my student teaching goals essay

Essay on My Goal As A Teacher

Students are often asked to write an essay on My Goal As A Teacher in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on My Goal As A Teacher

My aim in teaching.

As a teacher, my main goal is to help students learn and grow. I want to make sure that every child in my classroom feels safe and happy. It’s important to me that they are excited about learning new things.

Sharing Knowledge

I plan to share knowledge in a fun way. I will use games, stories, and activities to teach lessons. This makes learning enjoyable and helps students remember what they learn.

Supporting Students

I will always be there to support my students. If they find something hard, I will help them understand it. I want to encourage them to do their best and to believe in themselves.

Preparing for the Future

I also want to prepare my students for the future. I will teach them to be kind, to work with others, and to solve problems. These skills are important for success in school and in life.

250 Words Essay on My Goal As A Teacher

Teaching with heart.

I love sharing what I know with my students. It’s important to me that they understand new things each day. I work hard to explain lessons in a way that is easy to get. I want all my students to feel smart and capable.

Encouraging Questions

Asking questions is a big part of learning. I want my students to feel free to ask me anything. This shows they are thinking and want to know more. I always try to answer in a way that makes sense to them.

Building Confidence

I want each student to believe in themselves. When they do well, I praise them. If they make mistakes, I show them it’s okay and help them learn from it. Seeing my students become more confident is one of the best parts of my job.

Lastly, I aim to prepare my students for what comes next. Whether it’s the next grade or life outside of school, I want them to have the skills they need. I teach them to be kind, work hard, and think about their choices.

In conclusion, my goal as a teacher is to guide, support, and inspire my students. I want them to leave my classroom better than when they came in, ready to take on the world.

500 Words Essay on My Goal As A Teacher

My dream to teach.

One of my goals is to share what I know. I love the idea of teaching students new things. Whether it’s math, science, or how to write better, I want to make sure my students learn a lot. I will work hard to explain things in a way that makes sense to them.

Creating a Safe Place

School should be safe and welcoming for everyone. My goal is to create a classroom where all students feel they belong. No one should be scared to ask questions or make mistakes. I will always listen to my students and make sure they feel comfortable and respected.

Encouraging Curiosity

It’s important to believe in yourself. As a teacher, I want to help my students feel confident. When they know they can do something well, they try harder and do better. I will cheer them on and help them see how great they can be.

Life after school can be challenging. I want to prepare my students for what comes next. This means teaching them not just school subjects, but also how to be good people. I will help them learn to work with others, solve problems, and be kind.

Supporting Dreams

Being a lifelong learner.

Teachers need to keep learning too. I will keep studying and getting better at teaching. I want to stay up-to-date with new ways to help students learn. By being a lifelong learner, I can be the best teacher for my students.

In conclusion, my goal as a teacher is to share knowledge, create a safe and happy classroom, spark curiosity, build confidence, prepare students for the future, support their dreams, and always keep learning. I want to leave a lasting, positive mark on each student’s life, and through teaching, I believe I can do that.

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My Student Teaching Experience

A publish.illinois.edu site.

Goodbye Student Teaching

When reflecting on this semester of student teaching, there have been so many challenges, so many celebrations, and so much that I have learned. I have been pushed beyond my comfort zone, and I have grown as a teacher immensely. It is hard for me to only talk about a few of the takeaways that I have gained from this semester!

First, I have learned the importance of messing up. I know, this sounds crazy, but I have found myself so nervous about screwing something up. I expected to always plan the perfect lesson, explain everything perfectly, and have everything go smoothly and as planned. And let me be the first to say, this is rarely the case. I have learned how important it is to accept that we are not perfect teachers, and neither are our cooperating teachers! We all have things to learn, and my student teaching experience has taught me how to learn from my mistakes rather than letting them eat away at me. I learned something from my cooperating teacher and from the students almost every day, and being open to this and vulnerable allowed me to grow, adapt, and think on my feet! Having these experiences is the true life of a teacher.

With being honest about my mistakes and imperfections, I was able to also form stronger connections with the students. This is another takeaway from the semester. I have always valued forming strong relationships with my students in order to create the best learning environment for them, but I was able to truly see the value of this throughout the semester. Being the first placement where I was able to be with the students every day of the week, I was able to see the growth of my relationships with them from day to day over the course of the semester. I was honestly intimidated working with older, gifted students coming in, but I worked hard to break down their walls and get to know them as individuals. I have loved getting to know each of my students likes, dislike, strengths, and weaknesses. I believe that this has helped me better teach them and has made my classroom a happier place to learn!

Finally, I have learned the importance of having an open mind. You can walk into any classroom and see completely different environments, teaching styles, student personalities, curriculum, resources, etc. It is so easy to have your own ways and your own approaches to teaching, disregarding anything else that you encounter. I have learned that opening up to approaches and styles that I am not particularly used to is beneficial to help me learn more ways that I can help my students and to also learn more about what I like and dislike as a teacher. Rarely does anyone have a perfect student teaching placement. I am fortunate to have enjoyed mine, but I have also learned that there is value in learning about what you do not want to do as a teacher just as much as learn what you do want to do. It is so important to continue being open minded so that you can leave room to grow into a more effective teacher!

I have really enjoyed my student teaching experience despite all of its hardships and challenges. I found myself in very low points but also in very high points throughout the semester, but I can clearly see how it has all grown me as a teacher, and I feel as though I can confidently walk into whatever classroom I will be teaching in next year. I cannot believe that the time has come for my own classroom; I can hardly wait!

Nearing the End

As the semester is winding down, I have been truly experiencing one of the best parts of teaching, the relationships that are formed. I am becoming so sad to be leaving these kids soon, and I am reminded of why I love this job so much. As teachers we spend the majority of the day with our students. While they may drive us crazy many days, it is inevitable that there will be relationships formed and connections made that leave lasting impressions. I will miss these kids and the adventures that they bring to me each day.

I have learned the value of making these connections from day one. My relationships with these kids have been building each day, and it is amazing to see how far they’ve come. I have learned how intentionally forming these relationships plays such an important role in the environment and community of the classroom. Because I was able to form these connections, getting to know my students on an individual level, I was able to see more success, more engagement, and more collaboration in my classroom. I have built mutual respect and rapport within my classroom, and I have seen the benefit of these relationships in several ways. First, I had a student simply tell me how great of a teacher I was and how they want me to stay. This was so incredible to hear, and I was so touched by this comment. Also, I have seen students opening up to me and instinctively coming to me with their comments and questions. I have loved watching this grow with my relationships formed. They truly consider me their teacher and trust me and my abilities enough to come to me rather than my cooperating teacher. I know that this is developed from my relationships with them and the openness that I have tried to instill from the very beginning. For example, we were working on vocabulary words, and each student would come to me with their questions. Whether that be, “Does this definition work?” or “What do you think of my stick figure drawings?” I have loved getting to experience the benefits of forming strong relationships with my students.

As a future teacher, I cannot wait to build these relationships with my own students. I realize the importance of forming this open and loving community, and I intend to begin intentionally forming these relationships and building respect and rapport in my classroom from day one. Although the end of the semester is sad and sentimental, I am happy to see how far I’ve come as a teacher and the development of my relationships with the students.

Sticking to Expectations

Something that I have realized is really difficult is having to stay 100% true to your expectations, especially when you are not a part of establishing the expectations from the beginning of the year. I was able to establish my own behavior procedures and expectations since I have been in the classroom, but I also struggle with breaking the students of old habits in order to follow these expectations. Part of this is a result of my cooperating teacher having different expectations than myself, but I have been working hard to earn my students’ respect throughout this semester, and nothing beats seeing breakthroughs!

One behavior issue that I have noticed from the very beginning is the talking and how they walk in the hallways. I have noticed that when the students are asked to be quiet, they usually take this as instruction to just be “quieter” rather than completely silent. I struggled with this because my cooperating teaching allowed this habit to continue on often, and I knew that this was something that I needed to break coming into full takeover. When I established my points system (where the students or myself gain a point based on their responsiveness to instruction), the students began holding one another accountable because they cared if they didn’t earn a point. I loved seeing the students take ownership of their responsibility, urging others to do the same. While this is still hard to manage at times, I have learned the value of simply waiting. This was hard to do at first knowing the many things we had to get through in a day, but when I stay patient and refuse to start the lesson without them being completely silent, they notice and remind one another to stay quiet. When they see me waiting or walking towards the point chart, the students say to one another, “Shhh. You have to be quiet” or “She’s waiting on us guys!” I have loved seeing this habit of theirs change!

I have also noticed that the students struggle to walk in the hallway in a line and quietly. This began to drive me crazy, so I started using the same approach as I did with their talking. I made sure that they knew the expectation, and then I would just wait. Some students caught on and said, “Get in line!” and “Guys be quiet or we aren’t going!” I once was waiting in the classroom to let them in, and a student noticed that they were not being let in when they normally would be. This student then reminded the others to get in a line and maybe they would be let in. When they did this, I let them in, and they have done a much better line doing this without multiple reminders! I have learned the value of patience and staying true to your expectations. This has helped strengthen the respect between the students and myself!

A Role of Influence

I have always valued the role I play as a teacher in the growth of my students. While the importance of academic growth in students is obvious, I also recognize the importance of each student’s social and emotional growth as well. As a teacher, I have a powerful influence on my students’ growth in each of these areas of their lives, and I was able to see the importance of this influential role during this past week.

There was a case of bullying involving several of my students this week. Apparently, there was an escalation of name calling in the lunchroom involving several of our students and several students from a different classroom. The students in my class refrained from sharing what happened for some time, but they eventually pulled my cooperating teacher aside and let her know. They were obviously upset because of it. When my cooperating teacher filled me in on this situation, she explained that she was going to hold a class meeting at the end of the day. I was curious as to how my cooperating teacher was going to address this situation and how the class/students involved were going to react.

When it came time for my cooperating teacher to begin the meeting, she started by sharing a personal story that occurred earlier that day. She had shared an article on Facebook in appreciation of a multicultural event at a local high school. She explained to the class, in tears, the harsh response that one of her family members left on this post. This interaction was shared with the intention of teaching the kids how to handle a situation where someone is bullying or disrespecting you. She was only able to share this emotional story before the bell rang, but we continued this discussion the following morning. Walking out of class, one of the students was in tears. I was happy to be able to show her that I am there for her and care for her. It was very interesting to both observe and contribute to a conversation with the class the next morning where students shared personal feelings and perspectives involving bullying. When discussing how to handle a situation where someone is being mean to them, one student shared, “You should ignore the person and just walk away.” Another student said, “You should be sarcastic back.” Finally, another student said, “You should be nice to them.” It was very eye-opening to see the various responses and experiences that these students had. This opened an important conversation on how to be an upstander, show kindness to others regardless of your feelings, and how to encourage one another to do this.

I had a mindset lesson planned immediately following this discussion, and I was able to alter the context so that it could relate to this important lesson on bullying that we were learning. I had the students each come up to the board and share a word or phrase of encouragement. They silently watched what each student was writing, and then we reflected on the different types of ways that people are encouraged. By the end of the lesson, I had the students write encouraging letters to “a discouraged person” in general, making sure to include that this person can be themselves. I agreed not to read the letters unless invited to, and I plan to return the letter to the student if they are discouraged throughout the remainder of the year. I was able to see the influence that this discussion and activity had on these students, realizing the important influence that we as teachers have on students’ social and emotional growth. I am thankful to hold this important role.

Managing A Full Plate

This week was anything but calm, and I definitely got to experience what a hectic week looks like as a teacher. This week, I had to balance edTPA, full takeover, and interviews. It was hard and exhausting, but I was able to accomplish a lot. With that being said, I averaged about 2 hours of sleep a night and was definitely thankful for the weekend to come.

I finally turned my edTPA in this week, and I have been working day and night to get everything done just the way I wanted it. It was a good experience going through it, but it took a lot of time and hard work. I learned the value of reflecting on your teaching and purposes for your lessons, and this experience definitely allowed me to think about my teaching in a way that I never had before. I was able to connect my choices and practices as a teacher to my knowledge of the students and to ongoing assessment of their success. Although the edTPA drove me insane at times, I do see the benefit of intentionally planning lessons, reflecting on your teaching, and using assessments to guide further instruction. I was able to learn more about my students through this experience as well. With all that being said, I am very happy that I am done with it!

This past week was my first week of official full takeover. I was very nervous going into this week, but I quickly realized that full takeover is not as intimidating as I thought! It’s crazy how prepared you actually are for it, even more so than you’d expect. I basically was already in full takeover, so it was a smooth transition, and I am thankful for that. I really enjoyed having the class all to myself. Honestly, it is hard sharing responsibilities with my cooperating teacher because its easy be on different pages about some things and to plan days differently. We needed to be in constant communication, which is fine, but it is nice being able to plan my days exactly how I want them to look. I realized though, full takeover means dealing with the hard and not-so-great aspects as well. I have been dealing with behavior management and parents leading up to this week, but it was tough fully taking over those responsibilities. I learned about how to manage poor behavior while still keeping the rest of the class on track. It is definitely hard to handle certain situations while still keeping the rest of the class focused, but having full takeover has been a good way to experience the big picture of what everyday teaching looks like.

Also thrown into this week were two interviews. I had one interview at a local elementary school with a interview team of 8 teachers and a principal. This was intimidating, but it was definitely a good experience. I also had an observation interview for a position at a local school, and I liked this better, but I was also a nervous wreck leading up to it. For the interview with the interview team, I was very nervous about the questions they were going to ask and how I would respond. I prepared as much as I could with practice interview questions and research on the school, but I learned that just relaxing and being yourself is what goes the furthest. To my surprise, I found myself laughing and joking with the interviewers and walked away a lot more comfortable than I started. With the observation interview, I was really nervous planning the lesson. I was overthinking it and trying to make it very elaborate. My cooperating teacher advised me to just do what I normally do. This seems simple, but she was right. My normal teaching is what the principal wanted to see, and he ended up loving it! After the fact, I learned the value of just being myself despite the pressure of an interviewing setting.

