10 years from now essay teacher

The Teaching Profession (Reflections)

These are my reflections to every topic on our The Teaching Profession class. :)

Huwebes, Disyembre 13, 2012

Ten years from now as an educator (reflection #5).

Soon your dream will come true,,,remember: always be true to yourself and be proud of field you have chosen.

Thanks for this inspirational essay! It helps me to see the bigger picture of being a future educator 😘

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10 years from now: an address to my future self, i hope i’m still the same person i am now, just better..

In ten years, my life is going to be completely different and exactly the same. I am still going to be me: a walking paradox--someone who is shy and outgoing, quiet and loud, caring and indifferent, empowered and unmotivated, and empathetic and apathetic. I am still going to be the person that I am, no matter what, but I’ll be better at it. I’ll be better at being me. Things are going to change--who I’m with, what I’m doing, where I am--but I never will. I’m excited for the exterior change that is about to unfold around me in the upcoming ten years. Through college, jobs, new people, new environments, and new experiences, I’ll be able to grow as a person.

One of the most important aspects of my life is my family. Through thick and thin, they’ve had my back and I’ve had theirs and nothing will ever be able to change that. In ten years, however, I won’t be living with them anymore. I’ll be on my own, hopefully planning to start a family of my own sometime in the near future of that distant one. I hope the bonds I currently have with my family will continue to strengthen. In ten years, we may not be physically near each other, but we’ll still always be around. The best part about family is that they don’t have to consist strictly of just my blood relatives. My friends are just as much family to me as my brother or mom. I hope that in ten years, I’ll still be friends with most, if not all of the people that I’m close to today. I hope that I’ll be able to hear their kids call me “Aunt” and that we’ll visit each other as often as we possibly can. In ten years, I’ll have made new friends through college and at my future job, and they’ll be family to me just as much as those aforementioned. I want my family to play as big a role in my life as possible without stripping me of my independence.

My future job. God, that seems so far away. But, college only lasts four years and I’ll hopefully be done with more than one novel by then and have at least one published. Being an author has been a lifelong dream of mine. I want to look back ten years from now to nine years ago from today and think of how proud my ten-year-old-self would be of my twenty-nine-year-old-self. I want to make enough money that I can live comfortably, if not a little bit luxuriously, and I want to provide my family, present and future, with everything that they could possibly want or need. I want my job to take me to all kinds of new places. I want to take part in book signings and book readings. I want my work to have touched the lives of others. I want to inspire others. I want to have an impact and effect on people I haven’t even met before.

Living in luxury would be nice but it isn’t totally necessary. My environment will obviously have an effect on everything the next ten years will bring, and I want to be able to soak up the beauty all around me. Ten years from now, I want to have traveled to places all over the world. I want to be able to say I’ve been here or there, but still be able to come back home to a roof over my head and my family by my side. I want a box full of memories from Rome or Prague or Tokyo or London or wherever else. I want it to be full of pictures and memorabilia from all of the places I’ve been. I want the world to be my environment. But, what I also want, is a home; I want a familiar place I can always come back to, a place full of memories and opportunities just as every place else is. Not only do I want my world to be my environment, but I also want my home to be my environment.

I guess I didn’t realize it when I started writing this, but everything I want my life to be in ten years ties together; my family, my job, my environment. There are things I want to change and there are things that I could never imagine being different. I hope my life in ten years is even better than I picture it in my head. I hope my life consists of everything I could ever hope for. But, most importantly, I hope I’m still the same person I am now, just better.

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Grateful beyond words: a letter to my inspiration, i have never been so thankful to know you..

I can't say "thank you" enough to express how grateful I am for you coming into my life. You have made such a huge impact on my life. I would not be the person I am today without you and I know that you will keep inspiring me to become an even better version of myself.

You have taught me that you don't always have to strong. You are allowed to break down as long as you pick yourself back up and keep moving forward. When life had you at your worst moments, you allowed your friends to be there for you and to help you. You let them in and they helped pick you up. Even in your darkest hour you showed so much strength. I know that you don't believe in yourself as much as you should but you are unbelievably strong and capable of anything you set your mind to.

Your passion to make a difference in the world is unbelievable. You put your heart and soul into your endeavors and surpass any personal goal you could have set. Watching you do what you love and watching you make a difference in the lives of others is an incredible experience. The way your face lights up when you finally realize what you have accomplished is breathtaking and I hope that one day I can have just as much passion you have.

SEE MORE: A Letter To My Best Friend On Her Birthday

The love you have for your family is outstanding. Watching you interact with loved ones just makes me smile . You are so comfortable and you are yourself. I see the way you smile when you are around family and I wish I could see you smile like this everyday. You love with all your heart and this quality is something I wished I possessed.

You inspire me to be the best version of myself. I look up to you. I feel that more people should strive to have the strength and passion that you exemplify in everyday life.You may be stubborn at points but when you really need help you let others in, which shows strength in itself. I have never been more proud to know someone and to call someone my role model. You have taught me so many things and I want to thank you. Thank you for inspiring me in life. Thank you for making me want to be a better person.

Waitlisted for a College Class? Here's What to Do!

Dealing with the inevitable realities of college life..

Course registration at college can be a big hassle and is almost never talked about. Classes you want to take fill up before you get a chance to register. You might change your mind about a class you want to take and must struggle to find another class to fit in the same time period. You also have to make sure no classes clash by time. Like I said, it's a big hassle.

This semester, I was waitlisted for two classes. Most people in this situation, especially first years, freak out because they don't know what to do. Here is what you should do when this happens.

Don't freak out

This is a rule you should continue to follow no matter what you do in life, but is especially helpful in this situation.

Email the professor

Around this time, professors are getting flooded with requests from students wanting to get into full classes. This doesn't mean you shouldn't burden them with your email; it means they are expecting interested students to email them. Send a short, concise message telling them that you are interested in the class and ask if there would be any chance for you to get in.

Attend the first class

Often, the advice professors will give you when they reply to your email is to attend the first class. The first class isn't the most important class in terms of what will be taught. However, attending the first class means you are serious about taking the course and aren't going to give up on it.

Keep attending class

Every student is in the same position as you are. They registered for more classes than they want to take and are "shopping." For the first couple of weeks, you can drop or add classes as you please, which means that classes that were once full will have spaces. If you keep attending class and keep up with assignments, odds are that you will have priority. Professors give preference to people who need the class for a major and then from higher to lower class year (senior to freshman).

Have a backup plan

For two weeks, or until I find out whether I get into my waitlisted class, I will be attending more than the usual number of classes. This is so that if I don't get into my waitlisted class, I won't have a credit shortage and I won't have to fall back in my backup class. Chances are that enough people will drop the class, especially if it is very difficult like computer science, and you will have a chance. In popular classes like art and psychology, odds are you probably won't get in, so prepare for that.

Remember that everything works out at the end

Life is full of surprises. So what if you didn't get into the class you wanted? Your life obviously has something else in store for you. It's your job to make sure you make the best out of what you have.

Navigating the Talking Stage: 21 Essential Questions to Ask for Connection

It's mandatory to have these conversations..

Whether you met your new love interest online , through mutual friends, or another way entirely, you'll definitely want to know what you're getting into. I mean, really, what's the point in entering a relationship with someone if you don't know whether or not you're compatible on a very basic level?

Consider these 21 questions to ask in the talking stage when getting to know that new guy or girl you just started talking to:

1. What do you do for a living?

What someone does for a living can tell a lot about who they are and what they're interested in! Their career reveals a lot more about them than just where they spend their time to make some money.

2. What's your favorite color?

OK, I get it, this seems like something you would ask a Kindergarten class, but I feel like it's always good to know someone's favorite color . You could always send them that Snapchat featuring you in that cute shirt you have that just so happens to be in their favorite color!

3. Do you have any siblings?

This one is actually super important because it's totally true that people grow up with different roles and responsibilities based on where they fall in the order. You can tell a lot about someone just based on this seemingly simple question.

4. What's your favorite television show?

OK, maybe this isn't a super important question, but you have to know ASAP if you can quote Michael Scott or not. If not, he probably isn't the one. Sorry, girl.

5. When is your birthday?

You can then proceed to do the thing that every girl does without admitting it and see how compatible your zodiacs are.

6. What's your biggest goal in life?

If you're like me, you have big goals that you want to reach someday, and you want a man behind you who also has big goals and understands what it's like to chase after a dream. If his biggest goal is to see how quickly he can binge-watch " Grey's Anatomy " on Netflix , you may want to move on.

7. If you had three wishes granted to you by a genie, what would they be?

This is a go-to for an insight into their personality. Based on how they answer, you can tell if they're goofy, serious, or somewhere in between.

8. What's your favorite childhood memory?

For some, this may be a hard question if it involves a family member or friend who has since passed away . For others, it may revolve around a tradition that no longer happens. The answers to this question are almost endless!

9. If you could change one thing about your life, what would it be?

We all have parts of our lives and stories that we wish we could change. It's human nature to make mistakes. This question is a little bit more personal but can really build up the trust level.

10. Are you a cat or a dog person?

I mean, duh! If you're a dog person, and he is a cat person, it's not going to work out.

11. Do you believe in a religion or any sort of spiritual power?

Personally, I am a Christian, and as a result, I want to be with someone who shares those same values. I know some people will argue that this question is too much in the talking stage , but why go beyond the talking stage if your personal values will never line up?

12. If you could travel anywhere in the world, where would it be?

Even homebodies have a must visit place on their bucket list !

13. What is your ideal date night?

Hey, if you're going to go for it... go for it!

14. Who was/is your celebrity crush?

For me, it was hands-down Nick Jonas . This is always a fun question to ask!

15. What's a good way to cheer you up if you're having a bad day?

Let's be real, if you put a label on it, you're not going to see your significant other at their best 24/7.

16. Do you have any tattoos?

This can lead to some really good conversations, especially if they have a tattoo that has a lot of meaning to them!

17. Can you describe yourself in three words?

It's always interesting to see if how the person you're talking to views their personal traits lines ups with the vibes you're getting.

18. What makes you the most nervous in life?

This question can go multiple different directions, and it could also be a launching pad for other conversations.

19. What's the best gift you have ever received? 

Admittedly, I have asked this question to friends as well, but it's neat to see what people value.

20. What do you do to relax/have fun?

Work hard, play hard, right?

21. What are your priorities at this phase of your life?

This is always interesting because no matter how compatible your personalities may be, if one of you wants to be serious and the other is looking for something casual, it's just not going to work.

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Challah vs. Easter Bread: A Delicious Dilemma

Is there really such a difference in challah bread or easter bread.

Ever since I could remember, it was a treat to receive Easter Bread made by my grandmother. We would only have it once a year and the wait was excruciating. Now that my grandmother has gotten older, she has stopped baking a lot of her recipes that require a lot of hand usage--her traditional Italian baking means no machines. So for the past few years, I have missed enjoying my Easter Bread.

A few weeks ago, I was given a loaf of bread called Challah (pronounced like holla), and upon my first bite, I realized it tasted just like Easter Bread. It was so delicious that I just had to make some of my own, which I did.

The recipe is as follows:

Ingredients

2 tsp active dry or instant yeast 1 cup lukewarm water 4 to 4 1/2 cups all-purpose flour 1/2 cup white granulated sugar 2 tsp salt 2 large eggs 1 large egg yolk (reserve the white for the egg wash) 1/4 cup neutral-flavored vegetable oil

Instructions

• Combine yeast and a pinch of sugar in small bowl with the water and stir until you see a frothy layer across the top.
• Whisk together 4 cups of the flour, sugar, and salt in a large bowl.
• Make a well in the center of the flour and add in eggs, egg yolk, and oil. Whisk these together to form a slurry, pulling in a little flour from the sides of the bowl.
• Pour the yeast mixture over the egg slurry and mix until difficult to move.
• Turn out the dough onto a floured work surface and knead by hand for about 10 minutes. If the dough seems very sticky, add flour a teaspoon at a time until it feels tacky, but no longer like bubblegum. The dough has finished kneading when it is soft, smooth, and holds a ball-shape.
• Place the dough in an oiled bowl, cover with plastic wrap, and place somewhere warm. Let the dough rise 1 1/2 to 2 hours.
• Separate the dough into four pieces. Roll each piece of dough into a long rope roughly 1-inch thick and 16 inches long.
• Gather the ropes and squeeze them together at the very top. Braid the pieces in the pattern of over, under, and over again. Pinch the pieces together again at the bottom.
• Line a baking sheet with parchment and lift the loaf on top. Sprinkle the loaf with a little flour and drape it with a clean dishcloth. Place the pan somewhere warm and away from drafts and let it rise until puffed and pillowy, about an hour.
• Heat the oven to 350°F. Whisk the reserved egg white with a tablespoon of water and brush it all over the challah. Be sure to get in the cracks and down the sides of the loaf.
• Slide the challah on its baking sheet into the oven and bake for 30 to 35 minutes, rotating the pan halfway through cooking. The challah is done when it is deeply browned.

