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show that they are human beings, but it`s important that these experiences Iail to divulge details
that aren`t pertinent or inappropriate to the students.
At the same time, teachers should be comIortable with who they are as a person. Students
have radar that instantly detect when a teacher is nervous, uncomIortable, or hesitant. By
dressing and acting conIidently, students will recognize that I am prepared and organized. From
the inside out teachers should reIlect proIessionalism and embody preparedness. These are
essential qualities Ior being a teaching.
Ironically, teaching requires qualities that repel each other, which makes it challenging to
embody these opposing traits. While teaching demands organization, it also needs Ilexibility and
spontaneity. Teaching requires positivity and assertiveness mixed with Iirmness and control.
Teachers have to teach, but they need to be students at times as well; they need to teach their
students as well as learn Irom them.
Modeling these characteristics displays my dedication to my teaching proIession. I Iail to
perceive my Iuture as a job, but rather a second liIe because I want to be a positive role model
Ior students, to inspire enthusiasm, and to interact with them as individuals and not see them as
machines. Every individual student is important; every opinion matters; each mind possesses the
opportunity to reach its potential. Teaching isn`t a job, but rather a perpetual journey oI
discovery and opportunity.