The “Not-So-Shiny” Part of Teaching

This past week I was able to experience the challenge of dealing with difficult behavior and difficult parents. This is the not so joyful part of teaching, but it has definitely been teaching me a lot. After having helped complete this trimester’s report cards, I knew that some students were going to be upset and some parents were going to reach out with their concerns. Sure enough, I was faced with some e-mail that I needed to respond to, and I feel as though I had a positive experience learning how to interact with parents in this way. I also had to write up several students for the first time as they were misbehaving during one of my lessons. While this was hard to do, it was a good lesson for both my students and myself on expectations and establishing the respect and rapport in the classroom that is so important.

After sending home the report card grades, there were a few that I knew the parents were not going to be so excited about. These students hold themselves to high expectations, as do their parents. I had a few parents reach out with questions regarding their child’s grade, and my teacher allowed me to send the e-mails in response. I learned how I was able to address the parents’ concerns in a way that was respectful and backed up by data. It was challenging to determine the best possible wording and points to include, but with my cooperating teacher’s help, I was able to successfully send out e-mails that satisfied the parents’ concerns and continued building respect between them and myself. It was very encouraging to see such positive responses from them, and I have learned a lot about how to approach difficult conversations with parents.

Another difficult situation that I was faced with was dealing with misbehavior in the classroom. I had a group of four girls at a table in my classroom who were clearly not focused on the lesson and were writing notes to one another. I noticed this, and gave them a verbal warning to stay on task. Later on in the lesson, I saw them continuing to write notes to one another. So, I collected the sheet of paper they were writing on, and read through it. It was not about the lesson whatsoever, and it even had a part where one of the girls told the others to flip the paper over if I walk by so that they do not get written up. I knew that I had to get them minor slips for this, especially since I had warned them. They know the expectations. At the end of the lesson, I gave them their slips and explained to them why they were receiving them. They argued and were upset, but I stood my ground and respectfully reminded them that they knew the expectations and were warned already. This was a very difficult situation for me because, of course, no one likes disciplining their students. I want to have positive relationships with them. I know that although they were not happy with me at the time, that this will strengthen our classroom environment moving forward and will help with my development of behavior management skills.

Conquering the Interview

As I mentioned in my last entry, I had my first official job interview, aside from the job fair, this past Friday. I was a nervous wreck going into this interview for several reasons. First, I didn’t know what to expect. Second, I was afraid of not knowing how to answer a questions or answering it incorrectly. Third, I was nervous that I was going to show how nervous I was. I just wanted to go in having the confidence and knowledge that I needed to win over the interviewer’s heart, but I realized after the fact that it’s definitely possible to overthink how to approach an interview.

I prepared myself very well for this interview. I met with two principals and a vice principal to seek advice about interviewing, I researched all of the common questions asked and ways to best answer them, I researched information about the district, I went through a mock interview with my principal, I practiced at the job fair and reviewed my conversations there, I made a long list of buzzwords, I practiced my responses, I carefully thought of several lessons that I could specifically bring up, I wrote down tips to keep in mind, and I picked out the perfect interviewing outfit. It was exhausting! While I know that preparing is a good thing to do when you have an upcoming interview, it didn’t take long for me to realize that it’s all about knowing yourself and trusting your experience thus far.

My principal gave me good advice that calmed me down. He said, “just going in, be personable and make small talk. Connect with the interviewer and just be yourself. You know what you know, so don’t pretend like you know something you don’t.” I loved this advice because it is true and realistic. So often, people try to pretend like they’ve have experiences or know information that they don’t. Do your research, of course, but I realized that the key to having a good interview is to reflect. Realizing this made me wonder why I didn’t realize this earlier since being an Elementary Education major means constantly reflecting, but it’s true! After simply reflecting on my experiences, what lessons went well, what did not, relationships I have had with my kids, with staff, with parents, how I have experienced behavior management, etc., I was able to not only more quickly and effectively share personal examples of why I believe the things I believe, but how my perspectives and passions as a teacher have played out. I realized that talking about these experiences naturally brought out my excitement and passion for teaching rather than just speaking hypothetically about how I will run my classroom.

It was such a wonderful experience to realize that I am prepared and I am a teacher. It is easy to slip into the mindset that all we can talk about is what we will do when we are teachers, but we have been trained well and have had so many rich learning experiences, and nothing beats being able to reflect on those and how I’ve grown as a teacher and allowing my potential future employer to see this shine through me as well! Overall, the interview was a success in my eyes!

The Job Hunt

It has been crazy but also exciting beginning the job search process. I have been learning about the characteristics of good resumes and cover letters, how to interview well, and how to fill out the insanely detailed job applications. I will also be attending my first ever job fair tomorrow, so I have been learning about how to prepare for it and what to expect.

I never thought that I would be editing my resume for as long as I have been. I have been changing minor details here and there, but I was shocked to see how many different opinions on resumes there are. I took it to my principal, vice-principal, and then to the principal of another school in my district that I know well. All three of these administrators have very different opinions of what changes to make to my resume, and I found myself in a stressful situation where I didn’t know whose advice to take. I have learned that all administrators will have different opinions and perspectives on what a high quality resume looks like, and that it takes my own judgment to decide which pieces of advice to take and which to leave. I also have been learning a lot about writing cover letters. Writing these have been very time consuming because I am trying to personalize each cover letter to the district that I am applying to. This has been tedious, but I think that it will be beneficial to not only be educated on each district, but to paint a picture of why I am a good candidate for them. It has been difficult keeping both my resume and cover letters brief, but I have been able to reflect on all of my experiences and which points take priority over the others.

I have been so lucky to have administrators at my student teaching placement that want to help me succeed so much. They have been so helpful, and I have already been observed by my principal and we have a mock interview set up. They have given me helpful interview advice, and I feel more prepared entering the process of searching for a job, especially since I will be having my first official interview in less than a week!

Prepping for the job fair has been interesting because I do not really know what to expect. I am kind of imagining it like speed dating for the education world. I know this sounds crazy, but we will get just a few minutes at each district’s booth to impress them and hopefully make a connection with the representatives. I have been preparing by finalizing my resume and cover letters for each district I am interested, packing them nicely in a padfolio, picking out a professional outfit, and determining what I am going to say when I go to each booth. I am excited and nervous all at the same time, but getting my feet wet in this process has taught me a lot about my strengths and weaknesses and the importance of reflecting on my teaching experiences so that I can eloquently share them with potential employers!

The Balance of Friend & Teacher

Something that I’ve been learning throughout student teaching is the importance of connections, and by connections I mean with the kids. While it is important to establish and maintain the role as a teacher in their eyes, it is also so important to connect with them and be their friend to some extent. I have had teachers throughout my life who do a great job at this, and I have also had teachers who have not. The school years that have left the greatest impression on me have been with those teachers who really took the time to get to know me and showed me that they cared. To be honest, I normally feel like I do this well with my students throughout all of the placements I have had thus far. I felt like I had a slightly more difficult time doing this as much as I’d like to this semester. I feel like I came in kind of intimidated by the fact that they were gifted students and were older than any other grade I’ve worked with before, so I think that I subconsciously had this expectation that they were going to be unwilling to connect with me and were going to care more about what I teach them as opposed to our relationship. With tht being said, I am happy to say that I was wrong and that these kids are longing for connections that I’ve been so grateful to give to them.

I have learned that although these students have the label of “gifted” on them, they still need a teacher who will love them and not just worry all of the time about pushing them further academically. Yes, this is important, but I have made it my personal goal this semester to break these kids and relate to them personally. Doing this and reaching out to them individually has been such a wonderful experience. I have learned about the students’ likes and dislikes, what they are nervous about, how they work and what issues they are dealing with. I have loved being able to make them smile by asking about an event they mentioned they have over the weekend or by simply greeting them in the morning and asking how they are doing. As I mentioned earlier on, I started a behavior management system called “Mystery Student” where I can award a mystery student a prize at the end of each day if I believe he or she followed expectations. I have had so much fun with this, but I realized how this has also given me the opportunity to show them that I know them and care for them personally. I have been able to pick out interests of individual students and give them a prize that I know they would love. For instance, I just gave a kid a spatula as a prize yesterday! I know, it sounds crazy, but this kid was ecstatic. He has some obsession with spatulas, so recognizing this and giving him this spatula as his reward was so fun to witness. I have also been able to notice the mutual respect that the students and I share based on our conversations. The students will ask me about my likes, will joke with me, and will even encourage me! I was observed yesterday, and as a student was leaving the classroom to go to him math class he said, “Good luck Miss Salerno. You can do it!” It is moments like these that make me so happy.

In summary, I have loved getting to know these students. I was discouraged at first because I felt like it was taking longer than normal to connect with them, but I feel like we have gotten to a really good place where we have mutual respect and care for each other. Forming these connections is not only personally valuable, but it creates such a positive environment for the entire class. Creating friendly community within the classroom plays such a role in the class’s success, and I have loved learning this throughout my placements.

Teacher Tips

As were quickly approaching the half way point of student teaching, I have learned a lot about planning and organization. I have not always been the most organized person prior to college, but as I prepare to be a teacher, I have learned the importance that planning ahead and being organized holds. I have had my fair share of experiences with teachers who are not organized, and this not only is overwhelming for the teacher, but for the students as well. On the other hand, I have also encountered many teachers who were more organized that I knew was possible. There are so many lessons, data, files, etc. that teachers need to keep track of over time, so being organized is a must. Along with organization comes preparation. Planning is also something that I have had a lot of practice with so far during student teacher, and nothing feels better than feeling like you are in control of your teaching life.

Am I perfect at this? No. I find myself scrambling at the last second to find something I need or will wait a little too long to plan a lesson, but planning and being organized is often an overlooked skill that teachers must practice and get ahold of. I chose to write about this because we are in a time of extreme busyness with lesson planning, edTPA, and classes. I constantly feel overwhelmed with everything that is on our plates and will often let that stress get the best of me, but I have also found ways to tackle this workload head on.

As for organization, I created a binder with tabs for all things that I had to keep track of at the beginning of the semester. This has helped me both physically and mentally separate all of the tasks and assignments that I need to keep track of. Also, I wouldn’t survive without my planner. Having a place where you can write daily notes and reminders as well as keeping a constant to do list from week to week has been very helpful for me and my sanity. These two things, along with also having a place both at school and at home to organize your teacher supplies are ways that I have learned to be organized.

As for planning, I have found it very beneficial to keep a schedule and do my best to stick to it. It is so important to keep constant communication with my cooperating teacher and to make good use out of any plan time that I get. One reason that I wanted to talk about planning is because we had a teacher planning day this past week. As a soon-to-be teacher, I now realize the greatness of extra time to plan. We had a full school day without kids dedicated to planning. It was amazing! I have learned the importance of staying on track and being mindful of how I spend my time. It isn’t easy, but it is worth it.

• Getting Certified / Student Teaching

Basic student teaching goals

by A Teacher's Guide · February 22, 2019

What should my goals be as a student teacher?

• Your number one goal is to get the actual experience of being in the classroom.
• All those books about theory and pedagogy are great, but most of what teachers need to know beyond the content can only be learned by doing . You need to find your way of interacting with the students, your way of maintaining a classroom community and discipline. What is your method for getting the class back on track after going off on a tangent? How strict are you? How do you handle apathetic, angry, or manipulative students? Student teaching is the time to test the waters. Your cooperating instructor is there to back you up and bail you out if you need help.
• Your second goal is to determine your teaching style . How do you want to approach the material? How are you comfortable pacing the content? Depending on if there is a standardized test for your content, your school may determine the pacing for you or provide a pacing guide. How are you going to go about planning? Your school may have a set lesson plan (or learning plan –the currently in vogue term for lesson plan) format, or you might have to come up with one yourself. You might find you plan best using the backwards design technique, or you might realize that just doesn’t work for you. You will also need to determine what kind of a relationship you are going to have with your students. Is it a sit down and listen to me lecture type of environment or is it a give and take environment (I suggest the latter)?
• Your final goal should be to beg, borrow and steal (mostly beg and borrow) as much as possible from your cooperating teacher and other teachers in the building . The more materials you have to work with the first year, the easier it will be for you. Many teachers (myself included) are happy to hand over their whole flash drive, or share a Google folder, full of time-tested lessons and materials. You may find later you have little time to sort through all the materials you’ve begged off other teachers, but that day when your department chair says all twelfth grade teachers must now teach a Shakespeare play (and you haven’t even read a Shakespeare play since freshman year of college), that folder titled Shakespeare you begged off Mrs. Jones during your student teaching will be priceless. Take what others are willing to give you and make it your own.

Also, take some time at the end of your student teaching, as you’re phasing back out as the main instructor in the classroom, to observe other teachers in the building, both in your content area and other contents. Just being exposed to different personalities and teaching styles will help you find your own.

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A Teacher's Guide

I am a National Board Certified educator currently teaching in Virginia. I have taught the following: English 9, 10, 11, and 12 (on academic, collaborative, and honors levels); Dual Enrollment English; Mass Communications, Yearbook, Newspaper, and Communications Technology. I have experience in five different school systems, four in Virginia and one in Maryland. I served as my school’s 2019 Teacher of the Year and was a top five finalist for the Teacher of the Year for Virginia Beach City Public Schools. I am passionate about recruiting and retaining quality educators in our public schools. Let me help you find your path to changing lives through teaching!

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My Student Teaching Experience: Lessons Learned

The student teaching experience allows you to put everything that you’ve learned about education and your subject matter into action. You get to test the waters under the supervision of an experienced teacher who can guide you along and help you become the kind of teacher that you want to be. If you embrace the opportunity, you can learn a lot from the experience. In fact, here are some things that I learned during my time as a student teacher .

Prepare for the Unexpected While Student Teaching

During my student teaching experience, I spent a lot of time preparing each lesson plan . I worked hard to research different ways to present the information for each lesson. I looked for activities that my students would enjoy, and I made sure that I had all of the materials and other things that I needed before class started. Even then, there were always things that would go wrong. Technology would fail. Students would complete activities quicker than planned. Or students would require much more time and explanation than expected.