I kept wondering how these two breads could be so similar in taste. So I decided to look up a recipe for Easter Bread to make a comparison. The two are almost exactly the same! These recipes are similar because they come from religious backgrounds. The Jewish Challah bread is based on kosher dietary laws. The Christian Easter Bread comes from the Jewish tradition but was modified over time because they did not follow kosher dietary laws.

A recipe for Easter bread is as follows:

2 tsp active dry or instant yeast 2/3 cup milk 2 1/2 cups all-purpose flour 1/4 cup white granulated sugar 2 tbs butter 2 large eggs 2 tbs melted butter 1 tsp salt

• In a large bowl, combine 1 cup flour, sugar, salt, and yeast; stir well. Combine milk and butter in a small saucepan; heat until milk is warm and butter is softened but not melted.
• Gradually add the milk and butter to the flour mixture; stirring constantly. Add two eggs and 1/2 cup flour; beat well. Add the remaining flour, 1/2 cup at a time, stirring well after each addition. When the dough has pulled together, turn it out onto a lightly floured surface and knead until smooth and elastic, about 8 minutes.
• Lightly oil a large bowl, place the dough in the bowl and turn to coat with oil. Cover with a damp cloth and let rise in a warm place until doubled in volume, about 1 hour.
• Deflate the dough and turn it out onto a lightly floured surface. Divide the dough into two equal size rounds; cover and let rest for 10 minutes. Roll each round into a long roll about 36 inches long and 1 1/2 inches thick. Using the two long pieces of dough, form a loosely braided ring, leaving spaces for the five colored eggs. Seal the ends of the ring together and use your fingers to slide the eggs between the braids of dough.
• Preheat oven to 350 degrees. Place loaf on a buttered baking sheet and cover loosely with a damp towel. Place loaf in a warm place and let rise until doubled in bulk, about 45 minutes. Brush risen loaf with melted butter.
• Bake in the preheated oven until golden brown, about 30 minutes.

Both of these recipes are really easy to make. While you might need to have a day set aside for this activity, you can do things while the dough is rising or in the oven. After only a few hours, you have a delicious loaf of bread that you made from scratch, so the time and effort is really worth it!

Unlocking Lake People's Secrets: 15 Must-Knows!

There's no other place you'd rather be in the summer..

The people that spend their summers at the lake are a unique group of people.

Whether you grew up going to the lake , have only recently started going, or have only been once or twice, you know it takes a certain kind of person to be a lake person. To the long-time lake people, the lake holds a special place in your heart , no matter how dirty the water may look.

Every year when summer rolls back around, you can't wait to fire up the boat and get back out there. Here is a list of things you can probably identify with as a fellow lake-goer.

A bad day at the lake is still better than a good day not at the lake.

It's your place of escape, where you can leave everything else behind and just enjoy the beautiful summer day. No matter what kind of week you had, being able to come and relax without having to worry about anything else is the best therapy there is. After all, there's nothing better than a day of hanging out in the hot sun, telling old funny stories and listening to your favorite music.

You know the best beaches and coves to go to.

Whether you want to just hang out and float or go walk around on a beach, you know the best spots. These often have to be based on the people you're with, given that some "party coves" can get a little too crazy for little kids on board. I still have vivid memories from when I was six that scared me when I saw the things drunk girls would do for beads.

You have no patience for the guy who can't back his trailer into the water right.

When there's a long line of trucks waiting to dump their boats in the water, there's always that one clueless guy who can't get it right, and takes 5 attempts and holds up the line. No one likes that guy. One time my dad got so fed up with a guy who was taking too long that he actually got out of the car and asked this guy if he could just do it for him. So he got into the guy's car, threw it in reverse, and got it backed in on the first try. True story.

Doing the friendly wave to every boat you pass.

Similar to the "jeep wave," almost everyone waves to other boats passing by. It's just what you do, and is seen as a normal thing by everyone.

The cooler is always packed, mostly with beer.

Alcohol seems to be a big part of the lake experience, but other drinks are squeezed into the room remaining in the cooler for the kids, not to mention the wide assortment of chips and other foods in the snack bag.

Giving the idiot who goes 30 in a "No Wake Zone" a piece of your mind.

There's nothing worse than floating in the water, all settled in and minding your business, when some idiot barrels through. Now your anchor is loose, and you're left jostled by the waves when it was nice and perfectly still before. This annoyance is typically answered by someone yelling some choice words to them that are probably accompanied by a middle finger in the air.

You have no problem with peeing in the water.

It's the lake, and some social expectations are a little different here, if not lowered quite a bit. When you have to go, you just go, and it's no big deal to anyone because they do it too.

You know the frustration of getting your anchor stuck.

The number of anchors you go through as a boat owner is likely a number that can be counted on two hands. Every once in a while, it gets stuck on something on the bottom of the lake, and the only way to fix the problem is to cut the rope, and you have to replace it.

Watching in awe at the bigger, better boats that pass by.

If you're the typical lake-goer, you likely might have an average-sized boat that you're perfectly happy with. However, that doesn't mean you don't stop and stare at the fast boats that loudly speed by, or at the obnoxiously huge yachts that pass.

Knowing any swimsuit that you own with white in it is best left for the pool or the ocean.

You've learned this the hard way, coming back from a day in the water and seeing the flowers on your bathing suit that were once white, are now a nice brownish hue.

The momentary fear for your life as you get launched from the tube.

If the driver knows how to give you a good ride, or just wants to specifically throw you off, you know you're done when you're speeding up and heading straight for a big wave. Suddenly you're airborne, knowing you're about to completely wipe out, and you eat pure wake. Then you get back on and do it all again.

You're able to go to the restaurants by the water wearing minimal clothing.

One of the many nice things about the life at the lake is that everybody cares about everything a little less. Rolling up to the place wearing only your swimsuit, a cover-up, and flip flops, you fit right in. After a long day when you're sunburned, a little buzzed, and hungry, you're served without any hesitation.

Having unexpected problems with your boat.

Every once in a while you're hit with technical difficulties, no matter what type of watercraft you have. This is one of the most annoying setbacks when you're looking forward to just having a carefree day on the water, but it's bound to happen. This is just one of the joys that come along with being a boat owner.

Having a name for your boat unique to you and your life.

One of the many interesting things that make up the lake culture is the fact that many people name their boats. They can range from basic to funny, but they are unique to each and every owner, and often have interesting and clever meanings behind them.

There's no better place you'd rather be in the summer.

Summer is your all-time favorite season, mostly because it's spent at the lake. Whether you're floating in the cool water under the sun, or taking a boat ride as the sun sets, you don't have a care in the world at that moment . The people that don't understand have probably never experienced it, but it's what keeps you coming back every year.

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Learn how to ace your interview and get the job

How I see myself as a future teacher? Interview questions answered

Whether you are writing a short essay as a part of your application for a place in a study program for future teachers, or interviewing in front of an admission committee at school, you will always face some questions about the vision of your future . The goal of the people from the school is simple: They try to understand your real motives , why you want to study teaching. They wonder if this really is your dream , or you are just following the dreams of your parents. Your answer also helps them understand what you hope to offer to your students in the future, and whether it aligns with the values they try to promote at their school.

Let’s have a look at 7 sample answers to this intriguing question. I tried to include on my list both conventional answers –a wise choice when you have a good GPA and high chances of getting accepted to the school of your choice, and unconventional replies , or out of the box answers if you want–they may be your best bet if your chances to get in are rather slim (due to your academic record), and more than anything else you try to stand out with your application. I hope at least one of the answers will fit your needs, your situation, and the message you hope to convey to whoever reads or hear it.

7 sample answers to “How do you see yourself as a future teacher?” interview question

• I see myself as a popular teacher amongst my students . But not because I take it easy with them, giving them better grades than they deserve, or letting them do what they please in the lessons. I hope to gain their trust by offering them engaging and interesting teaching, making sure that they stay motivated and do not find the classes mundane or boring. In my opinion, many students lack motivation nowadays. Hence it is crucial to make the classes more interesting for them, applying different teaching methods, using technology in the classes, and so on. I see myself as a teacher who does all these things , with a sole goal of helping each of their students to reach their full potential.
• More than anything else I see myself as a special education teacher . I am aware of the problems we face, and the fact that more and more children have special needs . What’s more, I really like working with these people, and believe to have some talent for it as well. Hence I imagine myself working one on one with the students , in a special setting, step by step, helping them to achieve their individual educational goals.
• Honestly speaking, I have not come up with this image yet . I enjoy teaching, and I have great role models in my former and present teachers. But I also believe that I am yet to find my may , to understand exactly what I want to specialize in, what grade I want to teach, and what mark I hope to leave in the lives of my students . No doubt these things will become clear over the years, when I study and eventually also teach. Today the only thing I can say with certainty is that teacher is my dream job , and I hope to get into your study program and get one step closer to my dream again.
• I see myself as an excellent Math teacher . Not only that Math is my strongest subject. I also enjoy teaching it, already giving classes to my schoolmates. And I am good at it, because most of them eventually get it and pass the exams. In my opinion, it isn’t enough being a good Mathematician. One also needs to be a good teacher, to be able to explain the lessons in a simple way , and make sure that even students who do not excel in Math achieve some progress. I honestly believe I have such strengths, and that’s why I dream of becoming a Math Teacher.
• Reaching for the stars, I hope to be the bar raiser at the school where I will teach. Let me explain. I always love to think outside of the box , coming with new ideas, trying new concepts. And I believe each school needs at least one such teacher or administrator, because things evolve, each generation of children has their own expectations , and we can hardly succeed with teaching methods we used twenty years ago. In my opinion, we need to constantly innovate our teaching, and I hope to be the teacher who brings this innovation to schools.
• Speaking frankly, I do not see myself as a teacher in the future. My goals are much bigger . I actually hope to lead an entire school as a principal , setting the vision, the values, the processes, and of course leading other staff members. Needless to say, you cannot really become a principal unless you have a degree and practical experience with teaching. That’s why I try to get to your school, but I can assure you that my journey won’t end with a teaching degree . I hope to have a much bigger impact, and end up working as a school principal.
• I see myself teaching in the slums of Rio de Janeiro , or on the outskirts of Kathmandu. I’ve always had a deep compassion with people in poor countries, and I also know that getting education is the only way how they can end their misery . Of course, I do not hope to change the world. Such years are behind me already. But I hope I can play my part on some positive change in the world , and teaching children in one of these poor places is exactly what I imagine doing. That’s how I see myself– as a teacher of poor , aiming to make a positive change in specific communities of people.

The more specific your answer the better

As a rule of a thumb, you should come up with a positive and tangible vision of your future as a teacher. People in the admission committees are looking for applicants with a concrete vision, perhaps even a specific place where you want to teach, or at least a specific subject, grade level , etc. Saying that you simply want to be a great teacher won’t do the trick, unless you have a great GPA and application is a mere formality in your case.

So, think about your vision–teaching Physics at secondary school, PE at elementary, or even lecturing at the University. Maybe you want to teach in slums, or bring huge innovation on board of some school, or you even do not dream of becoming a teacher –that’s just a milestone on your journey towards the role of a school principal. All of that is fine, and they will love that, as long as you explain it clearly in your answer. I hope you will do so, and wish you best of luck in the application process!

May also interest you :

• What inspired you to become a teacher?
• What questions you should ask a school principal?
• How do you motivate students?
• Recent Posts

The New York Times

The learning network | where do you see yourself in 10 years.

Where Do You See Yourself in 10 Years?

Questions about issues in the news for students 13 and older.

• See all Student Opinion »

The Times asked 18 high school seniors about their plans, and only one said he was undecided about his future. Others said they planned or aspired to pursue careers in psychology, medicine, photography and other fields. How about you? What are your goals? When you look into the future, where do you see yourself 10 years from now?

The Times Magazine’s interactive feature “High-School Seniors Predict Their Future” includes photographs of the 18 students who were interviewed, all from Patrick Henry High School in San Diego, along with audio clips of them talking about their goals. One student, Nathan Rebelo, age 17, said this:

When I get older I want to be an architect. I really, like, just designing homes, and my ultimate goal in life is just to be driving somewhere downtown and just be, like — like, show my kids or my family — just be, like: ‘I designed that building, that is me right there. I have my own stamp on life.’ Next year I’m hoping to go to U.S.C., so my fingers are crossed to get accepted. If I don’t get into U.S.C., I’m kind of just hoping for a school out of San Diego – really kind of just want to spread my wings, kind of. I don’t want to say I want to get away from my family, but I really just want to get on my own and discover who I am and be able to kind of be who I want to be without worrying about who’s going to say this or, just, the judgment of high school.

