Guys, does anyone know the answer?
get according to the data provided, the percentage of students who express their wish to pursue a career in teaching is from screen.
Teaching for a living : Career Outlook: U.S. Bureau of Labor Statistics
Teachers don’t just cover the three R’s—they share all kinds of knowledge. Whatever your interests, you may find a career in teaching that’s just right for you.
Teaching for a living
Dennis Vilorio | June 2016
If you dream of inspiring the minds of the future, consider teaching. Across all education levels, teachers engage students in learning every day.
Teachers give students the knowledge and tools to succeed both in school and beyond the classroom. “I know that I have a huge impact on my students not just now, but for the rest of their lives,” says Lydia Shelly, a high school math teacher in Glendale, Arizona. “Seeing them rise to the challenge gives me great pride.”
A career in teaching is also projected to have many job opportunities in the coming years. Between 2014 and 2024, the U.S. Bureau of Labor Statistics (BLS) projects nearly 1.9 million job openings for teachers of preschool through postsecondary school.
Keep reading to learn more about teaching opportunities in schools. Find out what the work involves, how jobs vary by grade level or specialty, what it takes to become a teacher, and more.
A teacher’s day
For many teachers, the workday starts early and ends late. Job duties vary by subject and grade level, among other factors. But teaching generally involves class preparation, instruction time, and after-school duties.Class preparation. Teachers spend a lot of time preparing for their students. This may include both setting up a classroom prior to the start of the academic year and readying lessons and assignments they plan to cover each day.
Among teachers who have their own classroom, many use visual devices and seating arrangements to create an inviting learning space. For example, they may put up maps, change decorations with the seasons, and display inspirational quotes. Or they may arrange desks in groups or a semicircle to encourage participation.
Preparation for day-to-day teaching may take place inside or outside the classroom. In advance of each day’s lesson, teachers review the topics they plan to cover; write or adjust a lesson plan; and create tests, homework, or other assignments. Improvising in the classroom isn’t a good idea. “Being prepared is crucial and sets a good tone for the class,” Shelly says. “If you go in without a plan, your students will sense it.”
Lesson plans often follow a curriculum. In postsecondary schools (such as colleges and universities), the curriculum takes the form of a course syllabus developed with input from the department. In elementary, middle, and high schools, the curriculum may be set by the state, school district, department, or special mandate (such as a charter).
The curriculum lays out broad learning goals and standards, helping teachers figure out how much time to spend on each topic. Lesson plans break up these goals into smaller, specific pieces that allow for focused instruction—with some leeway. “We have to follow the curriculum to keep up with the goals,” says Adrienne Davenport, a preschool teacher in Portland, Oregon. “But every day is different, and we try to balance learning with fun.”Instruction time. Teachers often start class by introducing the lesson. To help students understand the lesson better, the introduction might cover terminology, offer context, and show how the topic relates to others. Teachers might use visual aids to summarize the lesson and announce assignments and upcoming tests.
Some teachers are with the same class all day; others have a few classes throughout the day with different students. Class sizes vary by grade level and subject, too. Teachers may have an assistant to help lead daily activities, small groups, or labs.
Providing instruction also involves using strategies to manage the classroom. Teachers may try to structure activities to keep everyone focused, for example. “If it’s just lectures, class is boring,” Shelly says. “Including group activities, moving around, and using the board to visualize the concepts lets students feel successful in their own way, so they stay engaged.”
Teachers routinely assess student progress and may offer extra help to students who fall behind. Homework, tests, and informal assessments give teachers a sense of how well students are learning the curriculum.After-school duties. Teachers often continue working after the final bell rings. For example, they might sponsor student clubs, chaperone events, or grade assignments.
Before or after class, teachers may have office hours to help individual students, discuss an assignment, and offer advice. They also attend a lot of meetings: with other staff, with school officials, and with parents to discuss student progress or share tips and materials. Teachers also keep in touch with parents and students over the phone, online, or by email.
