| Once a graduate with an education degree becomes | | | | can shine. |
| a certified teacher, the learning doesn't end there. | | | | *Everyone learns differently. Although learning is |
| Continuing Education Units (CEU) are required each | | | | universal, the way students learn is greatly individual. |
| year someone wants to maintain teaching certification. | | | | Getting to know your students and their learning styles |
| However, there are other ways teachers can - and | | | | will pay off big during testing. Sometimes it's as easy |
| should - learn in order to develop the skills they need to | | | | as asking students to tell you what you can do to help |
| become effective educators. There is an opportunity | | | | them learn class material more easily. For some, it |
| to learn that costs nothing and comes from a most | | | | might be simple reading. Others may need additional |
| likely place -- students. Admittedly, it's not always easy | | | | audio-visuals to illustrate the points of the concept. |
| to step back from the role of "teacher" and realize | | | | Hands-on projects might better serve members of the |
| that sometimes one needs to become the student. | | | | class who learn by doing. Be open to switching up your |
| Experienced educators are convinced it's worth the | | | | teaching style to accommodate different learning |
| time and effort. And what can be gained through the | | | | styles. |
| experience? Here are a few of the lessons teachers | | | | *Learning can be a struggle. Don't forget what it was |
| say they have learned from their students: | | | | like for you as a student. Everyone has, at least once, |
| *Patience. If anyone can test your patience, it's | | | | felt overwhelmed, insecure and convinced they are the |
| students. Practice the art of patience during minor | | | | only one in class who isn't grasping the concept. Don't |
| irritations, and handling the more stressful situations will | | | | assume that if no questions are being asked that no |
| seem easier. Some consider patience a virtue, and for | | | | one is struggling. Learn to pick up on cues that a |
| good reason. Life seems to flow much easier, not only | | | | student isn't engaged. Stress to your students that |
| for us, but for those around us, if we know how to be | | | | everyone struggles at times, and that confidence will |
| patient. Endurance, persistence, tolerance...these | | | | return once the concept is mastered. Be patient with |
| qualities are all rooted in patience. Now what student | | | | those who are struggling. |
| would not want to learn from a teacher who exhibited | | | | *Never underestimate people, especially students. In |
| those character traits? | | | | this Age of the Internet, anecdotes abound of |
| *Humility. Educators are "supposed" to know | | | | unengaged, "C" students who eventually became |
| everything about their subject. But that's a rather | | | | multi-millionaire company moguls. No, most students will |
| unrealistic goal. Sometimes teachers are expected to | | | | not be called to that fate, but many an underestimated |
| answer a question they just don't know. When this | | | | student has ultimately surprised everyone with an |
| happens to you, be honest. If you don't know the | | | | abundance of creativity, musical talent or a scientific |
| answer, say so, and agree to research it to find out | | | | mind. So don't be quick to judge potential. As the old |
| the answer. Or make it a class project to find out the | | | | saying goes, don't judge a book by its cover. You |
| answer. The true scope of teaching not only involves | | | | never know what is lurking inside. |
| instruction, but of developing the academic potential of | | | | *Being human is okay! Humanity comes in many |
| students. Just as the role of a coach is to encourage | | | | shapes, sizes and colors. Develop a love for the |
| team members to reach their greatest potential - not | | | | individuality of each of your students. Often, the one |
| prove to them how great their own athletic abilities are | | | | we learn from the most is the person most different |
| -- educators often need to step back so their students | | | | from us. |