Students: Tell us about your personal goals. When you look 10 years ahead, where do you see yourself? What do you want to be doing with your career and life, and why? What are your dreams and aspirations in addition to specific goals? If you’re undecided, why do you think that is?

Students 13 and older are invited to comment below. Please use only your first name. For privacy policy reasons, we will not publish student comments that include a last name.

Comments are no longer being accepted.

Where do i see myself in ten years; I picture myself a mom and a college graduate. But its so hard to say that when i dont even know what il do next week, or where im goin to college this fall, or what to go to college for?

I think I will be in College. I wanna go to Virgina Tech. I wanna be a sports doctor. I wanna help hurt people in the N.F.L.

In 10 years i see myself in college. Im going to be at UVA college making my mother proud of me. Thats where i want to be and will be.

I think ill be going to college or working at a job. I plan to be a fire fighter. I want to go to VCU.

I see myself in college. For 2 years atleast. Trying to become a technological person.

in ten years I will be geting out of high school and going to college to complete my four years and geting in to med school.

I would probaly be in colledge.I probally be working at mcdonalds in 10 years.

um i am undecided.

I see myself going to college and getting my degree and master and association to become a peditrician because thats what i wanted to be every since i was in 3rd grade.

i will be a active business women, i want everybody admire and respect me. Addition, i want to have a happy family. in brief, I see myself succeed in career and family. Of course, I have to study hard because i don’t want to see my bad future.

I see myself in 10 years becoming one of the best money managers in the nation. I could do it all: basic accounting, taxes, and even help out with investment ideas. With CPA accreditation in all 50 states, I help out actors, athletes, team owners, sports leagues, studios, small businesses, big businesses, banks, local governments, state governments, the Federal government if they ask, the FBI to fight white-collar crime, regular people, and churches, to which my services are free. We go to church every Sunday morning, Sunday night, and Wednesday night. My, my lovely bride, and our friendly but well behaved children. We have a beautiful house in a beautiful part of the country. We have a lot of things but our eyes are focused on Jesus. I love her and show it often. I unangerly and unapologetically reprove my kids when they do wrong. People all over the nation will recognize me as a Christian, and I get some grief for it but I also get a lot of respect for my beliefs. I am a deacon in my church and responsible for many of the things the church has. On the church board of directors, I manage the church’s money and prepare the financial report each month. We go on trips to other nations partially as tourist but mostly to meet missionary on the field and assist them with money and labor. I still love fishing and the great outdoors and I do with my kids that which my father had done with me so long ago. I even coach my children’s soccer team, like my dad did. Despite having much, I don’t forget my high school, my town, my family, my youth, my old church, and my God. This is my life in 10 years.

In ten years I believe I will be teaching high school. I think I will be making medium wage and living in a small community. I think that I will be coaching football somewhere as well. I hope to be able to eat lots of fast food and take lots of vacations. And by then I will be able to have my own secret office finally.

i see myself in debt wishing my life was a little bit better because i’m regretting all my past life decisions.

In ten years I see myself as either working as a psycholgoist or anthropologist, with either a masters or doctorate in both. I would prefer to be working in Europe though a job anywhere in the world will suffice.

I don’t set objectives such as these. I make decisions on a day-to-day basis unless it is absolutely necessary that I make long-term ones. Life is like a box of chocolates-you never know which one you are going to get. I don’t want to be disappointed by not ending up with the one I wanted, but to enjoy the ones that are thrown my way.

I see my being in collage or coming out of collage in ten years. Also i want to be a marine biologoist. And hopefully i will be like that in ten years or maybe even less.

I see my self in ten years in Med school studing to be a doctor. So I can help others fight sickness and diseases.

In ten years, I see myself as a World History Professor for Harvard University.

Be a very good games devolper working on my first game.Workin withe some of the greatist game devolper.

In ten years I imagine myself getting out of UVA College and becoming a teacher!

In ten years I see myself getting out of college hopfuly having a house, and a part time job. I see myself with my with my best friend Kayla Brooke. We will be moving to California married to Josh and Tyler. I hope to have a good job being a nurse or teacher.

i see myself getting out of college and looking for a job and getting together with family.

Everybody has an idea of the type of person they’d like to be and what they will have liked to accomplished within a span of the next ten years. No one can predict the future but I do have an idea of what I would like to do in the years coming up. In a long term sense I would like to have gotten accepted into a fairly prestigious college and have either graduated either from law school or a business program from a one of the top fifteen schools of either programs. I also would like to be in a serious relationship by that point because I will be turning twenty-six and idealy i wold like to be married and gaving kids before I hit thirty. I also would have liked to help run charity events and funraisers for causes like Cancer, Alzheimers, HIV/AIDS , etc. In more cliche matters I would have liked to make a difference in someone’s life. I hope that i am still close with many of the friends that I am close to now. I hope that by that point I have few regrets, and have grown both as a person in society and as an individual. I hope that I can learnt to handle stress in a better way as well as hopefully I have a job that i love and am successful in. These are only hopes and a short list of my dreams and wishes in a more broad aspect but if I’ve accomplished this and my family is healthy and safe I couldn’t really ask for much more.

I see myself in 10 years with a college degree and a job as a Journalist or Dancer. I want to go to a great college and graduate with my masters etc. I want to also start a family when I’m done with college. I also want to be living in a house. I hope to achieve all goals to getting to where I want to be in life.

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Where Do I See Myself in 10 Years: Envisioning a Decade Ahead

Table of contents, where i see myself in 10 years: a profound exploration, 10 years from now: nurturing personal and professional growth, how do i see myself 10 years from now: a commitment to values, embracing the journey of the next decade, turning dreams into reality: the road to my future, navigating the career landscape: a fulfilling professional journey, fostering personal growth: a holistic approach to well-being, a global citizen: making a positive impact on society, conclusion: a journey of transformation and purpose.

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College Minor: Everything You Need to Know

14 fascinating teacher interview questions for principals, tips for success if you have a master’s degree and can’t find a job, 14 ways young teachers can get that professional look, which teacher supplies are worth the splurge, 8 business books every teacher should read, conditional admission: everything you need to know, college majors: everything you need to know, 7 things principals can do to make a teacher observation valuable, 3 easy teacher outfits to tackle parent-teacher conferences, 10 years as a teacher: a decade of lessons.

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest post by Suzy Brooks

Over the past 10 years as a classroom teacher, I have taught over 200 students, written over 600 newsletters and articles, and have received over 2,400 comments from over 250,000 visits to our 2 classroom blogs. I have shared the ups and downs of teaching and learning and have learned a lot about my students, their families, the business of education and (especially) myself in the process.  As I stand poised to change my path, I cannot help but reflect on my journey thus far.

When I started teaching, I had many preconceived ideas about how I would deliver instruction; how I would make learning come alive for my students.  Entering the teaching profession late in the game led me to believe I would be bringing Wisdom with me.  Little did I know that Wisdom is elusive and was much farther down the road than I was at the time.  Here are some things I’ve learned about teaching along the way:

1.  Effort Affects Everything – How hard we work as students and teachers affects the outcome of everything we do.  Without effort, there is very little we can know, understand or be able to do. I repeat this phrase in class on Day 1, Day 180 and every day in between.  For many of my students, it takes time to truly know what it feels like to work hard.

2.  Whatever you pour your energy into, gets bigger and stronger – This is true no matter if it is something positive or negative.  If you are putting your energy into chatting with friends instead of completing a project, chances are the project will not get bigger and stronger. Looking at my life as a grown-up reflects how true this saying is, and I am committed to sharing that lesson with my students so they see choices continue to affect us even well into adulthood.

3. Teaching = Vigilance – This one REALLY proved itself over and over during the past 10 years. What is each student doing? Saying? Needing? Understanding? Whether the students are walking in line, gathering belongings in the cubby area, reading silently or working in small groups, they require a level of vigilance that reaches just beyond what is humanly possible.  Teachers have to employ all of their senses to maintain awareness of what is going on in and out the classroom at all times. If you are doing it right – you will know because you are EXHAUSTED!!

4. Transparency is the Harbinger of Trust – I am extremely proud of the relationships I have built with families over the past 10 years.  My anxiety causes me to worry about confrontation and to avoid difficult subjects. I had to push myself beyond my own abilities to proactively communicate with families. In fact, this blog has become one way in which to do that. I have shared what is going on in our classroom and have provided an additional method for families to connect with me. Like thousands of teachers, I have made myself available in any manner possible to keep lines of communication open, honest and proactive. Ultimately, it has made a positive difference for my students.

5. Whoever is Working the Hardest is Learning the Most – When I first started teaching, I wore a bare spot in the rug at the front of the class. I spent hours planning my lesson delivery, and often wondered why only some students “got it”.  For a long time, I believed it was my lack of presentation skills, and I just needed to find better ways to teach at the front of the room.  I was working HARD!  Thank goodness, I soon realized the best teaching and learning occurs when I am next to my students, rather than standing in front of them. I learned to make them do the hard work, so they could reap the benefits of learning.  Technology has played a big part in changing the dynamic in my classroom, but ultimately it was my own ego I had to set aside when I realized the Suzy Show just isn’t an effective teaching strategy.   My students are now working harder than I am, and learning more along the way.

6. #LookUp – I have been trying to teach my students mindfulness for a long time. They have grown up in an era where they order their burger at Window 1 and pick it up at Window 2.  They are always waiting for What’s Next instead of living in the What’s Now.   They want it to be Lunch time. They want it to be Saturday.  They want to be 13.   I remind them to look up and be more aware of what is going on around them. To be thankful they are struggling through a problem, to be excited they are working with friends, to be content with being 8, or 9, or 10.  As adults, we know all too well how fast the time goes. Teaching our children to slow down and appreciate smaller moments is a gift worth giving.

7. Teaching is Sharing – In my presentations, I have often been quoted as saying “Teaching is an isolating profession”.  As teachers, we often toil away with “Our Kids” in “Our Room”, only coming out for occasional connections with others.  These past 6 years as a presenter have allowed me to connect with folks from all walks of life, from all over the world. I have learned to say “Teaching WAS an isolating profession” in an attempt to encourage teachers to share what they do with others. Amazing things are happening in classrooms all over this country, and most people don’t know that.  We are the cagebusters who have the power to change our profession in positive ways. We must unlock our doors and let the world in.

8.  Anxiety Does NOT Define Me (anymore) – I have been a victim of anxiety for almost my whole life. I have allowed it to rule my day-to-day existence, and to limit who I am and what I can do.  “I have anxiety” was a negative belief to me, never to be seen as a strength; as a positive.  During the past 6 years as a teacher and presenter, I have learned anxiety is just a part of who I am, part of what defines me. It is up to me to decide whether that definition is a positive one or not.  Whether I am gearing up for a difficult conversation, a big presentation or even an interview on live television with Chelsea Clinton, it is MY choice to decide how anxiety will affect those experiences.  It would be VERY easy for me to succumb to the power anxiety wishes to have over me – to doubt myself and my abilities.  However, I’ve learned (and taught my students) life gives EVERYONE challenges.  We all have struggles to overcome, and the more we excuse ourselves because of it, the more damage we do in the long run.  We must choose to see our challenges as opportunities.

9. Our path in life is not predetermined – We carve it out with each decision we face and each choice we make.  Though there will be some choices we regret, we can only hope our next ones will move us forward in positive ways.  My students are faced with endless choices already.  They are learning the importance of those decisions each day they spend making them.  With supportive adults guiding them towards independence, our children will learn the power of pathfinding.

10.  Growth comes from within – I have been “teaching” my students to take responsibility for their own learning for the past ten years.  I have learned that skill (although on the report card) is one of the hardest to grade, and almost impossible to teach.  The skill of knowing what you know and what you need to learn next sounds almost too challenging for children to understand. However, in a world of 7 billion people, we must be aware of what we need as individuals.  Ultimately, no one will ever take full responsibility for our own learning. As parents, we try to do it for our kids for a while, but our job is to teach our students to do it for themselves.  Being deeply reflective leads to the truth, and knowing the truth can lead us to grow.

So, after a lot of reflection and facing many truths, I am ready to start a new chapter in education outside of being a not-so-traditional classroom teacher.  My skills and efforts will have a new effect on students and families, and I will learn even more about myself.  Stay tuned as I prepare to take another decade by storm.

This post originally appeared on  blogs.falmouth.k12.ma.us  and has been republished with permission. 