As such, I realized that I needed to be prepared as much as possible, but, more importantly, I needed to prepare to be flexible. You never know what’s going to come up or what will catch the students’ attention. When creating lessons, remember that you need to be prepared for changes. Figure out alternative activities in order to help your day go as smoothly as possible and allow your students to gain the most from the lessons.

Make Friends

Teaching is difficult. You’re going to have rough days, and you’re going to need help sometimes. Introduce yourself to the librarian, cafeteria staff, administrators, custodians, secretaries, and other teachers. Of course, finding a teaching mentor is always a good idea. As I talked to other teachers about lessons that I was working on, they had plenty of suggestions for activities that I could use. I loved getting ideas for tried and true activities for my students, but I also enjoyed the tips and ideas that they could provide to help me grow as a teacher. They could also help you land a teaching job, too.

Not only can making friends prove to help you as a teacher, but it can also make your day more fun. Rather than eating lunch in your room every day to catch up on work, go to the lunch room and mingle with other teachers. Talk to teachers on the playground. Use the time to get to know others, and you just might end up making a friend for life.

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“dare to disturb the universe:” be fearless as a student teacher.

In high school, I had a teacher who always encouraged us to “dare to disturb the universe” as quoted from T.S. Eliot’s poem, “ The Love Song of J. Alfred Prufrock .” To me, this meant that we shouldn’t be afraid to do something different or to think outside of the box. When it came to student teaching, I found that I needed to listen to this advice again. I wanted to excel. I wanted to get great recommendations from my cooperating teacher, and I wanted my students to really learn the concepts.

What I found was that student teaching was the perfect time to think outside of the box and try different things. If they didn’t work, they didn’t work. At least, I got to try them in a safe environment. And in the process, I got to work on vital skills for teaching, such as classroom management. Luckily, I had an awesome cooperating teacher who set me free to try new things. Of course, it was always helpful to have my cooperating teacher review my lesson plans and advise me on things that I could do to improve my ideas to ensure that they were viable in the classroom.

Show Confidence

Confidence is crucial for a great student teaching experience. Students need to see that their teacher knows what he or she is talking about. They need a teacher that demands respect. When I first started as a student teacher, I was awkward and unsure of myself. I wasn’t sure what my cooperating teacher would think, and I worried about how my students would perceive this teacher who didn’t look old enough to teach in the first place.

As I fell into my groove and gained more confidence as a teacher , I found that my students not only respected me but felt more comfortable talking to me, too. Confidence meant I could be myself while still demanding respect from my students and colleagues.

Get Involved

Immersing yourself and taking advantage of every opportunity afforded to you can really enrich your student teaching experience. One of my biggest regrets as a student teacher was that I didn’t get involved more. Sure, I attended all of the meetings and met with parents. With the amount of work I put into creating lessons, I chose not to volunteer in after school activities, for example. I wish that I would have taken the opportunity to get more involved. You can gain more experience, meet more people, and find a new niche within the teaching community.

Seek Feedback on Your Student Teaching

One of the most important lessons that I learned was the importance of feedback. During your student teaching experience, you want to find ways to improve your teaching skills. Don’t be afraid to ask your cooperating teacher for advice. When observing you in action, he or she will notice things that you hadn’t noticed before. Maybe you use too many filler words, look at the floor too often, or stand in one place the entire time. Your cooperating teacher can point out these things to you, so you can make the necessary changes to improve.

More than just asking for feedback, you need to have a good attitude about the information that you receive. What will you do with this information? I found that when I was teachable and willing to hear criticism, I saw greater improvements in my teaching and increases in my confidence.

Student teaching was a great experience. It had its ups and downs, but I became a better teacher by working to make the most of my experience and looking for opportunities to learn.  

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Your teaching philosophy is a self-reflective statement of your beliefs about teaching and learning. It's a one to two page narrative that conveys your core ideas about being an effective teacher in the context of your discipline. It develops these ideas with specific, concrete examples of what the teacher and learners will do to achieve those goals. Importantly, your teaching philosophy statement also explains why you choose these options.

+ Getting Started

Your reasons for writing a teaching philosophy may vary. You might be writing it as an exercise in concisely documenting your beliefs so that you can easily articulate them to your students, peers, or a search committee. It might serve as the introduction to your teaching portfolio. Or, it can serve as a means of professional growth as it requires you to give examples of how you enact your philosophy, thus requiring you to consider the degree to which your teaching is congruent with your beliefs.

Generating ideas

Teaching philosophies express your values and beliefs about teaching. They are personal statements that introduce you, as a teacher, to your reader. As such, they are written in the first person and convey a confident, professional tone. When writing a teaching philosophy, use specific examples to illustrate your points. You should also discuss how your values and beliefs about teaching fit into the context of your discipline.

Below are categories you might address with prompts to help you begin generating ideas. Work through each category, spending time thinking about the prompts and writing your ideas down. These notes will comprise the material you’ll use to write the first draft of your teaching philosophy statement. It will help if you include both general ideas (‘I endeavor to create lifelong learners’) as well as specifics about how you will enact those goals. A teaching philosophy template is also available to help you get started.

Questions to prompt your thinking

Your concept of learning.

What do you mean by learning? What happens in a successful learning situation? Note what constitutes "learning" or "mastery" in your discipline.

Your concept of teaching

What are your values, beliefs, and aspirations as a teacher? Do you wish to encourage mastery, competency, transformational learning, lifelong learning, general transference of skills, critical thinking? What does a perfect teaching situation look like to you and why? How are the values and beliefs realized in classroom activities? You may discuss course materials, lesson plans, activities, assignments, and assessment instruments.

Your goals for students

What skills should students obtain as a result of your teaching? Think about your ideal student and what the outcomes of your teaching would be in terms of this student's knowledge or behavior. Address the goals you have for specific classes or curricula and that rational behind them (i.e., critical thinking, writing, or problem solving).

Your teaching methods

What methods will you consider to reach these goals and objectives? What are your beliefs regarding learning theory and specific strategies you would use, such as case studies, group work, simulations, interactive lectures? You might also want to include any new ideas or strategies you want to try.

Your interaction with students

What are you attitudes towards advising and mentoring students? How would an observer see you interact with students? Why do you want to work with students?

Assessing learning

How will you assess student growth and learning? What are your beliefs about grading? Do you grade students on a percentage scale (criterion referenced) or on a curve (norm referenced)? What different types of assessment will you use (i.e. traditional tests, projects, portfolios,  presentations) and why?

Professional growth

How will you continue growing as a teacher? What goals do you have for yourself and how will you reach them? How have your attitudes towards teaching and learning changed over time? How will you use student evaluations to improve your teaching? How might you learn new skills? How do you know when you've taught effectively?

+ Creating a Draft

Two ways of organizing your draft.

Now that you've written down your values, attitudes, and beliefs about teaching and learning, it's time to organize those thoughts into a coherent form. Perhaps the easiest way of organizing this material would be to write a paragraph covering each of the seven prompts you answered in the Getting Started section. These would then become the seven major sections of your teaching philosophy.

Another way of knitting your reflections together—and one that is more personal—is to read through your notes and underscore ideas or observations that come up more than once. Think of these as "themes" that might point you toward an organizational structure for the essay. For example, you read through your notes and realize that you spend a good deal of time writing about your interest in mentoring students. This might become one of the three or four major foci of your teaching philosophy. You should then discuss what it says about your attitudes toward teaching, learning, and what's important in your discipline.

No matter which style you choose, make sure to keep your writing succinct. Aim for two double-spaced pages. And don't forget to start with a "hook." Your job is to make your readers want to read more; their level of engagement is highest when they read your opening line. Hook your readers by beginning with a question, a statement, or even an event from your past.

Using specific examples

Remember to provide concrete examples from your teaching practice to illustrate the general claims you make in your teaching philosophy. The following general statements about teaching are intended as prompts to help you come up with examples to illustrate your claims about teaching. For each statement, how would you describe what happens in your classroom? Is your description specific enough to bring the scene to life in a teaching philosophy?

"I value helping my students understand difficult information. I am an expert, and my role is to model for them complex ways of thinking so that they can develop the same habits of mind as professionals in the medical field."

"I enjoy lecturing, and I'm good at it. I always make an effort to engage and motivate my students when I lecture."

"It is crucial for students of geology to learn the techniques of field research. An important part of my job as a professor of geology is to provide these opportunities."

"I believe that beginning physics students should be introduced to the principles of hypothesis generation, experimentation, data collection, and analysis. By learning the scientific method, they develop critical thinking skills they can apply to other areas of their lives. Small group work is a crucial tool for teaching the scientific method."

"As a teacher of writing, I am committed to using peer review in my classes. By reading and commenting on other students' work in small cooperative groups, my students learn to find their voice, to understand the important connection between writer and audience, and to hone their editing skills. Small group work is indispensible in the writing classroom."

Go back to the notes you made when getting started and underline the general statements you’ve made about teaching and learning. As you start drafting, make sure to note the specific approaches, methods, or products you use to realize those goals.

+ Assessing Your Draft

Assessing your draft teaching philosophy.

According to a survey of search committee chairs by the University of Michigan Center for Research on Learning and Teaching, there are five elements that are shared by strong teaching philosophy statements:

• They offer evidence of practice (specific examples)
• They are student-centered
• They demonstrate reflectiveness
• They demonstrate that the writer values teaching
• They are well written, clear, and readable

Now that you’ve completed an initial draft, ask whether your statement captures these elements and how well you articulate them.

You might find it useful to compare your draft to other teaching philosophies in your discipline. It can also be useful to have a colleague review your draft and offer recommendations for revision. Consider printing out a teaching philosophy rubric from our “Rubrics and Samples” tab to provide your reviewer with guidelines to assess your draft. These exercises will give you the critical distance necessary to see your teaching philosophy objectively and revise it accordingly.

+ Rubrics and Samples

Rubrics and sample teaching philosophies.

Here are links to three teaching philosophy rubrics to help you assess your statement. We have included four different rubrics for you to choose from. These rubrics cover similar elements, and one is not necessarily better than the other. Your choice of which to use should be guided by how comfortable you feel with the particular instrument and how usable you find it. 

• Teaching Philosophy Rubric 1   This rubric allows a reader to rate several elements of persuasiveness and format on a scale of 1 to 5.
• Teaching Philosophy Rubric 2   This rubric contains prompts for assessing purpose and audience, voice, beliefs and support, and conventions.
• Teaching Philosophy Rubric 3   This rubric contains prompts for assessing content, format, and writing quality.
• Rubric for Statements of Teaching Philosophy  This rubric was developed by Kaplan et. al. from the University of Michigan.
• Marisol Brito – philosophy 
• Benjamin Harrison – biology  
• Jamie Peterson – psychology
• The University of Michigan has a wide variety of  samples  organized by field of study.
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Teaching Resources

Writing Effective Learning Goals

Resource overview.

Tips and resources to help you set learning goals for your course

Oftentimes when instructors are developing courses, they start by thinking about a reading list or a list of topics to lecture on. This is considered a forward-thinking process of designing a course. By contrast, Wiggins and McTighe (2005) recommend a backward design approach that encourages you to consider your outcomes (goals) for students first. A learning goal is a statement of what your students should know or be able to do as a result of successfully completing your course.

By clarifying and explicitly stating your learning goals first, you can then design assessments and learning activities that are aligned with those goals. The benefit of following backward design that you can be confident that students who succeed in the course will leave having achieved the goals that you set for them at the beginning.

Identifying Your Learning Goals

Ideally, learning goals for a course are developed through considering contextual factors, as well as the kinds of knowledge production activities (e.g. synthesis, analysis, comparison, etc.) and skills that you want your students to leave your course comfortable performing. Starting from contextual factors, and considering types of learning on a macro-level, should make it easier to identify specific course-level learning goals for your students. As you are exploring the chart below, consider the relationships among the teaching context, types of learning, and beginning draft of learning goals provided:

What’s the Big Deal about Learning Goals?

So, you might be wondering at this point: what’s the big deal about learning goals? You might even be annoyed if you see learning goals as simply an output of the corporatization of higher education. The truth is however that even if you haven’t used the words “learning goals” before to describe your classes, instructors always have in mind what it is they want their students to get out of a course. And, the best, most meaningful classes for students tend to be those in which that foundational set of goals drives every other decision that is made about the course: What assignments should I ask my students to complete? What should they read or watch? What should we do in class? How should they interact with each other? In short, learning goals can be our compass, can keep us from veering off course in ways that don’t support our students’ learning.

In a time when fancy new technologies and all the other considerations seem overwhelming, learning goals are all the more critical. If you are willing to start from your learning goals, the noise of possibilities will begin to die down, and everything that is truly essential for you to know in order to support your students’ learning will become clearer.

Writing a Learning Goal

As you develop and refine your learning goals for students, you’ll want to make sure they are specific and measurable. It’s critical that the goals that you choose are ones that can be measured–that is, that it would be possible for you to assess how well students have been able to accomplish this goal in your class.

A good way to start drafting a specific learning goal is to identify what you want students to actually  do  with the knowledge that you hope they will gain in your course. Examining  a list of verbs can really be helpful for identifying the specific things that you’d like students to be able to do with knowledge acquired.

One common way to break down these cognitive activities (what students are “doing”) is Bloom’s (revised) Taxonomy, a hierarchical framework for constructing and classifying learning goals (Anderson & Krathwohl, 2001). The revised taxonomy includes the following levels of cognitive engagement: Remember, Understand, Apply, Analyze, Evaluate, and Create. This taxonomy suggests that one isn’t ready to do more complex cognitive tasks (e.g. application, analysis) until one has a firm grasp on the lower-levels (remember, understand).

Traditionally, learning goals are written from the student’s point of view, for example:  “The student should be able to trace the carbon cycle in a given  ecosystem.” 

