patient, yet firm with students, were always fair, set high expectations, knew how to motivate us, and used humor appropriately.
They were excellent communicators who had a command of the subject-matter content they taught. I wanted to be like them, to be able to do what they could do, and yet I understood that I would have to forge my own style of teaching that would draw on my strengths, knowledge, skills, values and experiences.
I have arrived at that point in my preparation, fully realizing I still have much to learn. I have chosen education as a career because I believe that education is perhaps the most important function performed in our culture, or for that matter, any culture.
I believe that teachers individually and collectively can not only change the world, but improve it, and in the process find personal and professional renewal. I want to be part of this noble profession, and someday to be counted among those in whom future preservice teachers found inspiration.Dec 09, · The review identified reasons why males choose nursing, and other challenges facing men entering and working in nursing.
Themes that emerged from the literature include educational and societal barriers experienced by men in nursing, recruitment, career choice, and role strain. Nov 22, · I think that the main reason why girls do not pursue those kinds of careers is because parents and society influence them.
When the little girls are playing with tools or cars mothers say them that those games are for men. Issues have ranged from the reasons why the teaching profession became gender-imbalanced in favour of women in certain countries in the first place, to what the impact of this might have on learning processes and educational outcomes.
The assistant principal of my high school was a real inspiration to me, and she is one of the major reasons I pursued a teaching career. Her ability to guide students, her fairness, and her sense of justice made me aspire to bring these things to my own classroom.
“One of the big reasons I quit was sort of intangible,” Ingersoll says. “But it’s very real: It’s just a lack of respect,” he says. “Teachers in schools do not call the shots.
But to get to the question as to why men don't pursue it they don't pursue it because of the stereotypes. I can't tell you how many times other guys look and say "a nurse!!!". It is ok "culturally" for a man to be a paramedic which pays less than to be a nurse.