_____________________

Suzy received her undergraduate degree in Elementary Ed. and Sociology and her graduate degree in Instructional Technology.  Currently, she is serving on the Board of Directors for MASCD (Massachusetts Association for Supervision and Curriculum and Development). Suzy also recently became a Teacher Ambassador for FableVision, an amazing, innovative company that encourages creativity and individuality in schools.

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My Personal Development Plan as a Future Teacher

Being a teacher has always been my dream. Being a teacher who makes a difference, I believe, is my goal. That is precisely the reason why I pursue studies in becoming an effective teacher.

Professionally, I am aware that teachers need much training for all the tasks expected of them when they begin work. Being an effective teacher encompasses a wide spectrum of responsibilities – from designing an environment conducive to learning, to planning appropriate lessons for students and implementing them with effective educational strategies to being able to manage the class well and instilling discipline in the students, to involving parents and coordinating with others regarding the provision of quality education for the students.

What are your goals in the next five years? In the next 10 or more years?

Within the next year and a half, I see myself with a degree and ready to face the challenges of becoming hired as a teacher. I do not seek a position in a highly prestigious school. In fact, I have set my sights on working for a low-income school. That way, I fulfill my dream of helping children who are more in need of my services.

I would like to teach first grade students. Children at that age are still very impressionable. I find it a challenge to be able to reach out to them and touch their lives in an age where the foundations of learning are being established.

Gaining teaching experience for two years or so, I will keep myself alert in observing the learning needs of children of this generation and how I can better help them. Globalization may bring a great progress in many areas, however, it may likewise cause a lot of conflicts such as multi-cultural conflicts in education as well as the widening gap between the rich and poor. I find it in my mission to contribute something good to lessen, if not close the gaps in terms of discrimination in the provision of quality education for all.

With this burning mission at heart, I shall set out to pursue my master’s degree in Education, specializing in Educational Leadership. This degree will arm me with the knowledge and skills I would be needing in the coming years as I work towards a career in Educational Advocacy. I see myself in that field of Education in ten years.

Eventually, having earned credence as a professional educator and advocate, I shall be ripe for a leadership position in a school in ten years or so. By then, I would have mentored many young teachers and maybe influenced them with my philosophy of helping less privileged children. If I am to become a school principal, my agenda would be to take action as a school entity to provide high quality education to an adoptive school for less privileged children.

What steps are necessary to get you to your goals? What obstacles can you foresee and how will you overcome them?

I may have lofty ideals, but I know I can reach my dreams if I sustain my zeal to reach them. Currently, I am working hard for a degree that provides me with the stepping stones to the fulfillment of my dreams. In the mean time, I shall build a network with other people active in the educational field.

I am sure I will gain much knowledge from them, and these network contacts may be instrumental in helping me in my future projects on education for less privileged children. One of society’s concern in education is reaching out to all students regardless of race, socio-economic status, ability, faith, etc. It is a fact that various backgrounds of students may keep them from getting the kind of education they deserve.

Joining professional organizations will also help me do that as well as provide me with training seminars and workshops to hone my teaching skills.

Possible obstacles to this journey may be family concerns, as I know myself to be an individual who would place family first. However, some family concerns may be causal factors in hindering me from pursuing a degree, taking on an employment position as a teacher, or completing a masteral degree.

What is one principle from the INTASC Principles Web site that you feel you need to improve the most in order to be effective in the education profession? What existing professional development program(s) could you pursue to address the need to improve in this area?

Looking at the list of INTASC Principles, I am humbled to say I need to hone my skills in all. I have so much to learn as a new teacher and it is not as easy as I thought. The principle that struck me most as needing the most improvement for me is principle number 3 which is Learning styles and diversity. I know children learn in various ways, not just through visual and auditory means, as most people think. To be a more dynamic teacher, I know I have to acknowledge, respect and adjust to various learning styles.

That would entail adjusting my teaching styles to a diverse set of learners. Although teachers are expected to know what to teach children in general, they also need to be able to adjust to individual needs of their students, as not all students learn the same way at the same pace.

Trafton suggests that individualization must include “acceptance of each child as an individual worthy of adult respect,” and that to this should be added “an acceptance of the child’s ideas, a provision of opportunities for pupil input in developing and selecting learning experiences, a concern for the quality of the child’s intellectual development, and a willingness to take time to know the child as an individual” ( 1975, p. 39 ).

Attending seminars and workshops on Different Learning Styles (ex. By Dunn and Dunn) and Howard Gardner’s Multiple Intelligence Theories will surely help me gain adequate knowledge and skills in this area of weakness of mine.

What professional development programs can you enroll in to help you prepare to meet the diverse needs of today’s learners?

Aside from taking elective Education subjects outside my programme, I may also take some special education courses to understand the needs of children with special needs. I may also cross-enroll in subjects that deal with multicultural differences to understand how various cultures conduct themselves – their ideals, their beliefs and behaviors as shaped by their cultures. In doing so, I may be able to understand and possibly address their educational needs.

How will you evaluate your progress? What will help keep you motivated toward achieving those goals?

Working with a teacher-mentor would indeed help me in the assessment of my progress as there is another eye that keeps me in check. Regular observations both of me and of my mentor at work and regular meetings on my performance and progress will keep me aware of my demeanor as a teacher. Of course, self-reflection is necessary.

According to Osterman (1990), “reflection is the essential part of the learning process because it results in making sense of or extracting meaning from the experience”. People often go through their day doing their work as second nature, sometimes without thinking critically if what they are doing is truly meaningful and relevant. Schon (1983) offers the concept of knowing-in-practice to describe such mindless, functional task.

An individual needs to reflect, as it can surface and criticize old, reliable ways of doing things. “Practitioners do reflect on their knowing-in-practice. But they may also reflect on practice while they are in the midst of it. Here they reflect-in action.” (62) This may be difficult to do when one is busy at work, but working as if there is always watching one’s every move keeps the individual aware of good and bad practices, and tend to keep the good practices.

What professional organizations will you join? Why? What do you expect to gain from membership in these organizations?

Joining professional organizations such as the National Association for the Education of Young Children (NAEYC), the Association for Childhood Education International (ACEI) and the International Reading Association (IRA) truly uplifts teachers to be more professional in their craft

. They provide seminar-workshops conducted by experts in the field who deliver research-based talks to update their participants. Professional journals also go with memberships in these organizations which provide articles and readings on the latest developments in the field. However, the best advantage in joining such organizations is networking with co-professionals in the field, as much learning ensues in exchanging notes about each one’s current practices.

One can also validate his or her current practice in networking with other professionals. Also, as member, one feels a certain sense of pride and dignity of being a teacher, as consistently communicated to them by these prestigious organizations.

Teachers are considered lifelong learners, and are expected to model such quality to inspire their students. Judith Little (1982) recommends teachers to collaborate with each other to come up with more effective instruction

. They should engage in frequent, continuous and increasing concrete and precise conferences on their teaching practice and be able to reflect if these practices are working to encourage success in their students. They should be open to feedback and allow frequent observation of their teaching performance. Together, they should plan, design, research, evaluate and prepare teaching materials. They should also support and coach each other on other practices of teaching.

What techniques will you use to help you develop leadership skills?

Aside from reflection, I can also equip myself with knowledge and skills from readings and self-education. Attending seminars and workshops on leadership will also go a long way. The most important thing for me is to engage the contributions of the members of the group. In a research reported by French, Simpson and Harvey (2001), a good leader is also equipped with ‘negative capability’. “The underpinning image of leadership is based on knowing and is manifested through activity, work and achievement.

There is, however, a quite other dimension of leadership, based on not knowing, on not doing, on being-done-to, and on being no longer in control of one’s own situation.” (French, Simpson & Harvey, 2001). I interpret such a construct as being humble enough to admit when one doesn’t really know instead of putting up a façade of being all-knowing.

Tolerating enough ambiguity to keep the creative juices flowing in the organization is balanced with seeking coherence in the chaos. Fullan states, “All of this complexity keeps people at the edge of chaos. It is important to be at that edge because that is where creativity resides, but anarchy lurks there too” (Fullan, 2004, p.5).

This peculiarly human capacity to live with and tolerate ambiguity, of being content with half knowledge is quite a refreshing concept. “It implies the capacity to engage in a non-defensive way with change, without being overwhelmed by the ever-present pressure merely to react. It also indicates empathy and even a certain flexibility of character, the ability ‘to tolerate a loss of self and a loss of rationality by trusting in the capacity to recreate oneself in another character or another environment’ (Hutter, 1982, p.305).

This leads us to the next statement, “A good leader is always open to learning something new, and not haughty enough to claim that he is already “made”.” Being human and fallible is one trait that all members of the group share, and what better quality to relate to than that? Group members will even feel important enough to share the burden of thinking up solutions to problems with their leader. I am humble enough to admit when I do not know what to do, and I believe this humility will endear me to my followers to help me be a better leader….. and a better teacher.

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Becoming a Teacher: What I Learned about Myself During the Pandemic

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Introduction to the Article by Andrew Stremmel

Now, more than ever, we need to hear the voices of preservice teachers as well as in-service teachers during this pandemic. How has the pandemic affected them? In what ways has the pandemic enabled them to think about the need to really focus on what matters, what’s important? What were the gains and losses? These are very important questions for our time.  In this essay, Alyssa Smith, a senior studying early childhood education, attempts to address the lessons learned from her junior year, focusing on the positive aspects of her coursework and demonstrating an imaginative, growth mindset. This essay highlights the power of students’ reflection on their own learning. But I think it does so much more meaningful contemplation than we might expect of our students in “normal” times. Alyssa gains a new appreciation for this kind of active reflection—the opportunity to think more critically; to be more thoughtful; to stop, step back, catch her breath, and rethink things. As a teacher educator and her mentor, I believe this essay represents how the gift of time to stop and reflect can open space to digest what has been experienced, and how the gift of reflective writing can create a deeper level of thinking about how experiences integrate with one’s larger narrative as a person.

About the Author

Andrew Stremmel, PhD, is professor in early childhood education at South Dakota State University. His research is in teacher action research and Reggio Emilia-inspired, inquiry-based approaches to early childhood teacher education. He is an executive editor of  Voices of Practitioners .  

I’ve always known I was meant to be a teacher. I could feel my passion guide my work and lead my heart through my classes. So why did I still feel as if something was missing? During the fall of my junior year, the semester right before student teaching, I began to doubt my ability to be a great teacher, as I did not feel completely satisfied in my work. What I did not expect was a global pandemic that would shut down school and move all coursework online. I broke down. I wanted to do more than simply be a good student. I wanted to learn to be a great teacher. How was I supposed to discover my purpose and find what I was missing when I couldn’t even attend my classes? I began to fret that I would never become the capable and inspirational educator that I strived to be, when I was missing the firsthand experience of being in classrooms, interacting with children, and collaborating with peers.

It wasn’t until my first full semester being an online student that I realized the pandemic wasn’t entirely detrimental to my learning. Two of my early childhood education courses, Play and Inquiry and Pedagogy and Curriculum, allowed limited yet meaningful participation in a university lab school as well as engagement with problems of substance that require more intense thinking, discussion, analysis, and thoughtful action. These problems, which I briefly discuss below, presented challenges, provocations, possibilities, and dilemmas to be pondered, and not necessarily resolved. Specifically, they pushed me to realize that the educational question for our time is not, “What do I need to know about how to teach?” Rather, it is, “What do I need to know about myself in the context of this current pandemic?” I was therefore challenged to think more deeply about who I wanted to be as a teacher and who I was becoming, what I care about and value, and how I will conduct myself in the classroom with my students.

These three foundations of teaching practice (who I want to be, what I value, and how I will conduct myself) were illuminated by a question that was presented to us students in one of the very first classes of the fall 2020 semester: “What’s happening right now in your experience that will help you to learn more about yourself and who you are becoming?” This provocation led me to discover that, while the COVID-19 pandemic brought to light (and at times magnified) many fears and insecurities I had as a prospective teacher, it also provided me with unique opportunities, time to reflect, and surprising courage that I feel would not otherwise have been afforded and appreciated.

Although I knew I wanted to be a teacher, I had never deliberately pondered the idea of what kind of teacher I wanted to be. I held the core values of being an advocate for children and helping them grow as confident individuals, but I still had no idea what teaching style I was to present. Fortunately, the pandemic enabled me to view my courses on play and curriculum as a big “look into the mirror” to discern what matters and what was important about becoming a teacher.

As I worked through the rest of the course, I realized that this project pushed me to think about my identity as an educator in relation to my students rather than simply helping me understand my students, as I initially thought. Instead, a teacher’s identity is formed in relation to or in relationship with our students: We take what we know about our students and use it to shape ourselves and how we teach. I found that I had to take a step back and evaluate my own perceptions and beliefs about children and who I am in relation to them. Consequently, this motivated me to think about myself as a classroom teacher during the COVID-19 pandemic. What did I know about children that would influence the way I would teach them?