Click here to see more examples of learning goals.

Characteristics of Effective Learning Goals

It’s relatively easy to write a learning goal, it’s more challenging to write a really effective one! Watch the short video presentation below (~6 minutes) to learn some of the basic principles of effective learning goals.

Further Reading

Nilson, L. (2016). “Outcomes-Centered Course Design” in  Teaching at It’s Best , 4th edition. Jossey-Bass.

Poorvu Center for Teaching and Learning, Yale University. (2017).  Bloom’s Taxonomy .

Fink, L. D. (2005). A Self-Directed Guide to Designing Courses for Significant Learning .

Anderson, L. W. & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing : A revision of Bloom’s taxonomy of educational objectives. Longman.

Wiggins, G. & McTighe, J. (2005). Understanding by design . ASCD.

•   Monday, September 9, 2024

Future Educators

Helping America's Future Teachers

I Want to Become a Teacher Because | My Dream Job Essay

My dream is to become a teacher . If you have this dream, you’re not alone. Here’s a collection of short essays by aspiring teachers. Current and future education students were asked to describe their motivation; what inspires them to succeed at their teacher training studies.

In these 31 student essays, future educators answer the question “I want to become a teacher because …” or “I want to become a teacher to …”. The short student essays are grouped thematically, forming the top reasons to become a teacher.

1. Giving Brings Its Own Rewards

Helping people is the unifying theme as to why students are inspired and motivated to become teachers. Education is a field where you can help young people directly in a personal way; potentially changing their lives for the better. Teaching is more than just a job.

For a significant percentage of education students, the opportunity to be of service provides plenty of motivation to pursue a teaching career. In each Why I Want to Become a Teacher essay here, a future educator explains why teaching is an opportunity to do something meaningful and beneficial.

by Hanna Halliar

If I can make an impact in just one child’s life, I will be able to consider myself successful. That is my motivation. As a future educator, what else would it be?

Every day that is spent in class, the late nights at the library, the endless hours of studying are all just steps getting me closer to the goal. When I am still up at 1 a.m. struggling to keep my eyes open, but only half way through my 6 page paper I remember how excited I am to work with my own students one day.

To me, being a teacher is so much more than the typical response most people have towards education majors. “Oh, you’re going to be a teacher. You know how much you will make?” Yes, I’m aware that I will be making an average of $50,000 a year in Indiana.

To me being a teacher means that I get the opportunity to not only teach my students math, English, and science but to teach life lessons that will stick with them as well.  It means walking into school every day being the reason my students look forward to coming to school. It means being surrounded by crafts, books, and music and not being stuck in an office. It means educating our future generation. And if somebody has to do it, it should be somebody who is passionate about it.

So what motivates me to study? It is so simple, it is the kids.

by Savannah Stamates

I lay awake at night and practice my first morning message to my first round of students whom I will not meet for more than a year.

I wonder if I will have hungry children, happy children, or broken children. I wonder if I will be good enough or strong enough to reach those most in need.  I wonder if my students will trust me enough to tell me that they are hungry, happy, or scared.

I worry that I will not be strong enough to share their burden or provide a place for peace and learning. I worry that I will misread their actions or their words or miss them reaching out.

So I study, even when I am tired from working two jobs or sick of not being where I want to be. When my time comes to walk into that classroom, my worries and doubts will be silenced by the knowledge I have mastered and the dream I have finally achieved.

by Charity Latchman

Dreams for the future are subjective. They can be based on what we desire. But visionary dreams are not only for us. Imagine asking some of the greatest revolutionaries and pioneers about their dreams. They generally had others in mind. In the famous “I have a Dream” speech, Civil Rights leader Martin Luther King Jr said “we” more than thirty times. Dreams are not for our benefit alone, but to encourage, inspire and benefit others.

Recently I graduated from California Baptist University with a degree in English literature. During my studies, I was cared for my disabled mother. She was a religious studies professor who inculcated me with a diligent and steadfast approach to schoolwork. Managing the role of caregiver with university studies was challenging. But the goal to become a teacher kept me going. Approaching graduation, my mother was diagnosed with throat cancer. She didn’t worry about herself as much as you might expect but kept pushing me to finish the final paper in the program.

With her encouragement, my faith, and a burning desire to teach English literature, I graduated. My motivation comes from wanting to help, to encourage, and to inspire others.  Teaching is an act of giving that has its own rewards.  Life’s trials bring ups and downs. But we must always strive to attain our dreams, especially when others are central to them.

by Katheryn England

As a high school senior, many people assume I’m prepared for college and know what I want to study after graduation. These assumptions cause me to experience moments of self-doubt. Then I re-evaluate what I want for myself, and what it is that keeps me working towards my dreams. Through the goals I’ve set for myself, I can maintain focus, move past my self-doubt and succeed. By focusing on my goals, I can make a difference in the world directly around me.

A goal I have in my life is to be an elementary teacher, also known as an early childhood teacher. As a teacher,  I can share the knowledge I’ve gained to leave behind a better future for our world .

Last year, I had the opportunity to work alongside a previous elementary teacher and mentor of mine. I’d visit her classroom daily, and taught lessons alongside her or independently. Uniquely, they were the opening act in my high school’s original winter play. They read first-hand from our scripts and learned what happens behind the scenes. Showing a new part of the world to the youth of my community has motivated me to pursue my dreams.

Remembering this experience and the positive influence I had on those students helps me overcome self-doubt and stay focused on my goals. Thanks to the goals I’ve set for my life, I not only can find purpose for my efforts, but find the will to be confident in whatever choices I make.

by Emma Lillard-Geiser

I have always known that I would become two things: a mother and a teacher. What I didn’t know is that I would become the mother before the teacher. Having a child that depends on me is what fuels my desire to succeed in life. When I get frustrated with my studies I take a deep breath, look at my daughter, and know that I have reason to persevere. I know that one hour of studying will give me hours with my daughter as soon as I am done.

My mother is a teacher and growing up I cherished learning from her. She had knowledge that I admired and I quickly realized that I had to spend my whole life learning. I love to learn, to have that light go off in my head when it all just clicks.

I cannot wait to see that light in the eyes of my daughter and my future students.  For every thing that I learn, is another thing I can teach someone else.  It isn’t easy to study when you have a small child to take care of but I know that my education will provide me with the ability to take care of her for the rest of our lives.

2. Help Disadvantaged Students

Students are disadvantaged for many reasons, whether it’s because of a handicap, where they live, economic disadvantage or a language barrier.

Future educators may want to become teachers so they can make a difference in the lives of students who face extra learning challenges. This special interest often comes from the future teacher’s own experience, either personally or involving people they’ve known.

by Ian T Thomason

While attending the University of Minnesota-Mankato, I have aspirations of becoming a Special Education Teacher. Becoming a Special Education Teacher and helping students who have a need for extra help and students who are having troubles with everyday life are things that I dream of doing.  I was in their shoes once and know how difficult it is to deal with everyday life and how nice it was have a teacher to talk to.

Becoming a Special Education Teacher is my ultimate goal and, when difficult times arise, I have to remind myself of the children out there who have it potentially worse than I. When I remember this, I also think back to all of the support that I had from my parents, family members, and teachers. I also know that there are lots of children who don’t have this type of support and, if I can be there for them, that would make my career choice all the more worth it.

My Special Education degree is something more than just a degree for me. It is a degree that allows me to help children improve their education. I realize that children are our future and that their minds are terrible things to waste. So, instead of wasting their minds, why not put our best foot forward to educate them? My dream is to help kids realize their full potential, promote education and a brighter future for every child.

by Katherine

Motivation allows you to persist through difficult circumstances. Mine comes from a desire to grow into an instructor who is able to make a difference to many children’s lives.

In elementary school, I actually was a special education student. I’ve had to work hard most days of my life to achieve anything. I could not have succeeded without the support of some absolutely amazing teachers. Now I desire to take on that supporting role for as many students as I can reach.

When a class or an assignment I don’t want to do come up, I think of what motivates me. And the motivation is children. Many students feel powerless about their education, just like I did.  I could be a teacher who turns their education around, providing vital support and motivation to succeed at their studies.  Ultimately, everyone motivates themselves by one way or another. My motivation comes from the pure desire to help future students.

by Robbie Watson

My road to graduate school has been a long one. I studied religion and culture in undergrad, interested in the material, yet not sure how I would apply it later. Yet I found places, got involved in community and international development, engaged with different cultures, and now feel I use my degree every day.

For over two years I worked alongside Congolese refugees in Rwanda, developing educational opportunities for youths who could not finish secondary school in the underfunded camps. It is these refugees, young and old, the students, the teachers, their passion and vision for a better future that has driven me to seek out more education for myself. I remember how they would pay from their families’ meager funds to attend classes led by volunteer teachers. When finances were against them, or time, or family obligations, or the dire depression of the camp life itself, or even government officials were against them, still those students attended, still those teachers taught.

It is their example of perseverance towards a goal against all odds that inspires me now. I think of them often, think of the friends they were, are still. And I think of how that passion is in me now, to better understand education so that I might better educate, and thus equip such downtrodden communities to work for transformation themselves. I work not only for myself, and am motivated by the potential in those students and educators, which is also in me, and in others like them.

by Natalie Pelayo

I’m a young Latino woman working towards the goal of earning a bachelor degree in bilingual education. On occasions, I feel a slowing in my motivation. But, every time it happens, I think about the goal and that pushes me to move forward.

Looking back to a middle school class I attended, there was a boy who never really participated. He sat in his hoodie, looking down to his desk. Only after trying to talk with him, I discovered he spoke with broken English and a thick Spanish accent. It seemed as if no-one in our class actually knew that he struggled to understand what was being taught because it was presented in English.

By his manner, it was apparent that he had already accepted a dismal fate. Past teachers may have been unable to communicate with him. Eventually, he’d become demoralized.  Thinking about the disadvantages he had to endure provides ongoing motivation to study hard.

I aim to become a bilingual elementary school teacher to support young Spanish-speaking children. As a teacher, I’ll be able to show them that they can succeed. Children need not grow up thinking they’re incapable of learning due to a language barrier. I’ll keep working towards my goal to help ensure teaching is inclusive of all children, no matter their first language.

by Abigail Young

I am an American citizen, but my whole life I have lived in Cameroon, Africa. I have been blessed with an enormous amount of opportunities and a great education at a private international school.

Every day I have seen children and teenagers around me who do not get the same education or have the same possibilities of a “bright” future. I see schools that are forced to have three children share a small table, paper, and pens. I have seen a badly lit room with poor roofs and walls made from bricks. Even in my school there are numerous Cameroonians, my friends, and classmates that do not have the same chances at a higher level education, although they work just as hard.

When I study, I study hard because I do not want to let this chance and opportunity go to waste. I study because I have been undeservedly blessed to be able to go the United States for a high education with better chances at getting scholarship money. I study my hardest because  it is my dream that I may come back and make a difference in countries like Africa with poor education systems . It should be a right for children to be able to learn like I have. Therefore, because of this mindset, I am driven to study not just out of thankfulness for my circumstances, but also in hope that I may be able to give other children a better chance, and a greater reason to study.

3. Helping Many People Is Achievable in Teaching

A powerful source of motivation for some education students is the potential to touch and positively impact the lives of many people. Education is a field of consequence and that’s a good reason for wanting to join the teaching profession.

Over the course of a long career, a classroom teacher may help shape the learning experience of hundreds or even thousands of students. In policy roles, educators can affect millions of people.

by Rachel Bayly

Through high school I worked as a teacher at a daycare. When I left for college I said goodbye to a lot of people, including my students. All summer I had woken up at five in the morning to go to work and wait for them to arrive and put a smile on my face. Those kids motivated me to keep waking up and working hard, and leaving them was not easy.

The thing that made that goodbye worth it, the reason that I keep pushing through this tying chapter of my life is that  I am determined to improve early childhood education in the United States .

I want to be a positive force in the lives of as many children as I possibly can, and I plan on doing that by improving standards and policies for early childhood education and making it more affordable.

Every week I write in my planner, “I will make a difference” and one way that I will change the lives of children and families. On days that I find myself asking, “why am I here?” “why am I going into debt, paying to be stressed out all the time?” I think of my students. I read my “I will make a difference” statements.

I remember that some children out there are stuck in low quality child care centers, they will never reach their full potential, and they need help. I keep working hard everyday so that I can help those children.

by Megan Burns

My ultimate goal is to change the lives of people. Studying to be a teacher is hard. All of the classes that are required, all of the practicums, and all of the time spent just to become a teacher is stressful, but the thought of being able to help just one person changes everything.

It takes one person to be a light in someone’s life. It take one person to be a helping hand. It takes one person to change an unmotivated, broken life, and make it brand new. Qualified teachers are those people.  We motivate students to do their best, we guide students to success when no one else will, and we are always available to listen.  One teacher can change the lives of thousands of students. That is my motivation.

I know that after college, I will be a teacher, a guider, a counselor, and a friend to so many students. No matter how many bad days I have or how many times I want to quit, I just think of what is to come in the future. I can be that change this world needs, even if its in a small high school classroom. It just takes one person.

by Victoria Shoemkaer

My dream is to make a difference in the life of children.

• To make them excited about learning.
• To make it fun the way it used to be when they were younger.
• To show them that someone cares about them and wants to see them succeed.
• To show that they are much more that a test score or a number.
• To believe in them so much, that I do not let them get discouraged from chasing their dreams.
• To showing them that everyone fails and it’s your recovery that determines what happens next.
• To sacrifice myself to gives them more opportunities for success.
• To encourage students to succeed in and out of the classroom for the betterment of themselves and the community.
• To inspire them to change the world, because they can.
• To help them transform into caring and compassionate adults who are ready to conquer the word, but remember where they came from.
• To teach them to do good in the world because anyone can accomplish doing well.

Most importantly, my dream is to make children feel like their voice is important and valued and that they are loved more than they know.

