Teach English in Saikou Zhen - Anqing Shi

Teacher Self Analysis Who can be an educator? What does it mean to be an educator? Is a great teacher born, or can a great teacher be made? Do I have what it takes to be a teacher? These questions are important ones, though slightly metaphysical, and should be at the forefront of the mind of an educator-to-be. Self analysis for a teacher should not start midstream, should not be solely based off of student performance, but must be self-initiated before the career is pursued at all and maintained throughout. Teacher analysis should be more constant and required of a teacher than assessments are for students. It all begins with deciding to be a teacher. Am I structured enough to be a teacher? Do I have patience? Am I competent enough? Am I responsible? These questions are some of the many that prequalify a teacher. In the last two years of my teaching career, I have been astounded by a number of people that I have encountered that have simply never asked those questions in a self analysis. At first, I tried to be-and-let-be while associated with these individuals, but over time I couldn?t help but to feel upset by their actions. After my initial reaction, I did a self analysis. Was I reacting too strongly because I am too controlling or judgmental? As part of my development as a teacher, I felt obligated to answer this question. However, this is a question I could not answer for myself. It turns out that I needed a detached perspective. I had to seek help from my mentors; those who knew me as a teacher and had far more experience. After explaining the situation to them, they agreed with my reactions. Neither my mentors, nor myself, could understand why the individuals in question had become teachers. Given the chance, I would theorize a lack of self analysis in beginning their careers. However, self analysis does not end when teaching begins. It should carry on into a teacher?s career every day. If a class is behaving wildly and out of control, a teacher should understand why and analyze how they could have reacted better to the situation. This sort of critique helps a teacher to learn and grow. The next time there is an issue, a teacher will have understood the situation and themselves better, and therefore be able to control the students and themselves more appropriately. This can also apply to simpler and daily situations. If a teacher has explained a task to the students and received blank stares and silence in return, a self analysis of how the teacher spoke and how the teacher worded their explanation is necessary. It was likely not the fault of the students who could not understand the teacher, but the fault of the teacher for not explaining properly. Understanding the language mistakes made in daily use with students will help teach them and make class time more clear for students to understand. Teacher self analysis can also be a part of student analysis. Typically, students will receive some sort of grade as well as a written evaluation. After a teacher assigns a grade and an evaluation, it should be first proof-read, and then re-read and mirrored to apply back to the teacher. What are this student?s struggles? Why do they struggle? How can I help them succeed? How can I make things easier for them to understand? The questions may start out as applied to the student, but then must reflect on the actions of the teacher. A teacher should always ask themselves what they could do better in order to serve the student. Teaching is a constant process of learning and growing. One of the critical ways to promote and aid in growth as a teacher is by adding teacher self analysis. It is also a critical procedure to explore before even starting a career in teaching. Though this process has a clear beginning, there should be no end to it. A teacher never stops being a teacher and therefore should endeavor to never stop their growth and learning. Teacher self analysis is the key.