I thought about how children were resilient, strong, and adaptable, possessing an innate ability to learn in nearly any setting. While there were so many uncertainties and fear surrounding them, they adapted to mask-wearing, limited children in the classroom, and differentiated tasks to limit cross-contamination. Throughout, the children embodied being an engaged learner. They did not seem to focus on what they were missing; their limitless curiosity could not keep them from learning. Yet, because young children learn primarily through relationships, they need some place of learning that helps them to have a connection with someone who truly knows, understands, and cares about them. Thus, perhaps more than any lesson, I recognized my relationship with children as more crucial. By having more time to think about children from this critical perspective, I felt in my heart the deeper meaning children held to me.

My compassion for children grew, and a greater respect for them took shape, which overall is what pushed me to see my greater purpose for who I want to be as an educator. The pandemic provided time to develop this stronger vision of children, a clearer understanding of how they learn, and how my identity as a teacher is formed in relationship with children. I don’t think I would have been able to develop such a rich picture of how I view children without an in-depth exploration of my identity, beliefs, and values.

In my curriculum course, I was presented a different problem that helped me reflect on who I am becoming as an educator. This was presented as a case study where we as students were asked the question, “Should schools reopen amidst the COVID-19 pandemic?” This was a question that stumped school districts around the nation, making me doubt that I would be able to come up with anything that would be remotely practical. I now was experiencing another significant consequence of the pandemic: a need for new, innovative thinking on how to address state-wide academic issues. My lack of confidence, paired with the unknowns presented by the pandemic, made me feel inadequate to take on this problem of meaning.

To address this problem, I considered more intentionally and reflectively what I knew about how children learn; issues of equity and inequality that have led to a perceived achievement gap; the voices of both teachers and families; a broader notion of what school might look like in the “new normal”; and the role of the community in the education of young children. Suddenly, I was thinking in a more critical way about how to address this problem from the mindset of an actual and more experienced teacher, one who had never faced such a conundrum before. I knew that I had to design a way to allow children to come back into a classroom setting, and ultimately find inspiration for learning in this new normal. I created this graphic (above) to inform families and teachers why it is vital to have students return to school. As a result, I became an educator. I was now thinking, feeling, and acting as a teacher. This case study made me think about myself and who I am becoming as a teacher in a way that was incredibly real and relevant to what teachers were facing. I now found inspiration in the COVID-19 pandemic, as it unlocked elements of myself that I did not know existed.

John Dewey (1916) has been attributed to stating, “Education is not preparation for life; education is life itself.” Learning may begin in the classroom, but it does not end there. Likewise, teaching is not a role, but a way of being. The ability to connect with children and to engage them meaningfully depends less on the methods we use than on the degree to which we know and trust ourselves and are willing to share that knowledge with them. That comes through continually reflecting on who we are in relation to children and their families, and what we do in the classroom to create more meaningful understanding of our experiences. By embodying the role of being an educator, I grew in ways that classroom curriculum couldn't prepare me for. Had it not been for the pandemic, this might not have been possible.

Dewey, J. 1916. Democracy and Education: An Introduction to the Philosophy of Education . New York: MacMillan.

Alyssa Marie Smith  is currently an early childhood education student studying at South Dakota State University. She has been a student teacher in the preschool lab on campus, and now works as a kindergarten out of school time teacher in this same lab school. In the fall, she plans to student teach in an elementary setting, and then go on to teach in her own elementary classroom.

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Home — Essay Samples — Life — Personal Life — My Future Plans: Where I See Myself In 10 Years

My Future Plans: Where I See Myself in 10 Years

• Categories: Future Personal Life

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Published: Aug 27, 2021

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Where i see myself in 10 years, where i see myself in 5 years, works cited.

• Bureau of Labor Statistics. (n.d.). Occupational Outlook Handbook. Retrieved from https://www.bls.gov/ooh/
• Forbes. (n.d.). Forbes Career Guide. Retrieved from https://www.forbes.com/careers/
• The Balance Careers. (n.d.). Career Planning. Retrieved from https://www.thebalancecareers.com/career-planning-4161908
• U.S. News & World Report. (n.d.). Best Online Colleges and Programs. Retrieved from https://www.usnews.com/education/online-education
• Purdue University Global. (n.d.). Online Programs. Retrieved from https://www.purdueglobal.edu/degree-programs/
• Bureau of Labor Statistics. (n.d.). Criminal Justice and Law Enforcement Careers. Retrieved from https://www.bls.gov/ooh/protective-service/home.htm
• American Psychological Association. (n.d.). Psychology Career Resources. Retrieved from https://www.apa.org/careers/resources
• National Criminal Justice Training Center. (n.d.). Training and Resources. Retrieved from https://ncjtc.fvtc.edu/
• Society for Industrial and Organizational Psychology. (n.d.). Careers in Industrial-Organizational Psychology. Retrieved from https://www.siop.org/Career-Center/Career-Pathways/Pathways-to-Success
• Federal Bureau of Investigation. (n.d.). Careers. Retrieved from https://www.fbijobs.gov/career-paths

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10 Years From now Essay by Thallin

Thallinof Walworth's entry into Varsity Tutor's December 2015 scholarship contest

10 Years From now Essay by Thallin - December 2015 Scholarship Essay

Ten Years from Now Essay Growing up, everyone has an idea of what they want to be when they grow up. Some kids wanted to be cowboys, policemen, firefighters and more. What I have wanted to do for my dream job was to be a sports broadcaster, and that’s where I see myself in ten years from now. From a young age I have always been up to date with sports and I have a lot of fun learning the history behind sports. In ten years, I will be starting my brand new career as pre and post- game news anchor for the Chicago Bulls after finishing my internship. While it does sound very fun, there is also a lot of hard work involved to obtain my goal of sports casting. In order to acquire the job, knowledge t of sports in vital. Not only player and coaches names, but also the rules and how each sport works in general. Anyone can be smart about sports knowledge, but to get the job you will need and education. Most broadcasters have a degree in broadcasting, or something related to communications. Important courses that would help me the most would be classes like journalism, mass media, and media writing. After the education, you cannot just step into the job field for pay. In order to be shown on television or radio, experience from an internship would help you out the most. An internship would provide the closest you would want to be to obtaining the job, but still be able to learn from and get a feel for what your career will be like. As the years go on the experience I will have gather will accumulate and make me not only a great sports caster, but a happy man. I have told you what I can do to obtain my goal, not why will it be helpful for me. Education is by far the most important source I can have to achieve my dream. There is a reason why most kids start school at a very young age. When you have that diploma, the door for choices opens up much more than someone without the education. The amount of income you can make also tends to being higher when you can provide yourself with the skills to major in a field. When you have the education, you can a lot more of what you want to do to make life better for yourself. No one wants to wake up for a job they hate, with enough schooling; you can work as if it’s not even a job. As a teenager now, I see myself in ten years from now very happy providing viewers with stats and the inside scoop of certain players. In order to do so I need the necessary education and experience do achieve my goal. Everyone’s goal is obtainable, once you put the work in. I am certainly ready to do what I can to take my life to the next level.

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Teacher job interview: Where do you see yourself in five years?

Different roles offer different possibilities for career growth . People who strive for constant promotion and a new job every two years, with better salary and benefits each time, do not typically apply for teaching jobs . They study management or marketing or finance, and try their luck in multi-billion dollar corporations , starting with an entry level position and hoping to make it really big one day, leading a team of hundred people, or perhaps the entire company.

Things work differently in the world of teachers and education administrators , with limited career growth options. Sure enough, you can become a head of a department or even a school principal down the road. But each school needs just one principal and dozens of teachers, and this career path is rather an exception than a rule. In fact it is not uncommon to see someone teaching for thirty or forty years straight , sometimes at the same school. What should you say in an interview though?

Should you show ambition to grow and lead the entire school one day? Or should you perhaps focus on something else while responding to questions about your future? We will try to find out the answers in this article. And let me start directly with 7 sample answers to the question. Before we look at them, I just want to emphasize that the answers will work equally well for a typical alternative wording of this question “ How do you picture yourself as a teacher of the future? “, as well as on an essay you sometimes have to write as a part of your job application or study program application. Let’s move to the answers :).

7 sample answers to “Where do you see yourself in five years from now?” interview question for teachers

• I see myself teaching here . But I won’t be the same teacher in five years from now. I will get better with each year of experience , perfect my teaching methods, and achieve better results with my students. Or at least that’s what I aspire to do , if you give me a chance to teach here. Because I believe that good teachers never stop learning and trying new things. Education evolves and children change, and we have to adapt to the changes. And I must say I am looking forward to the process.
• Five years from now? Well, I’d love to work as a head of foreign language department here . I know it is an ambitious goal, and I have to prove my teaching and organizational skills to have a chance to get the position. But five years is a long time, and I believe it is good to have a goal , one which motivates us to continue working on our skills and strengths, and become the best teachers we can eventually become. What’s more, I have some interesting ideas when it comes to teaching foreign language , and it would be great to have a chance to apply them in practice, and achieve better results with the students. Working as a head of department will allow me to apply these ideas to the educational process in the classes.
• Speaking honestly, I do not have any plans . I prefer to live in a present moment , and focus on a task at hand. Right now my goal is to get a teaching job here, and try my best in every lesson . One of the most important things I’ve learned in life is that when you take care of the present, the future will take care of itself . And that’s exactly my attitude to teaching and future goals. I will try my best, and let’s see what doors will open to me in five years from now.
• I honestly believe that we live unpredictable times , and it is foolish to make plans for five years ahead. The pandemic isn’t over yet, and it is unclear how the education will look like in the future, and the impact it will have on teachers. So I do not really see any clear picture of my career in five years from now. One thing is clear though: I want to teach , because that’s what I love to do and consider my personal mission . Whether I will teach here, or somewhere else, or even distantly, is something nobody can predict now, with the uncertainty we face. But I do not see it as something utterly negative. I accept things as they are, and hope for the best.
• I am quite ambitious and I hope to work as a school principal in five years from now . And why not? I’ve been teaching for twenty years already , I’ve been working on my education in the last seven years, and I believe to have the capacity to lead the entire school , and achieve great results. Of course, it isn’t an only option, and I won’t be discouraged if my career takes a different course . At the end of the day we do not control everything, and a fitting position may not be available. In any case, I want to continue trying my best and proving my capabilities. If I succeed to do so, interesting things may happen five years down the road.
• In five years from now I see myself on a maternity leave . Of course it is a long time ahead, and I do not even have a partner today . But like most women I dream of having children, and in five years from now I will be glad to have my first child. And then the second one and then hopefully I will return to teaching . Having said that, anything can happen in five years. I may have a child and I may not, and I may still be teaching Math and Chemistry. In any case, I hope to become a better teacher and a better person over the years, which is my primary goal.
• I see myself as a positive role model for many children at this school. And I hope to be an integral part of an amazing team you have in place , having good relationship with my colleagues, and helping them with whatever they may need. I see myself satisfied with my work,  yet eager to keep improving and reinventing myself as a teacher. That’s where I see myself in five years from now, and I must tell you I love this vision, and will do whatever I can to attain it .

Special Tip : This isn’t the only tricky question you will face in your interview. Check out a great eBook, the Teacher Interview Guide , from Glen, one of the core authors on Interview Penguin. Brilliant sample answers to every possible teacher interview question will make your life easy on the big day…

Positive outlook on the future is pivotal

Regardless of whether you aim for promotion, or simply want to continue teaching and enjoying time with your students, regardless of whether you see yourself spearheading the entire school, or envision being on a maternity leave in five years as a future teacher, the key is to stay positive about the future .

Because the last thing schools want is to hire negative teachers who will only complain about everything and bring their negativity to both classroom and staff-room. Talk with enthusiasm about your future in teaching and what’s ahead. Because it is great to dream and a powerful vision can drive us forward even in the most difficult times.

Living in the present is another option

At the end of the day, everything happens in the present moment . Future is just an imagination, past a memory. When thinking about the future or the past, we also do it in the present… And unless you do a great job today , in this hour, this minute, this second, you will hardly achieve your lofty goals in five years from now.

Hence you can focus on the present in your answer, even though they are inquiring about the future. Check answer no. 3 on my list for inspiration. Trying your best in every classroom and taking care of the present, you do not have to be afraid of the future. Because law of action and reaction cannot be broken , and if you do a great job, you will be rewarded for it. It doesn’t necessarily mean that you will become a principal or earn more money. But you will get your reward, in one form or another…

Outline your proposed roadmap for teaching and research for the next five years

Before ending this article, I want to touch on this specific alternative of the question. It is quite common in some countries in teaching interviews in higher education , especially when you want to teach at a university . Working at a university, you will always do some research. Hence it is important to have some plan, to know what you want to dedicate yourself to . I suggest you to think about the principal subject of your research, and prepare an explanation on how it aligns with your teaching and career goals .