4. Lives Can Be Improved by Dedicated Instructors

Teaching a subject such as Math or English is the everyday task of a teacher. But our prospective teachers see a greater purpose in their training and career path.

The daily motivation to teach doesn’t come from the superficial advantages of a teaching career, such as great job security or extra vacation time. Here are stories by future educators who want to go beyond the curriculum and improve people’s lives all round.

by Savannah Luree Weverka

Teachers are the ones who ignited my love for learning and there is not a day that goes by when I do not challenge myself to a personal goal of lifelong learning.

My mother is a teacher, so I was a student educated in an institution filled with support and a home that also supported education. I recall many teacher “get-togethers” and Husker parties where an informal invitation led to my presence.

Due to all of this support and interaction received throughout my elementary and high school career, Elementary Education continues to be at the top of my career choices. And now, as a senior looking forward to graduating from high school,  teachers remain my role models .

In considering a focus in Elementary Education, I now realize that many teachers not only teach children eight hours of the day, but become doctors for scraped knees, dictionaries for challenging words, mediators between students, and parents away from home.

Now, as I am taking the steps to make my dream come true I hope to make school an escape to free their minds and expand their knowledge. I want to share my love of learning with my students.

by Aaron Banta

Since I was younger, I have had the dream of becoming a history teacher at the high school level. The reason I am striving for this career is thanks to a teacher I had.  They held such a passion for history and taught it so well that it made me want to keep learning everything I could about it.

In college, I have had to work multiple jobs and attend school full-time. I would wake up early in the morning and not get home until late at night. The one thing that kept me on top of my studying and work was the dream I have; to be able to teach history and express my love for it by teaching the next generation. I strive to impact their lives for the better just like mine was.

Being able to pass my courses and get a degree and teaching credentials is the first main goal I am striving for. But being able to have a positive impact on students I have will be an even greater goal that I want to accomplish. I am hoping to guide them through their study of my favorite subject so I can teach them about the world and help them just like my teacher had helped me.

by Chelsea Rogers

At USC Upstate, I am studying to be a Secondary Education Mathematics teacher. The math courses are not easy and the education courses pushes you to challenge yourself. The thought of being a future teacher is what motivates me to keep pushing.

Although I do not know any of my students, they are precious to me and I believe it is my job to change their lives for the better.  Teaching math is my job, but looking beyond my content and into the wellbeing of my students is my passion.

The question I always ask myself is how can I teach students who may not trust me? I have to establish a connection with each student so that they will see I care about them academically, physically, and emotionally. Once students see that you care about them in these areas, it becomes easier to teach them and they are willing to perform to the best of their ability because they know their teacher supports them 100 percent. Being a great teacher is what motivates me to continue striving for my degree.

by Micayla Watroba

One plus one is two. Phone is pronounced with an F sound. 60 divided by 15 is 4. An essay typically has five paragraphs. I know all these things because I went to school. I also had teachers that helped me understand it even when I didn’t get the same opportunities as everyone else.

See, when I was in first grade I was diagnosed with ALL Leukemia. This made school very hard. I was either out of school so often that I missed entire chapters or I was bullied so badly that I couldn’t focus because I was so scared. Having cancer also made it hard for my mom and dad to pay for food and rent much less after school activities and tutoring. I grew up knowing that there were some things that were just not in reach for us. 

For as bad as I had it, I can’t imagine having to live on the streets, going hungry, or even being taught in a language I don’t know.

My dream is to be the teacher that makes sure that every student gets an education that helps them succeed.  I want to make sure that my students not only enjoy being at school but feel safe while there.  My students will know that it doesn’t matter where they came from or what background they came from. I am going to be there and I will not leave them behind. This is my dream.

5. Promote Lifelong Learning in Young People

What inspires some people to become teachers is the power to set young people on the right education path. Helping children to have good early experiences and embrace the learning process can profoundly enhance someone’s life. The potential for transformative early development applies to handicapped and disadvantaged kids as much as anyone.

by Lesley Martinez-Silva

I aspire to make a difference in others’ lives through education. I’m studying to be an elementary school teacher because I believe that children can achieve so much more if they learn early of their potential.

Education has always been my priority. My parents always stressed the importance of obtaining an education, having missed that opportunity themselves. My parents taught me as a child that schooling was vital to success in life. Truly, that lesson has been the most important in my path to college. I don’t think I would’ve made it this far had I not taken my education seriously.

I want to teach others about the importance of education so they too can prosper.  Everything I’m learning at university is important for my future career and, if I don’t study it, I’m failing my future students. Every child deserves the best education available and I should strive to be the best educator possible to provide that for them. When balancing academics, work, and my social life, it can get challenging to keep going. But, with the future of children’s education in my hands, I always get back on track.

by Brianna Rivers

One of my goals is to become a teacher and work in an public elementary school within the greater Boston area (possibly my own elementary school). I want to be a teacher because I enjoy working with children and I know how important teachers are in children’s lives. I plan on receiving my Bachelor’s degree for Early Childhood Education and my Master’s degree in Special Education.

I want to major in Early Childhood Education because  early education is significant for children and is a building block for their future in learning . I also want to major in Special Education because I believe all children should receive equal learning opportunities as well as equal treatment (meaning an inclusive environment, etc).

I think all of my experiences have a positive impact on myself because I am learning more about what it takes to be a teacher and what it takes to be a good teacher. My experiences also have a positive impact on the children and adults I work with. I offer a helping hand to the teachers and a friendly face to the children.

I plan to continue to work hard and take advantage of learning opportunities to achieve both of my goals. Being a teacher is my desire and I will stop at nothing to be a great teacher one day.

by Jennamarie Moody

When I close my eyes, I picture myself in a school located in an urban setting, teaching a classroom of diverse yet alike students. These students are in the second grade, meaning that they are impressionable yet vulnerable to their environment whether this means at home, at school, or in their greater community.

Some of these students don’t speak English as their first language, and some come from low-income households that can limit their educational experiences outside of the classroom. And yet, no matter what differences these students bring to the table, their uniqueness flows throughout the classroom in such a positive energy that embraces, respects, and promotes learning. This is the goal I am working towards; the goal  to inspire our youth to become self-advocates for their learning .

Opportunities for equal educational experiences may not exist, however the beauty lies in the growth of love young students can develop as they are challenged in the classroom to question their surroundings. I plan to make a difference in the lives of the children I meet along the way, and to create a safe learning environment.

Although the tests for certification and studies can be difficult, my passion for education and dedication to shaping the lives of my students is what keeps me going. The end goal is to nurture the development of my students to become active and engaged participants in society, and that is what I intend to do completely.

by Julie Anderson

My long-time goal has been to become a teacher, and this year I’m in a class called Teachers for Tomorrow, where I get to shadow a kindergarten teacher. Working with her and the students has increased my interest in children with special needs.

From here on out, I want to support my students in academics and other parts of their lives so I can help them learn, grow, and succeed. I know that children need a strong start to their school career because the first few years of school are crucial; this is when students begin to love or hate learning itself. Whether or not children enjoy school, they deserve to appreciate learning. Students who love learning will always want to improve themselves.

I will make an effort to provide a loving environment where each child can prosper. However, for students with special needs, this task becomes even harder to accomplish because traditional classrooms are usually set up for non-disabled students.  While I know I can’t “save” every student I teach, and some of them will still hate learning, at least I can start them off right.

When I’m swamped with schoolwork, I will imagine my future students and how I could influence their lives. Even though not all of my college classes will relate to my major, forming a habit of working hard in college will help me to succeed as a future teacher.

6. Teachers Are Excellent Role Models

The experience of being helped and transformed by a good teacher leaves a lasting impression. Teaching is considered a noble profession for good reasons.

Some education students are motivated to become a teacher to emulate their own role models. They want to provide the same kind of service they once received. An added reason for pursuing a teaching career is to be a role model to younger people outside the classroom, including one’s own children.

by Teresa Pillifant

My first day – well, more like first semester- of my freshman year in high school was the hardest semester of my whole school career. Usually the kind of student who loves school, I found myself getting stomach aches in the morning and dreading school with my whole being. I was new to the school, and the number of students was overwhelming.

It seemed like there was no relief, except for my first hour Spanish class. Having no friends, I would always arrive at my first hour class early. As this pattern continued, my Spanish teacher and I developed a relationship. My teacher started giving me books to read, asking my opinion on what we should do in class and just talked to me in general about life. Through my teacher’s support, I grew to find my place in the school and became more confident.

Her kind words and actions inspired me to become a teacher myself.  Now, whenever school or life gets difficult, I think of my freshmen year Spanish teacher and how she inspired me. I want to do what she did for me for my future students. Whether it be a difficult test or a challenging class, my goal of making a difference in a student’s life keeps me going.

by Mo Cabiles

The world we live in is hard, unsteady and ruthless. We see this everyday in the harshness of homelessness, to social media screaming for justice. What motivates me to continue on is that I have felt the bitter cold bite of homelessness. I know what it’s like to not have enough to eat and to be scared of what will happen next.

I am fortunate to no longer be in those situations but that, by no means, is an indicator that it will all now come easy. As an adult learner and your “non-traditional” student, there are other obstacles I must overcome. From transportation to childcare or education application mastery to APA formatting, the many roadblocks I tackle both large and small are what I consider to be my victories.

I’ve seen what having a higher education can do for someone and I want that for myself and that of my daughters.  I strive to be a good example for them , to show them that, regardless of social standing and unforeseeable circumstances, if they work hard and put their best effort forward, they can achieve their dreams.

My dream is to obtain my Masters in Education with an emphasis in counseling. I want to be an academic advisor or guidance counselor. I’ve seen so many youths attempt community college and fail because they fell through the cracks. These students need to realize their potential and I want to help them achieve that and to be their cheerleader.

by Gia Sophia Sarris

In every school I’ve ever attended, experienced teachers were there to support and inspire me. I have looked up to these people ever since I was in elementary school, and they have had an immense and positive impact on my life and my view of the world.  My fondness for these people [educators] has led me to aspire to become a teacher.

I want to “pay it forward” and improve the lives of children and teenagers who grow up struggling as I did, or in any way for that matter. I want to make a difference in their lives and let them know that they are not alone with their problems.

This is what motivates me to study hard. Becoming a teacher, I believe, will help me fulfill my purpose in life, which I think is to create happiness and ease the burdens of others. I feel that children and teenagers need this especially, because they are struggling to understand the world and their place in it. I study hard for their sake.

by Jennifer Wolfert

From elementary school to my first year at college, I struggled to establish a dream for myself. Trying to figure out what career I wanted to pursue as successful adult always filled me with anxiety. I had spent multiple years in special education and left with a low academic self-esteem. So, after high school I attended Bucks County Community College in search for more time. Still I made no progress. Then I decided to change my outlook. I stopped asking “what do I want to do?” and started asking “who do I want to be?”. That’s when my dream took shape.

The educators that I met during my time at community college were my inspiration.  They are brilliant, hardworking people with a passion for their specialty that I had never seen before. Their belief in hard work was infectious. School began to fill me with excited anticipation and my grades improved. I started to believe that if I worked hard enough then I could be like them and inspire others like they had inspired me.

At the end of my second year attending community college, I accomplished a task that had previously racked me with fear. I applied to Temple University as a Secondary English Education major. I have now completed my second semester at Temple and earned my first 4.0 GPA. In time, I am confident that I will be able to accomplish my dream. I will become the passionate and inspiring educator that my younger self never had.

by Jenyfer Pegg

My entire life has been filled with discouragement. I grew up in a household where I was constantly told “No”. I was told my ideas were stupid and would not work. In my junior year of high school, my teachers and counselors started talking about college and sending in applications to different places. At that point, I knew I was not going. I came from a poor family and I knew we could never have money for something like college.

But I went on college visits, I listened to people speak about their college, and I was set. I had a lot of things pushing me, except the one thing I really wanted, my family. No one in my family has gone to college, and when I told my mother, she was shocked. She told me she just wanted me out of the house.

When I came to school, I realized I wanted to teach high school. I want to make an actual difference in someone else’s life. My family has taken the same road for years, and I’m not going down that road. I won’t live paycheck to paycheck like my mom, I will be a person that others will look up to.

I’m going to do something worthwhile, and I will work harder than anyone else if it gets me there.  I’ve seen what my life will be like without school and motivation and there is absolutely no way I’m going down that road. I’ve got bigger plans.

7. Unlock the Success Potential of Students

Educators want to help students in every way they can but, for some future teachers, the focus is on helping students soar. That child in front of you in the classroom might grow up to do great things for society, raise a strong family, or just be happy and fulfilled.

Whatever the potential of a pupil, a teacher’s job is to help unlock talents and remove any barriers to future success.

by Tamara Vega

The thing that motivates me the most is the thought of having my own classroom someday. I want to be the teacher that changes a child’s life, inspires them to set high goals for themselves and encourages them to reach it.

College can be so hard at times and I get really anxious and scared. I worry about not passing my classes and exams, I worry about not getting my degree. Despite that I do not give up because I have to do this and I want to do this.

I cannot see myself doing anything else besides teaching, I have never been this passionate about something. I want to graduate and get my degree. I’d love to look at it and say, “I worked hard for this and I earned it”.

The idea that the students in my classroom could grow up to cure cancer, or become president, pretty much anything they want, brings me so much excitement.   I want to be the teacher that they remember, the one who helped them realize their dream and who gave them the knowledge needed to reach it.

Be the teacher that I needed as a child but unfortunately never had. That is what gets me through all the stress and anxiety, I know in my heart that all the studying I’m doing right now will be worth it in the end.

by Nicole Gongora

The dream of success motivates me to study – not my success, my future students’ success. I push myself through the rough spots for them.

I was a lost child in high school; I didn’t know how to apply to college, let alone afford it. No child should have to experience that. As a future educator, I am committed to helping my students succeed, achieve more, and continue onto higher education.  Every child should be given the opportunity to showcase their strengths and follow their dreams.

College was never a dream for me; it was a far off, unattainable fantasy. I met some inspiring teachers in high school who encouraged me to change my life and who helped me to thrive. Without them, I wouldn’t be where I am today.

