Suppose You Are Ending Your Career In Teaching And You Are P
Suppose You Are Ending Your Career In Teaching And You Are Planning To
Suppose you are ending your career in teaching and you are planning to retire. Your friends have decided to give you a retirement celebration and they have asked several of your former students to speak at the event. What those students say will be a reflection of your life’s work and will define your legacy. Prior to writing your journal entry, read Chapter 11: Standards, Curriculum, and Accountability in your Introduction to Teaching: Making a Difference in Student Learning textbook. Given what has been discussed throughout this course, and what you know about yourself and your dedication to teaching and learning, in one or two pages summarize what you predict your students will say at your retirement party? What will your legacy be? Journal Guidelines Your journal must be one to two double-spaced pages in length. This is a journal assignment so APA formatting is not required. It is still suggested that you follow the APA guidelines set down in the UAGC APA Template (Word Document) provided by the UAGC Writing Center (this link will download a document to your computer). The more you practice APA style the better you are at it.
Paper For Above instruction
As I contemplate the conclusion of my teaching career and imagine the farewell remarks from my former students at my retirement celebration, I am filled with a sense of purpose and hope. Over the years, my dedication to fostering a supportive and challenging learning environment has been the cornerstone of my teaching philosophy, as emphasized in Chapter 11 of the textbook "Introduction to Teaching: Making a Difference in Student Learning." This chapter underscores the importance of adhering to standards, designing meaningful curriculum, and ensuring accountability, principles I have strived to integrate into my classroom practice.
I believe my students will speak of a teacher who consistently prioritized their individual growth and understanding. They might recall how I emphasized not only academic achievement but also the development of critical thinking, resilience, and social-emotional skills. These qualities align with the standards and accountability measures discussed in the textbook, which aim to prepare students not just for tests, but for life beyond the classroom. For many, my role extended beyond the traditional teacher-student relationship; I served as a mentor, encourager, and advocate. I hope my students will mention moments when I challenged them to see their potential and supported them through difficulties, fostering a classroom culture rooted in respect, curiosity, and perseverance.
Furthermore, I expect students will acknowledge my efforts to make learning relevant and engaging, reflecting the curriculum standards that promote meaningful connections to real-world issues. I strived to create lessons that were inclusive, differentiated, and aligned with state and national standards, ensuring that every student had access to quality education. My commitment to ongoing professional development, as advocated in the chapter, helped me stay current with best practices and adapt to diverse student needs, which I believe left a lasting impact.
My legacy, I hope, will be of a teacher who made a genuine difference in students' lives—igniting their curiosity, nurturing their confidence, and empowering them to become responsible citizens. I want students to remember their classroom as a place where they felt valued and inspired, where standards were high yet attainable, and where they learned the importance of continuous growth. Ultimately, I aspire that my teaching has instilled in my students a love for learning and a sense of agency that extends beyond academic achievement.
In conclusion, I envision my students honoring my commitment to education through stories of perseverance and discovery, reflecting the principles outlined in the textbook and my personal dedication. My legacy will be measured not just by academic outcomes but by the lives I have touched and the future educators I have inspired to carry forward the mission of teaching with integrity, passion, and purpose.
References
- Province, D., & Snow, D. A. (2019). Introduction to Teaching: Making a Difference in Student Learning. University of Arizona Global Campus.
- Darling-Hammond, L. (2010). The flat world and education: How America's commitment to equity will determine our future. Teachers College Press.
- Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
- Stiggins, R. (2005). From formative assessment to assessment FOR learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324-328.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. The National Academies Press.
- Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
- Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). SuperVision and instructional leadership: A developmental approach. Pearson.
- McTighe, J., & Wiggins, G. (2012). Understanding by design. ASCD.
- Biesta, G. (2010). Good education in an age of measurement: On the need to reconsider trajectories. Educational Assessment, Evaluation and Accountability, 22(2), 101-111.