You can also talk about some innovation you want to bring to the classroom, or about some specific goals you want to achieve with your students , based on the results (and struggles) you’ve had during your teaching career so far. At the end of the day, you do not have to stick to this plan later on. Once you try get a job, however, you should have some plan on your mind. No doubt the last thing you want to do is to answer their questions with silence .

Ready to answer the questions about your teaching future ? I hope so! do not forget to check also other tricky interview questions for teachers:

• Why do you want to be a teacher?
• Why do you want to work for our school district?
• What are your strengths and weaknesses as a teacher?
• Please tell us more about your teaching experience .
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10 Years From Now Essay

We all have goals that we strive to achieve. Some short term, others long term. Goals make our lives exciting. They make us rise up every morning to pursue them. Without them, life would be meaningless, with no purpose and with no sense of direction. Even prisoners have goals. Some of them enroll for courses and study hard until they attain their degrees. I also have my own set of goals that I have broken the down into three categories, economic, social and spiritual. With a ten year contingency plan, I work each day to ensure that my goals see the light of day.

Goal 1: Dream Job

Currently, I’m grappling with jobs that do not excite me. With an undergraduate Degree in Business, it really is hard to secure a good job, because of the influx of professionals in that field. Now, I have to make do with whatever I find just to pay my bills and survive. In order for me to be more competitive and to keep myself a step ahead of the rest, I have enrolled for a MBA.

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t least with a masters’ degree, I will increase my chances of getting a secure job. After I’m through with my MBA in the next two years, I plan on taking a course on Commercial Law just to widen my horizons. No need to keep all my eggs in one basket and then be faced with the challenges of limited opportunities.

I have always wanted to work in any business related field. The company is not very important to me. My only concern is the culture of the company. I do not want to work in a place that is strictly work with no fun. I want to work in a flexible environment, where the management appreciates the input of everyone including junior staffs and even consults them during decision making.

The work environment should also be accommodative of everyone’s talents and abilities. Where there are no preferences or prejudice and promotions are based on merit alone. Such jobs are hard to come by, but I believe in ten years’ time I will have such a job.

Goal 2: Start a Business

While having my dream job is something I look forward to, staying employed for the rest of my life is not something I envisioned myself doing. I don’t want to spend all my youthful years building someone else’s dreams. I want to build my own dream. I have always dreamt of having a business, preferably in the cosmetic industry. I want to be my own boss. I want to employ like-minded people, who will help me build my vision. I want to improve the lives of both my customers and employees. Above all, I want to have financial freedom.

Businesses require a lot of injections, in terms of time and resources, before they can stand on their own. Therefore, starting a business now is the best financial move I can ever make. I’m still young, I have all the time in the world, I have less responsibilities and in case of a business failure, I can always recoup myself. This is probably the last goal I hope to pursue in my ten year plan, because I have to ensure my life is in order first before I can start a business.

Goal 3: Have a Family

What is the point of pursuing all these goals if I have no one to share it with? This is the most important goal for me. I pray that within the next five years, I will settle down and start a family. I also hope that within the same time frame I will have at least one child, who will be my bundle of joy. My aim is to have a large family of four children. I hope to have a fun and loving family, with a unique culture that will differentiate us from the rest of the boring families around the world. For instance, I envision my family having karaoke sessions every Friday nights.

We will also be spending quality time each day as a family. We will have breakfasts and dinners together. Weekends will be strictly for friends and loved ones and once in a while, we will go out to have a good time. My kids will have everything they desire, from toys to books to musical instruments.

I want to cultivate a culture in my family, where my kids will pursue whichever careers they want in life. My partner and I will give them a head-start in life and provide everything they need to nurture their talents. I do not want them to go through the challenges I went through growing up. I will also ensure that they have a proper upbringing, so that they become upright members of society.

Goal 4: Buy my dream house

My other goal is to own a home in the suburbs. With a good mortgage plan, I believe I can buy the house of my dreams. My ideal house is a two storied building with five bedrooms, excluding the master bedroom. Four bedrooms for the kids and one for guests. It should also have three bathrooms, a kitchen, a laundry room, a living room, a dining room, a garden at the back, a patio and a beautifully kept lawn at the front. It should also have a swimming pool. The house should also be surrounded by several trees. I want to enjoy the view when their flowers bloom during spring.

Goal 5: Buy my dream car

I love exotic vehicles, especially if they made in Germany. It won’t come as a surprise therefore that my dream car is the Mercedes Maybach. Owning such an expensive automobile may seem too materialistic to some people, but I’m classy and I want a vehicle that defines me and I believe the Mercedes Maybach is the vehicle for me. Furthermore, we only live once, might as well enjoy the best things that life has to offer.

Goal 6: Go to my dream vacation

There are three places that are at the top of my favorite destinations list. They include Brazil, India and Egypt. I would love to visit Brazil and participate in the carnival. I want to be there at the center of everything when the streets are lit with colorful parades and everybody is just singing, dancing and enjoying themselves. There are many things I would like to see in Brazil, the beautiful beaches, the pink dolphins, Iguazu Falls and if I’m lucky enough, I may take a helicopter ride to have a view of the Statue of Christ on top of Corcovado Mountain.

When I think about India, one thing comes to mind- the Taj Mahal. Considered one of the wonders of the world, this magnificent palace is made of marbles and precious stones. I want to be a witness to this iconic piece of architecture that has stood the test of time and continues to mesmerize us to this day.

I also want to have a dip in the Ganges River, which is considered the holiest river in the world. Furthermore, the nation has a rich cultural history, with many religious beliefs, ethnic groups and great cuisines spanning many millennia. It also has arguably the best architectural designs in the world with so many great temples to support this notion. My last destination, Egypt also houses one of the ancient wonders of the world- the Pyramids of Giza. While there, I will take a boat ride and cruise through Africa’s longest river, the Nile.

Goal 7: Adopt a healthier lifestyle

I also plan on living a healthier lifestyle. I plan on kicking the habit of eating too much junk food and to limit my calories intake so that I keep my weight in check. I also want to switch to vegan diet to reduce my chances of getting meat related illnesses, such as heart diseases and hypertension. Furthermore, I will be joining gym to keep my body well-toned.

Goal 8: Seek a spiritual path

Another area in my life that I really need to improve in the next ten years is my spiritual life. It really is pointless to conquer the whole world and in the end lose my soul. I therefore plan to dedicate more of my time to God. I need to pray more frequently, especially in the mornings, during dinner and at night before I go to bed. Furthermore, I will be reading spiritual books and attending events that will help me in my spiritual path, such as seminars, workshops, lectures and religious retreats.

Goal 9: Start a philanthropic society

I also want to start a philanthropic society. That will be my way of giving back to my society. It will not be big and fancy like the Bill and Melinda Gates Foundation. I just want it to be a non-profit organization seeking to better the lives of people around it.

It will basically operate with donations and volunteers. Some of the functions of the organization will include visiting orphanages and homes of the elderly during holidays and helping the poor and homeless.

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Where Do You See Yourself In 10 Years? (College Essay Sample) 2023

Where do you see yourself in 10 years .

Is it safe to pay someone to write an essay and Is it realistic to expect a low-cost, High-Quality Essay from a Cheap Paper Writing Service ?

Thinking too much about the future can be traumatizing though we cannot live without focus. We always evaluate our previous achievement and extrapolate them into the future world. Certainly, thinking about the future is unsuccessful and incomplete with various contradictory questions. Though there are various challenges on a daily basis, certainly we cannot stop to think and plan on our future progress. Failing to plan directly translates to planning to fail. Where do I see myself in ten years, is a typical and relevant question for any teenagers who are aspiring for a decent life. Though it was difficult to think about the future, however, living in hopes that tomorrow will be better today is imperative. Wishful thinking always prospers in life. Ten years can easily move faster when there are no organized plans for the period. However, the same decades can be a challenge for busy minds. Conversing about the present is much easier because there are ready facts and evidence to back the claims. However, the much we can do with ten years from today is setting goals and anticipating the outcome.  Ten years from now, I would have graduated and perfected my resume to land me to my desired career.

Ten years from now is adequately enough time to enable me to realize my dream home. I have desired to establish my palatial residential home, with a beautiful backyard. Having learned the value of trees in human health, I would carefully decorate my home with sweet-scented trees and flowers. Meanwhile, a small vegetable garden would not miss within the compound. Fruits trees like mangoes, oranges, and avocados would form a nice hut in the compound to provide shade for my family. The shade will be incomplete without the contribution of birds singing their loud melodious songs right furthest end of the trees. My puppy will be there waiting to collect any fallen fruits from the trees and hand them over to my garden boy. I would not hesitate to spend my weekend under these natural shade with my family. Though raising my kids will be longer than ten years. However, I am optimistic about my first born celebrating her third day towards the end of my tenth-year dream. I hopefully dream of providing steadfast love, educational requirements, and security to them.

My vision in ten years from today will be complete with securing a decent job. I have not aspired to start my firm. Though my financial obligation would be met through my salary, I always respect and value how our government remunerates and appreciate professionals. Most importantly, I simply need to finish my course and get admitted into the employment system as a star. Working ten hours in a day is often my dream. It coincides with my ten-year dream. The weekends will be devoted for exclusive family bonding and exposure. I believe, in ten years, my stress of meeting different demands shall have reduced significantly. I will have more time to socialize and go out with my family and friends. I will not regret spending much of my time watching various TV channels and taking naps. Sincerely, I will be compensating myself for having worked tirelessly hard to meet my desires and dreams. I am therefore committed today to realize the better outcome of my ten-year dream. I am time conscious now and struggling to spend each day wisely to better results. Now I depend on my parents for upkeep in college. Devote almost sixteen hours a day to learn and submit my assignments. I am driven by determination and passion for dream.

The National Teacher of the Year’s Advice for Building ‘a Legacy of Strong Teachers’

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The 2024 National Teacher of the Year is an English-as-a-second-language teacher in rural Tennessee whose role involves a lot more than just teaching content. Missy Testerman sees herself as a community resource for the students and families she serves.

Here, she offers advice for all educators on continuing to find the joy in education despite the challenges, and on building a legacy of strong educators.

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What’s it like to be a teacher in america today, public k-12 teachers are stressed about their jobs and few are optimistic about the future of education; many say poverty, absenteeism and mental health are major problems at their school.

Pew Research Center conducted this study to better understand the views and experiences of public K-12 school teachers. The analysis in this report is based on an online survey of 2,531 U.S. public K-12 teachers conducted from Oct. 17 to Nov. 14, 2023. The teachers surveyed are members of RAND’s American Teacher Panel, a nationally representative panel of public K-12 school teachers recruited through MDR Education. Survey data is weighted to state and national teacher characteristics to account for differences in sampling and response to ensure they are representative of the target population.

Here are the questions used for this report , along with responses, and the survey methodology .

Low-poverty , medium-poverty and high-poverty schools are based on the percentage of students eligible for free and reduced-price lunch, as reported by the National Center for Education Statistics (less than 40%, 40%-59% and 60% or more, respectively).

Secondary schools include both middle schools and high schools.

All references to party affiliation include those who lean toward that party. Republicans include those who identify as Republicans and those who say they lean toward the Republican Party. Democrats include those who identify as Democrats and those who say they lean toward the Democratic Party.

Public K-12 schools in the United States face a host of challenges these days – from teacher shortages to the lingering effects of COVID-19 learning loss to political battles over curriculum .

In the midst of all this, teachers express low levels of satisfaction with their jobs. In fact, they’re much less satisfied than U.S. workers overall.

Here’s how public K-12 teachers are feeling about their jobs:

• 77% say their job is frequently stressful.
• 68% say it’s overwhelming.
• 70% say their school is understaffed.
• 52% say they would not advise a young person starting out today to become a teacher.

When it comes to how their students are doing in school, teachers are relatively downbeat about both academic performance and behavior.

Here’s how public K-12 teachers rate academic performance and behavior at their school:

• 48% say the academic performance of most students at their school is fair or poor. A third say it’s good, and only 17% describe it as excellent or very good.
• 49% say the behavior of most students at their school is fair or poor; 35% say it’s good and 13% say it’s excellent or very good.

The COVID-19 pandemic likely compounded these issues. About eight-in-ten teachers (among those who have been teaching for at least a year) say the lasting impact of the pandemic on students’ behavior, academic performance and emotional well-being has been very or somewhat negative.