I plan to work at a low-income school similar to the one I attended. These types of schools are the ones who lack resources. I will serve as a resource to my students and I hope to be an inspiration to them. In turn, I hope they become kind, respectful adults. I want them to see the virtue in helping others and I hope they will serve others in their future careers. I want to be the teacher they remember. I want to be the teacher that helped them succeed.

I’ll feel successful as a teacher if my students are successful in attaining their goals. If one student decides to achieve more then I will have lived out my dream.

by Madison Sherrill

I’ve decided to become a teacher because I want to show the value of compassion and diversity.

As I begin college this upcoming fall, my main motivation is the students. While I haven’t even met them yet, they inspire me to persist in my classes and stay optimistic.  My classroom will support innovative thinking and celebrate each student’s individuality.

As a classroom teacher, I want to encourage and positively influence the next generation. They should know that they can be successful and achieve what they aspire to become while making the world better. By teaching the value of inclusiveness and the power of kindness, my students may turn out to be visionary thinkers and leading members of society.

by Alicia Costin

I am returning to school after taking a few years off. After graduating from California Lutheran University with my BS in Mathematics, I wanted to land a job with benefits and begin my “adult life”.

While it took me a few months to find my current job, is it just that; a job. I have benefits, a full-time schedule, weekends and holidays off, but am I happy? Is this what I want to do as a career for the rest of my life? I have asked myself this question a few times and the answer is always the same; no.

My dream is to become a teacher and help motivate and encourage students to do their best in their studies and in life.  It is my dream to do what I was meant to do; shape young minds and help future generations.

When things become difficult during my graduate program, I know to keep pushing, thriving, and studying hard so that, when I do become a teacher, I can use this as a positive story to shape their way of life. I landed a job outside of college, however now it is time for me to land my career.

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How to become a classroom teacher, who taught the first teacher, what can i do with a master’s in education, why teaching is still a good career choice.

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9 Best Educational Goal Examples for Students & Teachers

Why Do Educational Goals Matter?

5 educational goal examples for students, 4 educational goal examples for teachers , just set goals.

Goals are essential to achieving excellence in your life. In the academic framework, goals are crucial for both teachers and students. 

Students need to set educational goals to ensure that they can achieve specific skills, attributes, and knowledge after a significant time. Similarly, teachers need to set educational goals to raise learning standards in their classrooms and boost their careers.

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Without proper goals, teachers and students cannot achieve the desired academic skills. This guide will share excellent educational goal examples to enrich the academic experience. 

Educational goals define your aspirations and desires to achieve certain skills after completing a course. For educators and students, goals are important tools to measure their performance and efforts. When you have a clear goal in your mind, you can take adequate steps to achieve it.

Besides this, having educational goals can help to:

1. Explore New Options

When you have well-defined goals, you can find new options to achieve them. Suppose your goal is to learn advanced math by the end of the academic year. In that case, you can try different math activities to improve your problem-solving and logical skills like games, visual lessons, etc. 

2. More Focused Approach 

With well-structured goals, you get more focused on achieving them. You can understand your weaknesses and strengths better. This way, you can find dedication and passion for achieving your most challenging goals.

3. Zeal to Move Forward

When students have reasonable goals, they will feel energetic and motivated to achieve them. They don’t just attend classes because they have to. They go to their class with the motivation to learn something new, which will help them to achieve their academic goals. 

4. Progress Meters 

Goals are progress meters. With preset goals, teachers and students measure their performance and ensure they are on the right track to achieve their goals. However, if results are unexpected, students/teachers can alter strategies to accomplish them. 

Students should set educational goals to expand their knowledge base and excel academically. With goals, students get motivation and drive to attain challenging academic goals. Here are some educational goal examples for students:

1. Stay Positive

A positive mindset is vital for students to obtain their goals. With a calm and relaxed mind, you can set realistic educational goals for yourself. For example, if you want to improve your reading skills, you should approach reading with a positive attitude. This way, you can explore new options to develop your reading skills.

2. Be Resilient 

It is not easy to achieve your goals. You will receive many challenges and disheartening comments from your peers, teachers, and family while chasing your goals. But, it would help if you did not let all these hardships impact your objectives. You should be resilient in your approach and move forward with full zeal to obtain your educational goals.

3. Set Realistic Goals

It is good to set challenging goals. But don’t set too high or unrealistic goals that are beyond your limits. For example, if you set a target to obtain 90% marks in your exams and you have only one month to prepare, it is an unrealistic goal, especially when you have nothing prepared yet. 

Therefore, you should consider your academic level and other circumstances while setting your goals. When you fail to achieve your goals, it will only depress you in the end.

4. Be Patient 

Learning is not easy. You will often feel like giving up and forgetting all about your academic goals. You might not understand a concept that your teacher has taught in the class. You might feel pressure when your friends answer the question on the first attempt.

But it would help if you did not lose your patience. If you don’t understand a lesson, you should ask your teacher to repeat it. You can also get help from outside your school, like parents, educational apps, etc. 

5. Don’t Overwork

All work, no play can make you a dull person. Therefore, you should not spend your entire day focusing on your goals. Instead, take some time to do something else, like going out with friends or participating in art activities. Taking a few minutes breaks will not impact your goals. In fact, it will relax your mind, and you can accomplish your goals with a fresh perspective.

Like students, teachers should also set goals for themselves and their students. For example, teachers should set goals for better performance, excellence, and improvement in their teaching skills. Here are some excellent educational goal examples for teachers:

1. Strength Teaching Skills

No teacher is perfect. There is always room for improvement. Thus, teachers should make it their goal to expand their knowledge and improve their teaching skills. They should stay updated with the latest technologies and adopt new teaching methods to help their students. 

2. Classroom Goals

Teachers can also set classroom management goals for themselves. For example, they can set a goal to improve the overall grade level in their class. For this, they must improve their communication skills to understand each student’s zone of proximal development . This, in turn, will help teachers to set curricula for individual students and achieve their goals.

3. Professional Goals

Setting professional goals is essential for teachers to stand higher in a pedagogy. They must brush up on their teaching skills, experiment with new teaching theories, and learn from other teachers. If you want to go ahead in your teaching career, you need to have some professional goals in your life.

4. Understand Your Weaknesses 

Every teacher has some weaknesses. Even a highly experienced and qualified teacher has weak points. Thus, it would help if you made it your mission to understand your weaknesses and improve them. 

For example, if you find it hard to deal with young children, you should often engage with preschoolers and try innovative methods to interact with them. It might take some time to overcome your weaknesses, but nothing is unachievable in this world if you use patience and resilience.

It doesn’t matter whether you set short-term or long-term goals, just setting goals is important. Educational goals will drive you to learn and improve your career. 

Therefore, for teachers and students, it is vital to set educational goals for themselves. We have shared some fantastic educational goal examples for both teachers and students. I hope you can take inspiration from them to jot down your own goals.

What benefits can a student gain by setting goals?

By setting goals, students can get a clear vision to improve their academic performance. They get confidence, motivation, and dedication to achieve their goals despite hardships. Students gain the energy to learn new things and explore new methods to obtain their educational goals.

What benefits can a teacher gain by setting goals?

Setting goals will help teachers provide better training to their students and grow their careers. In addition, teachers can improve their teaching skills and enhance their knowledge with the educational goals by learning new technologies and teaching methods.

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Educational Goals Essay Samples and Overcoming Challenges

Crafting an essay on your educational goals can be a turning point in your academic journey. It’s your chance to showcase your aspirations and the roadmap to achieving them. Whether you’re applying for a scholarship, a college, or simply setting personal milestones, articulating your educational objectives is key.

You’ll find that a well-thought-out educational goals essay not only impresses admissions committees but also clarifies your own vision. Let’s dive into examples that can illuminate your path and inspire a compelling narrative for your academic future.

The Importance of Setting Educational Goals

When you begin to articulate your educational goals, you’re carving out a clear path for your future. Setting these goals is not just about fulfilling a requirement; it’s about establishing a foundation for your educational journey. By defining what you want to achieve, you create a sense of purpose that guides your academic decisions and keeps you motivated during challenging times.

Think of your educational goals as a roadmap. Without this direction, you might find yourself wandering aimlessly through your academic career. With goals, you have destinations in mind and can plan your route accordingly. As you progress, every milestone you achieve brings a sense of accomplishment and steels your resolve to tackle the next challenge.

It’s no secret that education opens doors to opportunity. But it’s the specificity of your goals that allows you to unlock the right doors for your aspirations. Whether it’s gaining expertise in a particular field, enhancing your skills for a desired profession, or expanding your knowledge base, your goals help tailor your educational experience to align with your vision.

Furthermore, setting educational goals lets you measure your progress. This is crucial for staying on track and making adjustments as needed. It’s also a way to communicate your aspirations to others. When applying for scholarships or college admissions, clear educational goals show that you’re not just a dreamer – you’re a doer with a plan.

Ultimately, having a well-defined set of educational goals empowers you to take control of your learning. It’s about making informed choices that resonate with your personal and professional ambitions. Remember, the act of setting goals is a dynamic process. As you grow and learn, it’s perfectly fine to refine or even overhaul your goals to stay aligned with your evolving interests and the ever-changing job landscape.

Understanding Your Passions and Interests

Identifying your passions and interests is key to crafting educational goals that resonate with your core values. Knowing what excites you and what you’re curious about provides a compass that guides your educational journey. To start, reflect on classes, topics, or activities that spark your enthusiasm. Are there subjects that you find yourself drawn to or projects that energize you?

When drafting your educational goals essay, consider incorporating examples that demonstrate how your interests align with your long-term aspirations. Perhaps you have a fascination with renewable energy that has prompted you to pursue a degree in environmental science, or maybe your interest in languages is steering you toward international relations.

Assessing your strengths is also crucial in understanding what educational pathway to follow. If you’re naturally good with numbers, a career in finance might be right up your alley. On the other hand, if you’ve always excelled at writing and communicating, roles in journalism or public relations might be more fitting.

Here are some strategies to align your passions with your educational goals:

• Engage in self-reflection : Regularly take time to think about what activities make you feel most alive.
• Explore various fields : Don’t hesitate to enroll in different courses or attend workshops to broaden your perspective.
• Seek advice : Connect with mentors or professionals in areas you’re interested in to gain insight and guidance.

Remember, your educational objectives should be a reflection of what truly matters to you – they will be the ones propelling you forward through the rigorous demands of academic life. By intertwining your goals with your passions and interests, not only do you set the stage for a fulfilling education, but you also pave the way for a career that’s aligned with your personal definition of success.

Setting Short-Term Goals

When you’re mapping out your educational journey, it is essential to include short-term goals. These targets provide immediate motivation and serve as stepping stones toward your broader aspirations. Short-term goals should be Specific, Measurable, Achievable, Relevant , and Time-bound (SMART). Here are some strategies to consider:

• Identify skills you need to develop within the next few months
• Enroll in workshops or courses that enhance your expertise
• Seek mentorship or guidance to strengthen your professional network
• Tackle smaller projects that contribute to larger assignments or objectives

Your educational goals essay should highlight how these short-term goals are not just checkboxes on your to-do list but crucial components of your educational strategy. For example, if one of your long-term goals is to become an engineer, a short-term goal might be to master a specific type of software used in the field.

Prioritizing Your Efforts

To avoid feeling overwhelmed, prioritize your goals. Consider which short-term goals will have the most significant impact on your long-term vision. Devise a Prioritization Matrix to determine which tasks to tackle first. Here’s a simple categorization:

• Urgent and Important : Tasks you must do immediately
• Important but Not Urgent : Tasks that contribute to long-term successes
• Urgent but Not Important : Tasks that require your attention but may not have considerable long-term benefits
• Neither Urgent nor Important : Tasks that you could potentially eliminate or delegate

Tracking Progress

Measure your progress consistently. Keep a journal, use an app, or maintain a spreadsheet where you can track your successes and areas for improvement. Feedback from peers and mentors can also be invaluable in refining your approach. Reflecting on your progress helps ensure that you’re on route to meeting your long-term educational goals. It’s not just about ticking off goals; it’s about personal growth and adapting your strategies as needed.

Your educational goals are unique to you. By setting concrete short-term goals and consistently assessing your progress, you’re building a solid foundation for not only meeting but exceeding your educational aspirations. Remember, every big achievement starts with the decision to try, and even the most ambitious dreams are realized one step at a time.

Setting Long-Term Goals

When plotting out your educational journey, long-term goals are your ultimate endgame. These are broad objectives that typically look beyond the upcoming year and sprawl across several years or even a decade. Imagine them as the pillars supporting your career trajectory, laying the groundwork for the professional you aspire to become.

Long-term goals in education aren’t just about the credentials or titles. They’re deeply personal ambitions that resonate with your values and passions. Whether this involves pursuing a PhD, becoming an industry expert, or launching a startup, these goals keep you anchored and motivated through the ups and downs of your educational endeavors. Here’s how to define your long-term goals:

• Reflect on what you’re passionate about and how you want to impact the world.
• Research the education and experience necessary to enter your desired field.
• Think about where you see yourself in 10 or 15 years.
• Break down these visions into attainable long-term goals.

Harnessing the Power of Visualization

Visualizing your long-term goals can be remarkably effective. By creating a vivid mental picture of where you want to be, your goals become more tangible. Visualization also acts as a practice run for your brain, gradually cementing the belief that these outcomes are not just possible but likely.

To leverage visualization:

• Find a quiet place to concentrate without interruptions.
• Imagine achieving your biggest educational and professional aspirations.
• Emotionally connect with this envisioned future, experiencing the satisfaction and pride that comes with accomplishment.

Remember, setting long-term goals isn’t a one-off task. You should revisit and refine these goals periodically to ensure they remain aligned with your evolving interests and the changing landscape of your chosen field. As life unfolds, your insights will deepen, and the goals you set today may evolve to reflect the person you’re growing into tomorrow.

