Why I Chose to Become a Teacher

By Mack S. Tribble My choice to become a teacher was not made lightly. This decision was a culmination of a process of reflection about what I wanted to do with my life. I have chosen a career in education because I believe that it is one of the most important functions performed in our culture. I believe that teachers individually and collectively have the ability to not only change the world, but to improve it. Within the process of teaching, I hope to find both personal and professional renewal. I want to be a part of a noble profession with the hope of one day being counted among those in whom future teachers find inspiration.

Many of the great teachers that I have had throughout my education have become my heroes and role models. I began to understand in high school and college that great teachers have skills that I wanted to learn. I want to follow their examples. I remember that great teachers were good at explaining content, were patient yet firm with students, were always fair, set high expectations, knew how to motivate, and used humor appropriately. They were great communicators who had a command of their subject matter content. This is the type of teacher that I intend to become. However, I understand that my personal teaching style will evolve as I draw on my own strengths, knowledge, skills, values, and experiences. I want children to learn in a safe and comfortable environment so that their self esteem will be increased. ! high self esteem will enable them to

strive for and accomplish any goals they set for themselves. !s a teacher, I will play a part in helping them to do that. I will have the privilege of shaping future parents and productive members of society. "or all of these reasons, I ask myself, what better #ob could there be. My answer is none because teaching is more than a #ob. It is an important contribution I can make to better our society, and I am e$cited about the opportunity to do so. %uring my undergraduate program at %e&aul I chose classes that would help me in my career as a teacher. These classes ranged from discipline 'Methods of %iscipline for (hildren), to third world culture 'India), psychology for adults, children, and adolescents, along with topics that are important to both educators and parents '*aising Boys to be Men of (haracter). %uring that time I also spent a considerable amount of time observing classrooms, along with teaching +th grade Sunday school at my church. With the love I have for children, along with my education, and the e$perience I have had in the classroom, I know that teaching is a career that I will be successful in. Why do I want to become a teacher, ! teacher has the direct opportunity to make a difference, to change the future. I have been told that I am an idealist. I want the best for everyone. I will set high goals as a teacher and do my best to show each and every student that these goals are within their reach. I will e$pect every one of my students to want to learn and more importantly to understand. I want my students to fight over the seats in the front row as if they were attending a concert, not elementary

school. I want to make my students wonder- make them .uestion- make them think critically- make them write- make them read, read, read. !n e$cellent teacher is not #ust someone who e$plains. /ot someone who #ust demonstrates. !n e$cellent teacher is someone who inspires. !n e$cellent teacher goes the e$tra mile. They can take any individual and make them believe, truly believe, that their hopes and dreams are within their reach. !n e$cellent teacher will not let a student walk away until every .uestion is fully e$plained and completely understood, no matter how long it may take. If the day ends and the student still has not understood the lesson plan, an e$traordinary teacher would brainstorm. 0e or she would think, 10ow can I e$plain this concept to the student so that he or she can better understand it,2 I intend on being that type of teacher. The chance to inspire another human being is not an opportunity it3s a challenge. There are too many educators that haven3t accepted this challenge, and it needs to change. Students go to school because they are forced to. Many times learning is not their top priority, but the teacher3s #ob is to teach. Students are always learning. 4nfortunately, it #ust may not be what the teacher is teaching. Since this is the case, a teacher must not only know his or her content area, they must also be prepared to teach other 1things2. Things, such as character, morals, etc., which may prove to be more valuable than knowledge itself. This is the reason I want to become a teacher5. I want to inspire the children who will represent the future of our great nation.