Assessments of student performance and behavior differ widely by school poverty level. 1 Teachers in high-poverty schools have a much more negative outlook. But feelings of stress and dissatisfaction among teachers are fairly universal, regardless of where they teach.

Related: What Public K-12 Teachers Want Americans To Know About Teaching

As they navigate these challenges, teachers don’t feel they’re getting the support or reinforcement they need from parents.

Majorities of teachers say parents are doing too little when it comes to holding their children accountable if they misbehave in school, helping them with their schoolwork and ensuring their attendance.

Teachers in high- and medium-poverty schools are more likely than those in low-poverty schools to say parents are doing too little in each of these areas.

These findings are based on a survey of 2,531 U.S. public K-12 teachers conducted Oct. 17-Nov. 14, 2023, using the RAND American Teacher Panel. 2 The survey looks at the following aspects of teachers’ experiences:

• Teachers’ job satisfaction (Chapter 1)
• How teachers manage their workload (Chapter 2)
• Problems students are facing at public K-12 schools (Chapter 3)
• Challenges in the classroom (Chapter 4)
• Teachers’ views of parent involvement (Chapter 5)
• Teachers’ views on the state of public K-12 education (Chapter 6)

Problems students are facing

We asked teachers about some of the challenges students at their school are facing. Three problems topped the list:

• Poverty (53% say this is a major problem among students who attend their school)
• Chronic absenteeism (49%)
• Anxiety and depression (48%)

Chronic absenteeism (that is, students missing a substantial number of school days) is a particular challenge at high schools, with 61% of high school teachers saying this is a major problem where they teach. By comparison, 46% of middle school teachers and 43% of elementary school teachers say the same.

Anxiety and depression are viewed as a more serious problem at the secondary school level: 69% of high school teachers and 57% of middle school teachers say this is a major problem among their students, compared with 29% of elementary school teachers.

Fewer teachers (20%) view bullying as a major problem at their school, though the share is significantly higher among middle school teachers (34%).

A look inside the classroom

We also asked teachers how things are going in their classroom and specifically about some of the issues that may get in the way of teaching.

• 47% of teachers say students showing little or no interest in learning is a major problem in their classroom. The share rises to 58% among high school teachers.
• 33% say students being distracted by their cellphones is a major problem. This is particularly an issue for high school teachers, with 72% saying this is a major problem.
• About one-in-five teachers say students getting up and walking around when they’re not supposed to and being disrespectful toward them (21% each) are major problems. Teachers in elementary and middle schools are more likely than those in high schools to see these as challenges.

A majority of teachers (68%) say they’ve experienced verbal abuse from a student – such as being yelled at or threatened. Some 21% say this happens at least a few times a month.

Physical violence is less common. Even so, 40% of teachers say a student has been violent toward them , with 9% saying this happens at least a few times a month.

About two-thirds of teachers (66%) say that the current discipline practices at their school are very or somewhat mild. Only 2% say the discipline practices at their school are very or somewhat harsh, while 31% say they are neither harsh nor mild. Most teachers (67%) say teachers themselves don’t have enough influence in determining discipline practices at their school.

Behavioral issues and mental health challenges

In addition to their teaching duties, a majority of teachers (58%) say they have to address behavioral issues in their classroom every day. About three-in-ten teachers (28%) say they have to help students with mental health challenges daily.

In each of these areas, elementary and middle school teachers are more likely than those at the high school level to say they do these things on a daily basis.

And teachers in high-poverty schools are more likely than those in medium- and low-poverty schools to say they deal with these issues each day.

Cellphone policies and enforcement

Most teachers (82%) say their school or district has policies regarding cellphone use in the classroom.

Of those, 56% say these policies are at least somewhat easy to enforce, 30% say they’re difficult to enforce, and 14% say they’re neither easy nor difficult to enforce.

Experiences with cellphone policies vary widely across school levels. High school teachers (60%) are much more likely than middle school (30%) and elementary school teachers (12%) to say the policies are difficult to enforce (among those who say their school or district has a cellphone policy).

How teachers are experiencing their jobs

Thinking about the various aspects of their jobs, teachers are most satisfied with their relationship with other teachers at their school (71% are extremely or very satisfied).

They’re least satisfied with how much they’re paid – only 15% are extremely or very satisfied with their pay, while 51% are not too or not at all satisfied.

Among teachers who don’t plan to retire or stop working this year, 29% say it’s at least somewhat likely they will look for a new job in the 2023-24 school year. Within that group, 40% say they would look for a job outside of education, 29% say they’d seek a non-teaching job in education, and only 18% say they’d look for a teaching job at another public K-12 school.

Do teachers find their work fulfilling and enjoyable?

Overall, 56% of teachers say they find their job to be fulfilling extremely often or often; 53% say their job is enjoyable. These are significantly lower than the shares who say their job is frequently stressful (77%) or overwhelming (68%).

Positive experiences are more common among newer teachers. Two-thirds of those who’ve been teaching less than six years say their work is fulfilling extremely often or often, and 62% of this group says their work is frequently enjoyable.

Teachers with longer tenures are somewhat less likely to feel this way. For example, 48% of those who’ve been teaching for six to 10 years say their work is frequently enjoyable.

Balancing the workload

Most teachers (84%) say there’s not enough time during their regular work hours to do tasks like grading, lesson planning, paperwork and answering work emails.

Among those who feel this way, 81% say simply having too much work is a major reason.

Many also point to having to spend time helping students outside the classroom, performing non-teaching duties like lunch duty, and covering other teachers’ classrooms as at least minor reasons they don’t have enough time to get all their work done.

A majority of teachers (54%) say it’s very or somewhat difficult for them to balance work and their personal life. About one-in-four (26%) say it’s very or somewhat easy for them to balance these things, and 20% say it’s neither easy nor difficult.

Among teachers, women are more likely than men to say work-life balance is difficult for them (57% vs. 43%). Women teachers are also more likely to say they often find their job stressful or overwhelming.

How teachers view the education system

A large majority of teachers (82%) say the overall state of public K-12 education has gotten worse in the past five years.

And very few are optimistic about the next five years: Only 20% of teachers say public K-12 education will be a lot or somewhat better five years from now. A narrow majority (53%) say it will be worse.

Among teachers who think things have gotten worse in recent years, majorities say the current political climate (60%) and the lasting effects of the COVID-19 pandemic (57%) are major reasons. A sizable share (46%) also point to changes in the availability of funding and resources.

Related:  About half of Americans say public K-12 education is going in the wrong direction

Which political party do teachers trust more to deal with educational challenges?

On balance, more teachers say they trust the Democratic Party than say they trust the Republican Party to do a better job handling key issues facing the K-12 education system. But three-in-ten or more across the following issues say they don’t trust either party:

• Shaping school curriculum (42% say they trust neither party)
• Ensuring teachers have adequate pay and benefits (35%)
• Making schools safer (35%)
• Ensuring adequate funding for schools (33%)
• Ensuring all students have equal access to high-quality K-12 education (31%)

A majority of public K-12 teachers (58%) identify or lean toward the Democratic Party. This is higher than the share among the general public (47%).

• Poverty levels are based on the percentage of students in the school who are eligible for free and reduced-price lunch. ↩
• For details, refer to the Methodology section of the report. ↩
• Urban, suburban and rural schools are based on the location of the school as reported by the National Center for Education Statistics (rural includes town). Definitions match those used by the U.S. Census Bureau. ↩

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Table of contents, ‘back to school’ means anytime from late july to after labor day, depending on where in the u.s. you live, among many u.s. children, reading for fun has become less common, federal data shows, most european students learn english in school, for u.s. teens today, summer means more schooling and less leisure time than in the past, about one-in-six u.s. teachers work second jobs – and not just in the summer, most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

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​Why School Absences Have ‘Exploded’ Almost Everywhere

The pandemic changed families’ lives and the culture of education: “Our relationship with school became optional.”

By Sarah Mervosh and Francesca Paris

Sarah Mervosh reports on K-12 education, and Francesca Paris is a data reporter.

In Anchorage, affluent families set off on ski trips and other lengthy vacations, with the assumption that their children can keep up with schoolwork online.

In a working-class pocket of Michigan, school administrators have tried almost everything, including pajama day, to boost student attendance.

And across the country, students with heightened anxiety are opting to stay home rather than face the classroom.

In the four years since the pandemic closed schools, U.S. education has struggled to recover on a number of fronts, from learning loss , to enrollment , to student behavior .

But perhaps no issue has been as stubborn and pervasive as a sharp increase in student absenteeism, a problem that cuts across demographics and has continued long after schools reopened.

Nationally, an estimated 26 percent of public school students were considered chronically absent last school year, up from 15 percent before the pandemic, according to the most recent data, from 40 states and Washington, D.C., compiled by the conservative-leaning American Enterprise Institute . Chronic absence is typically defined as missing at least 10 percent of the school year, or about 18 days, for any reason.

Source: Upshot analysis of data from Nat Malkus, American Enterprise Institute. Districts are grouped into highest, middle and lowest third.

The increases have occurred in districts big and small, and across income and race. For districts in wealthier areas, chronic absenteeism rates have about doubled, to 19 percent in the 2022-23 school year from 10 percent before the pandemic, a New York Times analysis of the data found.

Poor communities, which started with elevated rates of student absenteeism, are facing an even bigger crisis: Around 32 percent of students in the poorest districts were chronically absent in the 2022-23 school year, up from 19 percent before the pandemic.

Even districts that reopened quickly during the pandemic, in fall 2020, have seen vast increases.

“The problem got worse for everybody in the same proportional way,” said Nat Malkus, a senior fellow at the American Enterprise Institute, who collected and studied the data.

Victoria, Texas reopened schools in August 2020, earlier than many other districts. Even so, student absenteeism in the district has doubled.

Kaylee Greenlee for The New York Times

The trends suggest that something fundamental has shifted in American childhood and the culture of school, in ways that may be long lasting. What was once a deeply ingrained habit — wake up, catch the bus, report to class — is now something far more tenuous.

“Our relationship with school became optional,” said Katie Rosanbalm, a psychologist and associate research professor with the Center for Child and Family Policy at Duke University.

The habit of daily attendance — and many families’ trust — was severed when schools shuttered in spring 2020. Even after schools reopened, things hardly snapped back to normal. Districts offered remote options, required Covid-19 quarantines and relaxed policies around attendance and grading .

Source: Nat Malkus, American Enterprise Institute . Includes districts with at least 1,500 students in 2019. Numbers are rounded. U.S. average is estimated.

Today, student absenteeism is a leading factor hindering the nation’s recovery from pandemic learning losses , educational experts say. Students can’t learn if they aren’t in school. And a rotating cast of absent classmates can negatively affect the achievement of even students who do show up, because teachers must slow down and adjust their approach to keep everyone on track.

“If we don’t address the absenteeism, then all is naught,” said Adam Clark, the superintendent of Mt. Diablo Unified, a socioeconomically and racially diverse district of 29,000 students in Northern California, where he said absenteeism has “exploded” to about 25 percent of students. That’s up from 12 percent before the pandemic.

U.S. students, overall, are not caught up from their pandemic losses. Absenteeism is one key reason.

Why Students Are Missing School

Schools everywhere are scrambling to improve attendance, but the new calculus among families is complex and multifaceted.

At South Anchorage High School in Anchorage, where students are largely white and middle-to-upper income, some families now go on ski trips during the school year, or take advantage of off-peak travel deals to vacation for two weeks in Hawaii, said Sara Miller, a counselor at the school.

For a smaller number of students at the school who qualify for free or reduced-price lunch, the reasons are different, and more intractable. They often have to stay home to care for younger siblings, Ms. Miller said. On days they miss the bus, their parents are busy working or do not have a car to take them to school.

And because teachers are still expected to post class work online, often nothing more than a skeleton version of an assignment, families incorrectly think students are keeping up, Ms. Miller said.

Sara Miller, a counselor at South Anchorage High School for 20 years, now sees more absences from students across the socioeconomic spectrum.

Ash Adams for The New York Times

Across the country, students are staying home when sick , not only with Covid-19, but also with more routine colds and viruses.

And more students are struggling with their mental health, one reason for increased absenteeism in Mason, Ohio, an affluent suburb of Cincinnati, said Tracey Carson, a district spokeswoman. Because many parents can work remotely, their children can also stay home.

For Ashley Cooper, 31, of San Marcos, Texas, the pandemic fractured her trust in an education system that she said left her daughter to learn online, with little support, and then expected her to perform on grade level upon her return. Her daughter, who fell behind in math, has struggled with anxiety ever since, she said.