Aligning Your Goals with Your Desired Career Path

Once you’ve set your long-term vision, it’s crucial that your educational goals align tightly with your desired career path. Doing this ensures that every academic effort you make is a stepping stone towards your ultimate professional aspirations. But how do you make that alignment as strong as possible?

Start with Research . Scour through job descriptions, connect with industry professionals, and gain deep insights into the skills and qualifications that your dream job requires. Armed with this knowledge, tailor your educational pursuits to cover these areas.

Break down your long-term career ambitions into more immediate objectives. If you’re aiming for a career in software development, for instance, your short-term goals might include mastering a specific programming language or completing relevant coursework.

Prioritize Relevant Experiences . Alongside classroom learning, seek internships, volunteer work, or part-time positions in your field. These practical experiences not only enhance your resume but also help to solidify your understanding of the industry.

Monitor Industry Trends. Stay up-to-date with movements within your chosen field. If you’re in digital marketing, for example, your education should keep pace with evolving SEO practices, social media algorithms, and content creation tools.

Don’t forget the role of Soft Skills . In almost every career path, communication, problem-solving, and leadership skills are paramount. Find ways through extracurricular activities or courses to develop these skills alongside your specialized knowledge.

As you move through your educational journey, remain flexible. Your career path might shift as you uncover new interests or as the industry evolves. Regularly assess and adjust your goals to maintain alignment with your career trajectory, ensuring that with each step, you’re inching closer to your professional dream.

Overcoming Challenges and Obstacles

When pursuing your educational goals, you’ll inevitably face challenges and obstacles that may seem daunting at first. But remember, overcoming these hurdles is a crucial part of your journey towards career success.

Identify potential barriers early in your path. These might include financial constraints, time management issues, or limited access to resources. Develop a proactive plan to tackle these issues head-on. For instance, you might explore scholarships, part-time work, or alternative funding options if finances are a concern.

Time management often becomes a critical skill when you’re juggling school with other responsibilities. Here’s what you can do:

• Prioritize tasks by urgency and importance
• Create a structured schedule
• Practice saying no to non-essential activities

Sometimes, obstacles are not external but rooted in personal doubts or a lack of confidence. Believe in your capabilities and remember that setbacks can be transformed into growth opportunities. Seek support systems: mentors, peers, or educational counselors who can offer guidance and perspective.

Keep abreast with technological advancements and learn how to leverage them in overcoming educational obstacles. Online courses, educational software, and virtual study groups can bridge the gap between you and your goals.

Staying informed of industry trends ensures you remain relevant and can pivot when faced with industry shifts. Frequently audit your skills and knowledge to close any gaps and take advantage of internships to gain hands-on experience.

Your educational goals essay should reflect resilience and adaptability. Showcasing challenges you’ve faced and how you’ve overcome them not only lays out a realistic roadmap but also demonstrates your determination and strategic thinking. Keep your narrative authentic and your solutions actionable to illustrate a forward-moving trajectory in the pursuit of your education and career.

Crafting an educational goals essay that reflects your aspirations and plans is a powerful step toward achieving success. Remember, it’s your resilience and adaptability that will shine through as you navigate potential barriers and leverage the latest industry trends. Your ability to manage time effectively, believe in yourself, and build a solid support system will not only enrich your essay but also your educational journey. Stay proactive, stay informed, and let your essay be the roadmap that guides you to your goals.

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My Educational Goal

This essay about educational goals explores a student’s desire for broad, interdisciplinary knowledge and real-world experiences that transcend traditional academic boundaries. It highlights the importance of experiential learning, practical skills, and personal well-being. The writer emphasizes their readiness to overcome challenges and their commitment to continuous personal growth and contribution to society. The narrative conveys an unyielding quest for knowledge and wisdom, aiming to shape a future defined by intellectual curiosity and impactful achievements.

How it works

As I sit down to reflect on my educational goals, I find myself enveloped in a whirlwind of dreams, uncertainties, and the exciting potential of paths yet taken. Creating a trajectory that aligns with my deepest ambitions requires not just self-reflection but also the courage to traverse the vast landscape of opportunities ahead. My educational journey is not a mere destination on a map; it is an evolving quest for self-discovery, enlightenment, and personal growth—a journey where each twist and challenge molds my intellect and soul.

Central to my educational voyage is a profound thirst for knowledge that spans across disciplines, urging me to explore the depths of human achievement. From the enigmatic fields of quantum physics to the rich narratives of cultural history, my aim is to dig deeper, solve mysteries, and understand the core of our existence. More than acquiring knowledge, I seek wisdom that comes from real-world experiences, the synthesis of ideas, and the diverse interactions that enrich our collective human experience.

Moreover, my educational pursuit stretches beyond the confines of academic institutions and into the world at large. I am a staunch believer in the power of experiential learning, which involves interacting with different cultures, embracing various perspectives, and experiencing life firsthand. Whether it’s navigating the challenging landscapes of foreign territories, soaking in the culture of a bustling foreign city, or lending support to communities, I aim to gather insights, build empathy, and expand my perspective beyond the conventional classroom setting.

Additionally, I am eager to develop practical skills that are crucial for success in today’s complex world. From enhancing my communication abilities to honing my analytical thinking, I am dedicated to acquiring the tools needed to excel in a rapidly changing environment. Alongside striving for academic and professional success, I prioritize my overall well-being, focusing on self-reflection, self-care, and fostering relationships that nurture my spirit and inspire others.

As I navigate the uncharted territories of my educational path, I am fully aware of the potential challenges and hurdles I may face. The road to enlightenment includes risks, detours, and unexpected hurdles. However, it is through overcoming these obstacles that resilience is built, and character is shaped. Armed with determination and an unyielding spirit, I am ready to face these challenges, learn from each experience, and come out stronger, more knowledgeable, and more resilient.

In the broader narrative of my educational journey, I envision a future where the pursuit of knowledge is paramount, where curiosity is limitless, and where striving for excellence is continuous. In this vision, I am not merely defined by the credentials I accumulate but by the depth of my curiosity, the scope of my compassion, and the significance of my contributions to society.

In summary, my educational objective is not just a point to reach but a journey to cherish—a journey marked by relentless curiosity, personal development, and a ceaseless quest for excellence. It is a journey driven by passion, directed by purpose, and enriched by the diverse experiences that shape who I am and who I wish to become. As I set forth on this adventure of exploration, I do so with optimism, dedication, and a steadfast belief in the transformative power of education.

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9 10 Academic Goals Examples to Supercharge Your Student Success

Becoming a successful student involves more than just going to classes and remembering facts for the test. It is about establishing a mentality of learning and evolving continuously, and distinct academic goals are a key aspect of that. These are the lights that lead the way and help you stay on track as you navigate through the trials and tribulations of your studies, whether it’s the demands of testing or the stuff that life throws at you. But, just as importantly, by clearly defining and outlining your academic objectives, you give your study a sense of intention and purpose. Whether it’s achieving a particular GPA, mastering a challenging topic, or participating in enriching extracurricular, strong academic Goals are the foundation of both short- and long-term academic success.  

Establishing concrete goals and the quest of excellence are frequently linked in the academic sphere. Before delving into these Academic Goals Examples, it is important to recognize services like Scholarly Help that provide workable ways to handle several Tasks. With options like pay someone to do my online class , Scholarly Help ensures you stay on track without compromising other responsibilities. This comprehensive guide explores ten powerful academic goals examples designed to elevate your student success to unprecedented heights. Whether your academic goals are designed to improve your critical thinking habits, advance your time management skills, or explore interdisciplinary thinking to further your academic career, they should provide students with a path toward overall intellectual and personal development. Rounding up different students through carefully structured college academic goals. All must necessarily form the basis of individual reality and opportunities.

Mastering Time Management

One of the building blocks for academic achievement is the effective management of time. The ability allows students to combine studies with other activities, namely work, daily life, or personal life. To manage time effectively, learners are recommended to:

• Plan a Weekly Schedule: set certain hours and days to work, study, and engage in other activities; 
• Set Priorities: determine poses that are urgent and important, then focus on a solution; 
• Do not Get Distracted: if some activities or processes are distracting, generate disadvantages.

Enhancing Study Skills

Improving study abilities might result in better comprehension and recall of course material. Students should focus on:

• Active Learning Techniques: Engage with the material such as holding discussions, teaching others, and transforming what one learned to real-life application. 
• Effective Note-Taking: Employ methods like Cornell Note-taking System to organize and refresh notes. 
• Regular Review Sessions: Set regular study dates to refresh one’s memory and prepare for exams.

Setting Specific Academic Targets

Setting clear, specific targets helps students stay motivated and measure progress. Examples of specific academic goals include:

• Achieve Specific GPA:   Aim to reach or maintain a specific grade point average each semester.
• Improving Grades in Challenging Subjects: Identify subjects where improvement is needed and set goals accordingly.
• Completing Assignments Ahead of Deadlines: Plan to finish assignments before the due date to allow time for revisions.

Expanding Knowledge beyond the Classroom

Gaining knowledge outside the classroom can enhance academic performance and provide a broader perspective. Students can achieve this by:

• Reading Extensively: Explore Books, Journals, and articles related to their field of Study.
• Attending Seminars and Workshops: Participate in events offering additional insights and networking opportunities.
• Engaging in Research Projects: Collaborate with professors or peers on research projects to deepen understanding of specific topics.

Developing Critical Thinking Skills

Critical thinking is vital for problem-solving and making informed decisions. Students can cultivate these skills by:

• Questioning Assumptions: Always ask why and consider alternative viewpoints.
• Analyzing Arguments: Evaluate the evidence and logic in different arguments.
• Reflecting on Learning: Regularly review what has been learned and how it applies to real-world situations.

Building Effective Communication Skills

Strong communication skills are essential for academic and professional success. Students can enhance these skills by:

• Participating in Class Discussions: Engage actively in discussions to practice articulating thoughts clearly.
• Writing Regularly: Practice writing essays, reports, and articles to improve writing abilities.
• Presenting Projects: Take opportunities to present work in front of an audience to build confidence and clarity.

Fostering Collaboration and Teamwork

Collaboration with peers can lead to better understanding and innovative solutions. Students should focus on:

• Joining Study Groups: Collaborate with classmates to discuss topics and solve problems together.
• Participating in Group Projects: Develop teamwork and leadership skills by working on group assignments.
• Engaging in Extracurricular Activities: Join clubs and organizations that encourage teamwork and collective problem-solving.

Seeking Feedback and Continuous Improvement

Constructive feedback helps identify areas for improvement and guide academic growth. Students should:

• Ask for Feedback: Request feedback from professors and peers on assignments and presentations.
• Reflect on Criticism: Use feedback to identify strengths and weaknesses, developing action plans for improvement.
• Commit to Lifelong Learning: Embrace continuous learning and improvement in all aspects of life.

Utilizing Academic Resources

Taking full advantage of available academic resources can enhance learning and performance. Students should:

• Visit the Library Regularly: Utilize resources for research and study.
• Use Online Databases: Access academic journals and articles online to support studies.
• Seek Academic Support Services: Utilize tutoring, writing centers, and academic advising offered by the institution.

Preparing for Future Careers with Academic Goals

Setting academic goals with future careers in mind provides direction and motivation. Students should:

• Identify Career Goals: Determine career aspirations and align academic goals accordingly.
• Gain Relevant Experience: Pursue internships, part-time jobs, and volunteer opportunities related to the field of study.
• Develop Professional Skills: Focus on skills like resume writing, interviewing, and networking to prepare for the job market.

Setting and meeting academic goals necessitates dedication, strategic planning, and consistent effort. By focusing on these ten academic goal examples, students can improve their learning experience, and performance, and set themselves up for future success. Remember that the key to academic success is to set specific, attainable goals and work hard to meet them.

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Exploring the Importance of Aspirations and Strategies for Achieving Academic Success

Education is a lifelong process that begins at birth and continues until death. It is the foundation upon which one builds their future, and it is crucial to have a clear understanding of one’s educational goals to achieve success in life. This essay, written by a custom essay writing company , can show you different goals of education, and then, maybe, you can find your own. Also, there you can find what your educational goals essay examples are.

An Essay on Educational Goals and the Strategies for Achieving them

Education plays a critical role in shaping one’s future, providing the foundation for personal and professional growth. Having a clear understanding of one’s educational goals for college is essential for achieving success in life. Educational goals are the aspirations that individuals seek to achieve during their academic journey, guiding them towards personal and professional fulfillment.

Short-term Educational Goals

As an individual, I have set specific educational goals that will enable me to achieve success and contribute positively to society. These goals are divided into short-term and long-term goals, which will help me navigate through the various stages of my academic journey.

Long-term Educational Goals

My short-term educational goals include attending all my classes, actively participating in class discussions, and completing all my assignments on time. Additionally, I aim to build strong relationships with my professors and peers, as they play a crucial role in my academic success. By achieving these goals, I will develop a strong academic foundation and the skills and knowledge necessary to excel in my chosen field.

Resources for Achieving Educational Goals

My long-term educational goals are to obtain a graduate degree in my area of interest, gain practical experience through internships and research opportunities, and develop strong leadership skills. These goals will enable me to build a solid foundation for my career and make significant contributions to society.

To achieve these goals, I have developed specific strategies and plans. Firstly, I will take advantage of all available resources, including academic advisors, career services, and professional organizations. Additionally, I will attend workshops, conferences, and seminars to enhance my skills and knowledge and network with professionals in my field.

Time Management and Prioritization

Secondly, I will prioritize my studies and manage my time effectively, ensuring that I meet all my academic obligations. This involves setting realistic goals and developing a study plan to achieve them.

Practical Experience

Thirdly, I will seek out practical experience through internships and research opportunities, which will provide me with hands-on experience and exposure to real-world problems.

Leadership Development

Lastly, I will develop my leadership skills through participation in extracurricular activities such as clubs and organizations. This will enable me to develop strong communication skills, build relationships, and develop a strong work ethic.

