Teaching is Love

Good teachers of English must love their jobs. A good teacher must have the ability to make English learning a genuine journey. The best teacher teaches from the heart not from the book. Teachers who love teaching teach students who love learning. A great teacher takes a hand, opens a mind and touches a heart.

A loving teacher has the ability to help shaping the minds of the students. A good teacher of English who loves his/her job can inspire them to learn, give and improve themselves. A good teacher of English shares knowledge with his/her students.
Love is care; if the teacher loves his/her job then he/she cares about the students. A good teacher of English must be passionate about their jobs. The more the teacher loves his/her job the more the student will be willing to learn. Love and respect is the key of success in learning.

There are many things that a teacher of English could do to prove and show that he/she loves his/her job. A good teacher of English must consider him/her a learner. He must share his/her knowledge with the students. He must be creative in classroom. Any teacher should be able to explore and find the creative sides of his students.

Being English teacher is interesting, especially when you teach reading. Many students think that reading is boring but a good teacher can make it joyful. Reading is a mutual process the teacher and the student could benefit from it.

Read Simple first step! If we’re going to encourage kids to read we need to do it too. Read for pleasure, information, instructions, connecting with others, and so on. Read. Read a little more than you’ve been reading lately.

Share your reading experiences. Share with colleagues, friends and students. Tell them what you’ve been reading, what you’ve gained or learned from these texts, what you recommend. As a teacher, I very intentionally and regularly told my students what I was reading, where I read, (“in the bath!”); I brought in the books I read, I read passages to them, I read during silent reading, I told them about how I couldn’t wait for the weekend so that I could read, about my book club arguments, the stories my husband I read aloud to each other…and so on. Help them see what a reader does. I’d love to hear about what you’re reading. I also wonder if there’s an equivalent for kids to use — anyone know.

Listen to audio books. Invite students to listen to them; play short passages. To me, audio books “count” as reading. While you’re not developing decoding or fluency skills, you are acquiring vocabulary, applying comprehension strategies, and enjoying stories or accruing information. Some of the audio books I’ve listened to have stuck with me in ways that reading text hasn’t. My mind was free to visualize the scenes in a way that creating lasting images.
Invite authors to speak. It is another activity that can be supported by admin and parents. Kids can be greatly impacted from hearing an author (if possible, especially one from a similar background to theirs) speak about reading and writing.

Teach reading strategies. Finally, I believe that all teachers, in every content area, should be responsible for teaching reading. Text genres are different in every content area teachers should receive PD in how to teach reading strategies so that they can do so with students. Kids won’t enjoy reading if they can’t do it , no one loves doing something that’s really hard. We must give them the skills to read at the same time that we cultivate an attitude.
According to my experience as a school learner and university student learner .I met many teachers who showed love to their jobs and who didn’t show. Some of the teachers take teaching as a career. And others teach because they believe in the necessity of learning.

A teacher who actively listens to students is listening for the meaning behind what students are saying, and then checks in with them to make sure they’ve understood properly. This affirms students’ dignity and helps develop a trusting relationship between teachers and students.

If the chaos of the classroom doesn’t allow you to give this kind of focused listening to a student who really needs it, then set a time to talk when there are fewer distractions.

Ask students for feedback. Choose any topic—it doesn’t have to be academic—and have students write down, in a couple of sentences, what confuses or concerns them most about the topic. By considering their feedback, you are showing students that you value their opinions and experiences. It also creates a classroom culture where students feel safe to ask questions and take chances, which will help them grow academically.

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