“There have been days where she’s been absolutely in tears — ‘Can’t do it. Mom, I don’t want to go,’” said Ms. Cooper, who has worked with the nonprofit Communities in Schools to improve her children’s school attendance. But she added, “as a mom, I feel like it’s OK to have a mental health day, to say, ‘I hear you and I listen. You are important.’”

Experts say missing school is both a symptom of pandemic-related challenges, and also a cause. Students who are behind academically may not want to attend, but being absent sets them further back. Anxious students may avoid school, but hiding out can fuel their anxiety.

And schools have also seen a rise in discipline problems since the pandemic, an issue intertwined with absenteeism.

Dr. Rosanbalm, the Duke psychologist, said both absenteeism and behavioral outbursts are examples of the human stress response, now playing out en masse in schools: fight (verbal or physical aggression) or flight (absenteeism).

“If kids are not here, they are not forming relationships,” said Quintin Shepherd, the superintendent in Victoria, Texas.

Quintin Shepherd, the superintendent in Victoria, Texas, first put his focus on student behavior, which he described as a “fire in the kitchen” after schools reopened in August 2020.

The district, which serves a mostly low-income and Hispanic student body of around 13,000, found success with a one-on-one coaching program that teaches coping strategies to the most disruptive students. In some cases, students went from having 20 classroom outbursts per year to fewer than five, Dr. Shepherd said.

But chronic absenteeism is yet to be conquered. About 30 percent of students are chronically absent this year, roughly double the rate before the pandemic.

Dr. Shepherd, who originally hoped student absenteeism would improve naturally with time, has begun to think that it is, in fact, at the root of many issues.

“If kids are not here, they are not forming relationships,” he said. “If they are not forming relationships, we should expect there will be behavior and discipline issues. If they are not here, they will not be academically learning and they will struggle. If they struggle with their coursework, you can expect violent behaviors.”

Teacher absences have also increased since the pandemic, and student absences mean less certainty about which friends and classmates will be there. That can lead to more absenteeism, said Michael A. Gottfried, a professor at the University of Pennsylvania Graduate School of Education. His research has found that when 10 percent of a student’s classmates are absent on a given day, that student is more likely to be absent the following day.

Absent classmates can have a negative impact on the achievement and attendance of even the students who do show up.

Is This the New Normal?

In many ways, the challenge facing schools is one felt more broadly in American society: Have the cultural shifts from the pandemic become permanent?

In the work force, U.S. employees are still working from home at a rate that has remained largely unchanged since late 2022 . Companies have managed to “put the genie back in the bottle” to some extent by requiring a return to office a few days a week, said Nicholas Bloom, an economist at Stanford University who studies remote work. But hybrid office culture, he said, appears here to stay.

Some wonder whether it is time for schools to be more pragmatic.

Lakisha Young, the chief executive of the Oakland REACH, a parent advocacy group that works with low-income families in California, suggested a rigorous online option that students could use in emergencies, such as when a student misses the bus or has to care for a family member. “The goal should be, how do I ensure this kid is educated?” she said.

Relationships with adults at school and other classmates are crucial for attendance.

In the corporate world, companies have found some success appealing to a sense of social responsibility, where colleagues rely on each other to show up on the agreed-upon days.

A similar dynamic may be at play in schools, where experts say strong relationships are critical for attendance.

There is a sense of: “If I don’t show up, would people even miss the fact that I’m not there?” said Charlene M. Russell-Tucker, the commissioner of education in Connecticut.

In her state, a home visit program has yielded positive results , in part by working with families to address the specific reasons a student is missing school, but also by establishing a relationship with a caring adult. Other efforts — such as sending text messages or postcards to parents informing them of the number of accumulated absences — can also be effective.

Regina Murff has worked to re-establish the daily habit of school attendance for her sons, who are 6 and 12.

Sylvia Jarrus for The New York Times

In Ypsilanti, Mich., outside of Ann Arbor, a home visit helped Regina Murff, 44, feel less alone when she was struggling to get her children to school each morning.

After working at a nursing home during the pandemic, and later losing her sister to Covid-19, she said, there were days she found it difficult to get out of bed. Ms. Murff was also more willing to keep her children home when they were sick, for fear of accidentally spreading the virus.

But after a visit from her school district, and starting therapy herself, she has settled into a new routine. She helps her sons, 6 and 12, set out their outfits at night and she wakes up at 6 a.m. to ensure they get on the bus. If they are sick, she said, she knows to call the absence into school. “I’ve done a huge turnaround in my life,” she said.

But bringing about meaningful change for large numbers of students remains slow, difficult work .

Nationally, about 26 percent of students were considered chronically absent last school year, up from 15 percent before the pandemic.

The Ypsilanti school district has tried a bit of everything, said the superintendent, Alena Zachery-Ross. In addition to door knocks, officials are looking for ways to make school more appealing for the district’s 3,800 students, including more than 80 percent who qualify for free or reduced-price lunch. They held themed dress-up days — ’70s day, pajama day — and gave away warm clothes after noticing a dip in attendance during winter months.

“We wondered, is it because you don’t have a coat, you don’t have boots?” said Dr. Zachery-Ross.

Still, absenteeism overall remains higher than it was before the pandemic. “We haven’t seen an answer,” she said.

Data provided by Nat Malkus, with the American Enterprise Institute. The data was originally published on the Return to Learn tracker and used for the report “ Long COVID for Public Schools: Chronic Absenteeism Before and After the Pandemic .”

The analysis for each year includes all districts with available data for that year, weighted by district size. Data are sourced from states, where available, and the U.S. Department of Education and NCES Common Core of Data.

For the 2018-19 school year, data was available for all 50 states and the District of Columbia. For 2022-23, it was available for 40 states and D.C., due to delays in state reporting.

Closure length status is based on the most in-person learning option available. Poverty is measured using the Census Bureau’s Small Area Income and Poverty Estimates. School size and minority population estimates are from NCES CCD.

How absenteeism is measured can vary state by state, which means comparisons across state lines may not be reliable.

An earlier version of this article misnamed a research center at Duke University. It is the Center for Child and Family Policy, not the Center of Child and Family Policy.

Florida school board member wants to formalize teacher exit interviews

SARASOTA COUNTY, Fla. — A recent I-team investigation is now prompting one Florida school board member to speak up and act.

During a Sarasota County school board meeting Tuesday evening, member Tom Edwards asked for the district to begin conducting exit interviews with teachers who leave the district.

Edwards told us he was inspired after seeing our investigation last week where we obtained hundreds of teacher exit surveys from other districts to reveal the “brutal” truth behind why so many Florida teachers keep leaving.

• Exit interviews reveal the “brutal” truth behind why teachers are leaving Florida classrooms
• New state data reveals slight dip in Fla. teachers leaving, but reasons why vary

According to Florida’s Department of Education, more than 18,000 publicly-employed teachers left during the last school year alone. This represents about 10% of public teachers at the time. The exit interviews we obtained for our story helped provide to the public more detailed insight into what continues to drive so many teachers away.

“What I loved about it is that it’s data I’ve heard often about our own teachers when they leave but we have no document of that,” Edward explained to district leaders and his board colleagues when he talked about LaGrone’s recent report.

“As I looked through a lot of your findings, I saw things that really justified one of my big initiatives, which is attainable housing and workforce housing,” he later told LaGrone.

“You can hear from teachers how they struggled to want to be able to be the best teacher they could be, but struggled to afford to be able to live anywhere here in Florida- whether it's Hillsborough, Palm Beach, or any of the different places that you had referenced in your report,” he said about the publicly available exit surveys.

LaGrone obtained the data by asking various school districts for copies of exit interviews conducted since last year.

In response, the Hillsborough County school district, Pinellas County school district, and Palm Beach County school district sent us spreadsheets from a total of more than 650 exit interviews conducted in those districts.

Pay, politics, and “out-of-control” student behavior were among the top reasons cited, according to the surveys we analyzed. But it was the comments left by departing teachers that offered some of the most detailed and brutal insight.

“The absolutely ridiculous and violent behavior of the students coupled with little to no consequences for said behavior was abhorrent. In the less than 3 weeks in this position I hated every minute of the day,” stated a former Pinellas County teacher who left just a few weeks after starting this past fall.

“We are at a breaking point. Our pay has not increased in years. The district is placing more and more on teachers,” a Hillsborough County teacher stated.

"It currently feels as though teachers are being hung out to dry in response to Governor DeSantis' transparent efforts to persecute educators,” said a teacher who left the Palm Beach County school district.

While Florida school districts are required by the state to ask departing teachers why they leave, some districts don’t or are inconsistent.

For those who do, most of the information collected and submitted to the state is broad and general. This forces districts who want to learn more about what’s driving teachers out to conduct their own deep dives.

“The reason we do the exit interviews is so we can find out what their experience was like and what we can do better to make things better for those still here, to retain them, and potentially have them come back if we can address the issues,” explained Hillsborough County HR manager Dr. Charmion Patten, who agreed to talk about her district’s exit surveys.

“If someone is leaving, they’re much more open and willing to tell you exactly how they’re feeling about something, so that’s very valuable,” Patten said.

Last school year, the Sarasota district lost just under 300 teachers, a record high.

“I strongly recommend we formalize and conduct exit interviews,” Edwards told his board Tuesday before the meeting concluded.

After his remarks, Edwards said his district superintendent came up to him to let him know he agreed, and that the district had just started to conduct formal teacher exit interviews. About 68 are now on file in the district to view.

“I am here to make sure that public education remains as competitive as possible and that precise information helps me zero in, and helps me talk to the superintendent about ideas and suggestions that will be able to enhance the job description, the salaries, and the housing opportunities for our teachers and staff,” Edwards said.

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Volunteer State educator is deserving of new honor as National Teacher of the Year

Hello, readers:

Social media sites such as Facebook get a bad rap for how they have contributed to the devolution of society and conversations with fellow Americans.

That can be absolutely true, however, the platform sometimes still offers opportunities to reconnect us with important people in our past who make our lives richer.

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For me, one of those people is Mrs. Carol Bell, my fourth grade teacher at a Chicago area parochial school. She left our school after my class moved on to the fifth grade and I always wondered what happened to her.

I do remember how she helped nurture my love for social studies, presidential history and current affairs.

In April of 2020, we reconnected over Facebook and we became friends 35 years after I was her student. That December, I wrote a post thanking her for all she did for me.

She replied: "It was an honor and a privilege to inspire you. Knowledge is a powerful tool. You make a difference in our world. Thank you."

That felt good and I thought about that exchange after hearing East Tennessee educator Missy Testerman speak on the CBS Mornings television show on Wednesday.

Host Gayle King announced her as the 2024 National Teacher of the Year and U.S. First Lady Jill Biden surprised her with flowers.

"I love teaching because I love being the person who gets to unlock the love of learning in students," said Testerman during the interview.

Testerman is an English as a Second Language teacher at Rogersville City School just 65 miles northeast of Knoxville.

Her love for her students is apparent and she makes clear she is living her purpose.

For the next year, she will be traveling around the nation to talk about teaching and encouraging and uplifting fellow teachers.

"I plan to use my year of service to encourage teachers to be advocates for their students, their profession and themselves," Testerman told USA TODAY Network Tennessee reporter Rachel Wegner . "Our teachers are the experts in the classroom, and I think, for far too long, their opinion has been ... cast to the side."

I followed up by writing an editorial congratulating Mrs. Testerman. You can read it in The Tennessean , The Knoxville News Sentinel or The Memphis Commercial Appeal .

Do you remember a teacher who inspired you? Do you still keep in touch with him or her? Tell me about them and email me at [email protected] .

What else you'll find in this newsletter?

What else you'll find in the newsletter

These are some of the top reads posted since last week's newsletter:

• Now that Tennessee State University has a new board , expect turbulent times ahead (Guest columnist Adrienne Hinds)
• Trump is not an ideal Bible pitchman , but Americans can learn from Lee Greenwood's version (Columnist Cameron Smith)
• Easter shooting at Roasted leaves Salemtown residents with more questions than answers (Column by me)
• America's death tax is a threat to generational farming in Tennessee so repeal it (Guest Opinion column by Rep. Mark Green, R-Clarksville)

Thanks so much for your support. Again, please  subscribe to one of our publications  if you have not already. Support local journalism, and send me your comments, thoughts and ideas.

David Plazas is the director of opinion and engagement for the USA TODAY Network Tennessee. He is an editorial board member of The Tennessean. He hosts the  Tennessee Voices videocast  and curates the  Tennessee Voices  and  Latino Tennessee Voices  newsletters.. Call him at (615) 259-8063, email him at  [email protected]  or tweet to him at  @davidplazas .

This article originally appeared on Nashville Tennessean: Volunteer State educator is deserving of new honor as National Teacher of the Year