Educational goals are essential for personal and professional growth, providing individuals with a clear path towards academic success and personal fulfillment. Strategies such as time management, prioritization, practical experience, and leadership development can help individuals reach their goals.

By following these strategies and utilizing available resources, individuals can achieve their educational goals and make meaningful contributions to society. The process of setting and achieving educational goals is a lifelong journey that requires patience, perseverance, and a commitment to personal growth.

Tips for Writing a What are Your Educational Goals Essay

There are a lot of What are Your Educational Goals Essay Examples, because it is a popular type of essay that requires the writer to reflect on their academic aspirations and articulate their goals for pursuing higher education. In the same time writing this essay can be a daunting task, especially if you are unsure about your future plans. If you need a boost, look at examples of personal statements before you start writing your own essay. However, with the right approach, you can write a compelling essay that effectively communicates your educational goals. Here are some tips for writing a successful what are your educational goals essay:

Start with a Clear Introduction

Begin your essay about educational goals with a clear introduction that defines the purpose of the essay and provides an overview of what you will be discussing. Clearly state your educational goals and explain why they are important to you.

Be Specific

When discussing your educational goals, be as specific as possible. Avoid vague statements and generalizations. Provide concrete examples of the goals you hope to achieve, such as pursuing a particular degree, gaining specific skills or knowledge, or obtaining a specific job.

Highlight your Strengths

When discussing your educational goals, highlight your strengths and achievements. Discuss any relevant experiences, such as academic awards, extracurricular activities, or volunteer work. This will help demonstrate to the reader that you are committed to your goals and have the necessary skills to achieve them.

Explain your Plan

In order to achieve your educational goals, you need a plan. Explain your plan for achieving your goals, including any steps you have already taken towards achieving them. Discuss any resources you plan to use, such as academic advisors, career services, or professional organizations.

Be Realistic

While it is important to be ambitious, it is also important to be realistic. Don’t set goals that are unattainable or unrealistic. Make sure your goals are achievable and that you have a plan in place to achieve them.

Edit and Revise

Once you have written your educational goal essay, take the time to edit and revise it. Make sure your essay is well-organized, easy to read, and free from grammatical errors. Ask someone else to read it and provide feedback. By following these tips, you can write a compelling essay that effectively communicates your educational goals and demonstrates your commitment to academic success. Remember to be specific, highlight your strengths, explain your plan, be realistic, and edit and revise your essay to ensure it is the best it can be.

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How To Do Goal-Setting With Your Students This School Year

Add this crucial lifelong skill to your syllabus.

Goal setting is a part of teaching. Each year, you have goals for your students. And as students learn how to work in your class, they’ll learn how to set and reach goals as well. Setting goals and working to achieve them is an important skill for students to learn starting in kindergarten. In fact, the process of setting goals is an evidence-based practice , and working toward them has positive impacts for students. It helps students maintain a growth mindset, where they’re focused on learning something new and mastering new skills.

Here’s our guide for goal setting with students with our favorite classroom resources.

What is a goal?

A goal is a focused aim or result you want to achieve. Eating a bowl of ice cream after dinner is a want. Reading 100 words correctly per minute is a goal. All goals should be SMART:

• Specific: What do you want to accomplish?
• Measurable: How will you know you achieved your goal?
• Attainable: What goals are within your reach?
• Relevant: Which goals are important to you? What about the goal is important to you?
• Time-bound: How long will you give yourself to reach your goal?

So, some SMART student goals might be:

• Kindergarten: I can read 10 sight words now and want to read 20 sight words by winter break.
• 3rd grade: I know my times tables through 7. I want to know my times tables through 10 in the next 4 weeks.
• Middle school: I want to raise my grade in math from a C to a B by the end of the semester.
• High school: After I take my SAT prep course, I want to get a 1200 on my SAT in May.

Each of these goals is specific, and the student will know when they accomplish it. They’re realistic, important to the student, and can be accomplished within a reasonable time.

How to teach goal setting

Goal setting is something you can incorporate into your classroom all year long. Here are our favorite books, tools, and resources to teach this important skill.

Use picture books

For all students, it’s helpful to share books that portray goal setting, the process of wanting something, setting a clear goal, and working toward it. In early elementary grades, Peter’s effort in Whistle for Willie by Ezra Jack Keats is a classic example of persistently working toward a specific goal. Jabari Jumps by Gaia Cornwall also shows how one character achieves an attainable goal by jumping off the diving board.

For older students, The Boy Who Harnessed the Wind (Young Reader’s Edition) by William Kamkwamba and Bryan Mealer chronicles William’s work to relieve his village from drought. It includes the sub-goals he works toward along the way, such as researching viable solutions and figuring out how to build a windmill.

A great picture book option for older students is Sixteen Years in Sixteen Seconds: The Sammy Lee Story by Paula Yoo. This title is a biography of a diver who set and reached many goals, both physical and academic, along the way to becoming an Olympian. Picture book biographies are often great for teaching goal setting as many revolve around a notable goal.

Learn more: The How and Why of Using Picture Book Biographies in the Classroom ADVERTISEMENT

Talk about goals

Make goal setting part of your everyday conversation by talking through your own goals and by weaving these inspirational quotes about goals into your conversation, morning meeting, and reflection.

Learn more: Inspirational Goal-Setting Quotes

Start small

Start with small goals, the kind that can be accomplished in a lesson or two. Have students write their goals on sticky notes and reflect on them as soon as they achieve them. Ring a bell or clap when a student achieves their goal (if the student wants) to celebrate the small wins.

Unpack the goal-setting process with students

This goal-setting worksheet helps students start with their strengths and think through what goal they want to work on. Coach students to be specific when thinking about what they want to get better at. How can they improve at science within the next unit? Or what does it look like to improve in math?

Get it: Goal-setting worksheet

Track progress

Once students have set their goals, it’s time to track! Use this goal tracker to help students track their progress. Remind students that progress may not be a straight line, but the goal is to see progress over time.

Get it: Track Your Learning printable

Track and reflect

Another way to track progress is by reflecting quickly on how well a goal was achieved. For elementary students, have them set a goal and then mark if they met their goal or progressed to their goal each day. So, if their goal is to memorize through the 10 times table, but they didn’t practice their multiplication, then they would fill in the sad face. The point isn’t to make students feel bad, it’s to reflect on how our choices and actions impact our ability to meet our goals.

Get it: Daily goal-tracking printable

Graph progress

Use graphing to have students create a record of their growth. Use the graphs to reinforce progress with students and to communicate student progress to parents. This is especially helpful when students are working on goals that are not reflected in test results.

Get it: Goal tracker graph printable

Encourage nonacademic goals too

If you have school or classroom character traits, set goals for how students will demonstrate these traits. This reminds students that they can improve in respect, kindness, patience, and other skills.

Track habits

Creating a habit, like reading 20 pages a day, doing one kind deed each day, or doing 20 push-ups each recess, is a long-term goal. Have students set a goal they want to become a habit and use a habit tracker to complete over the course of a month. At the end of the month, reflect on how repeating an action over and over for 28 to 31 days changes how difficult the action feels.

Get it: Printable habit tracker

Create classroom goals

Another way to model and practice goal setting is to set a goal as a class. Set a goal to master a reading or math skill, contribute acts of kindness, or plan and lead a reading-buddy session with a kindergarten class. Class goals build classroom culture and students’ sense of community. Note: You can use the habit tracker to track those classroom goals as well, and take time at the end of the day to reflect on how you met your classroom goal that day.

Plan for longer goals

For middle and high school students who may have a goal that takes more than a few weeks to complete, have them build milestones and mini-goals into their course calendar. Use this editable course syllabus to help students break their big goal into smaller chunks that need to be done each day or week.

Get it: Editable course syllabus

Share assessment data with students

When you get results from assessments, share them with students as a class and individually. Make the conversation about reflection. This is a great time to reflect on what students did well and their next goal.

We don’t mean throw a party. Celebrate when students achieve goals by giving them a round of applause, verbal praise, or another small celebration. Come up with a way to celebrate as a class, a firework hand clap, a chant, or a short dance. The idea is to acknowledge that the student achieved the goal, and celebrate it, while building intrinsic motivation.

How do you go about goal setting for students in your classroom? Come and share in our We Are Teachers HELPLINE group on Facebook.

Plus, check out rewards and incentives for kids that really work ..

You Might Also Like

Help Students Set Goals This Year With This Free & Easy Activity

Things I'm good at, things I want to get better at, things I want to learn. Continue Reading

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Home — Essay Samples — Life — Life Goals — My Goals And Ways To Achieve Them

My Goals and Ways to Achieve Them

• Categories: Life Goals Personal Goals

About this sample

Words: 523 |

Published: Mar 18, 2021

Words: 523 | Page: 1 | 3 min read

Works Cited:

• Chang, L. (2021). The Ultimate Guide to Budgeting: 5 Steps to Take Control of Your Finances. The Balance. https://www.thebalance.com/how-to-make-a-budget-1289587
• Davenport, K. (2022). The 50/30/20 Rule for Budgeting. Forbes Advisor. https://www.forbes.com/advisor/personal-finance/50-30-20-rule/
• Dave Ramsey. (2021). Budgeting. Dave Ramsey.
• Kobliner, B. (2017). Make Your Kid a Money Genius (Even If You’re Not). Simon & Schuster.
• NerdWallet. (2021). Budgeting 101. NerdWallet.
• Robbins, T. (2017). Unshakeable: Your Financial Freedom Playbook. Simon & Schuster.
• The Simple Dollar. (2021). How to Create a Budget: A Step-by-Step Guide. The Simple Dollar. https://www.thesimpledollar.com/save-money/how-to-create-a-budget/
• Tiller Money. (2021). How to Create a Budget Spreadsheet in Google Sheets. Tiller Money.
• Williams, G. (2018). Budgeting: A Practical Guide for Beginners. Amazon Digital Services.

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Valley students share their future goals as education essay competition kicks off

PHOENIX — September marks the beginning of college savings month in Arizona. Arizona’s state treasurer Kimberly Yee is kicking it off with an essay competition asking students to write about their dream jobs.

Twenty winners from all across Arizona will get $529 for their AZ529 account.

At the Boys and Girls Club of the Valley, there are a lot of kids with big dreams.

“I want to be a volleyball coach and a teacher of either math or ELA," sixth grader Bellamar Scott-Ramos said.

“I want to be a soccer player and a lawyer. Because I’m good at arguing," Charles Strand-Flores said.

To achieve those goals, these fifth and sixth graders want to pursue a college degree.

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Treasurer Yee is telling them about the essay contest they can submit to so they can get a jump start.

“It’s a very short paragraph you need to write about what you want to be when you grow up," Yee said. "That will give you a chance to submit it and give you a chance to win $529 for your future education.”

Yee is trying to reach as many kids and parents as possible, heading across the state again to promote the contest and the savings plan.

“We have seen so much growth in this program. In just 46 months, we have seen 44,500 new families sign up for an education savings plan," Yee said.

Strand-Flores says he plans to take what he learned today and start saving.

“If you save, you have it when you need it. And when you have a lot, you can give it to other people.”

Yee adds if your child eventually decides college isn’t for them, the saved money can be spent on other types of education like vocational schools, trade programs, and workforce development.

The essay contest runs through October 6 and submissions can be made online. Learn more here.

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I'm a high school teacher. Taking a bullet for my students isn't written in my contract.

This as-told-to essay is based on a conversation with Michelle Donnay, a school teacher in Minnesota. It has been edited for length and clarity.

• Michelle Donnay is a 55-year-old teacher in Minnesota.
• She has been teaching middle and high school for 27 years.
• She's currently teaching special education in high school.

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I remember when the Columbine shooting happened in 1999. I had just started my eighth year as a teacher and was a middle school teacher.

The shooting sparked conversations among myself and my sister, also a teacher, about whether we could stand in the way of a shooter if they attempted to kill one of our students.

At the time, I had a young child. I knew — I couldn't give my life for my students if it came down to me or a student. My children needed their mother .

When I started as a teacher, dying for my students was not written in the contract. It wasn't what I signed up for.

We've never had an active gunman

Although I've never been at a school with an active gunman , I do recall at one of my high schools, learning that there had been a case of bullets found in the school.

We had entered a "soft" lockdown, with the door simply closed. These lockdowns occur when there is a threat in the nearby area but not on the school grounds.

After finding out that someone had brought bullets into the school, I and the other teachers were very upset. Why hadn't we gone into a "hard" lockdown, with doors locked and blinds closed ?

It made me uneasy about what would happen in case of a real emergency.

Another time, I was in class when someone came and closed my door and said that there was a lockdown drill happening. It turned out the speaker in my classroom had been broken. I hadn't heard the drill announced. What if that had been the real thing?

I try not to think about school shootings

As much as I would naturally worry about the risk of a school shooting at my place of work, I don't allow myself to think about it. Teachers have tens of thousands of things to think about at any one time while teaching. If I let myself dwell on an impending shooting, I wouldn't be able to focus on all that I need to do for my students on any given day.

I'm strong for my students, but when I'm alone, I often feel the weight of what it means to be a teacher in this day and age.

When I heard about the Georgia shooting that happened last week, I was at school. I had to keep calm and teach my children. But when I got home, I was overwhelmed and cried endlessly, decompressing.

This is the world we go to school in now.

As much as I want guns off the streets, I just don't think it is going to happen. There are too many guns, and the NRA is too strong.

Kids need support

I'm not entirely sure what the answers are, but I think one solution is to focus on the children who are withdrawn and frequently miss school.

I also think there should be more mental health services available for children and young people. This generation of children and young people is the COVID generation. So many have suffered mentally as a result of spending over a year and a half with hardly any social interaction.

But it isn't just COVID; our youth are growing up with so many issues that lead to anxiety — gun crime, the climate crisis, and social media.

They need support unlike any other generation has.

However, this generation also has a lot going for it. So many of them are kind and accepting. I'm hopeful that as they see the issues in our society, they will work hard to change things for those who go after them.

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