Some teachers may take on additional responsibilities outside school, acting as consultants or participating in professional organizations. “Becoming involved in these organizations has made me a better teacher and leader,” says Kenneth Huff, a middle school science teacher in Williamsville, New York. “You can learn a lot with the help of others who do what you do.”
3 Ways Student Data Can Inform Your Teaching
Gather and use valuable student data to inform your classroom practice.
3 Ways Student Data Can Inform Your Teaching
Gather and use valuable student data to inform your classroom practice.
By Rebecca Alber
December 6, 2011 Updated March 2, 2017
The number one job of a teacher is to be faithful to authentic student learning. Unfortunately, our profession is overly fixated on results from one test, from one day, given near the end of the school year. Yes, that standardized testing data can be useful; however, we teachers spend the entire year collecting all sorts of immediate and valuable information about students that informs and influences how we teach, as well as where and what we review, readjust, and reteach.
Here’s how teachers collect student data and some of the ways we use it.
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1. FROM THE CLASSROOM
Formative Assessments: Low-stakes assessments are really the most important and useful student data. Exit slips, brief quizzes, and thumbs up/thumbs down are a few of my favorite ways to gather information on where students are and where we need to go next.Observations: The beauty of having a constructivist, student-directed classroom? The kids are comfortable with you walking around and sitting with them in their groups—your “guide on the side” role. In other words, they don’t freeze up when you step away from the podium or your regular spot by the whiteboard. This freedom allows you to be a fly on the wall, gathering data on individual students: How well are they making sense of the content? Interacting with others? Are they struggling with a learning activity? Such data from observations then leads us to adjust pacing for the whole class or scaffold for those students who are still struggling.Projects, Essays, and Exams: Summative assessments, such as literary analysis essays or end-of-unit science exams, allow us to measure the growth of individual and whole-group learning. If a large number of students don’t do well on a high-stakes assessment, we need to reflect back on the teaching and make necessary adjustments in the future.
2. FROM CUMULATIVE FILES
It’s difficult to find the time to read students’ files, but if you haven’t before, trust me, it’s well worth it. Much information is found in these files. From trekking to the counseling office after school, sitting down with a cup of coffee, and reading through the files of students I had questions about (beyond the data in hand), I’ve discovered critical information. Here are some notable examples:
A girl who often missed class was homeless, living in the family car
Several students who had been identified as gifted were inaccurately placed in my general education English class
A boy struggling to fit in had been recently diagnosed with schizophrenia
More than a dozen students who never wore eyeglasses in class (or contacts—I checked) had prescriptions
From a child’s cumulative files, you can sometimes see a dramatic grade change at a specific point during their school journey. Perhaps prior to eighth grade, the child had been an A student and then started earning Ds and Fs. You can express concern about this, sharing the data with them. The students may then share a reason with you: Their parents divorced, or they moved to a new city/community. One student told me that she just gave up on school when her dad went to prison.
You then have an opportunity to be empathetic, acknowledge their hardship, and set some goals together for them to improve academically. I’ve also used this data to refer students for further counseling services or advocate for additional support for them.
3. FROM STANDARDIZED TEST SCORES
Taking a look at previous standardized test scores for your current students is beneficial in several ways. A disclaimer: Just as one grade does not determine all that a student is or isn’t, neither does one test score. Use standardized testing results along with other data (e.g., in-class assignments and observations) when making instructional decisions. That said, here are some suggestions for using standardized test data:Share Testing Results With Students Individually: After doing this, set some obtainable, realistic goals for each of them to work toward before the next test. (By the way, I don’t agree with making this data public for other students to see, as was done at one Orange County, California, high school.)Use the Data to Decide Student Grouping and Differentiation: Standardized test data reveals how your students performed: advanced, proficient, basic, and below basic. This could help inform how you choose student groups, create seating charts, and differentiate for individuals. For example, if I have a student who has historically scored below basic and exhibits other signs of a struggling student, I like to place her in the front of the class so that I can easily access her when she needs extra support. If you have a large number of students who scored advanced in your third period class, and a large number of students who scored basic in period two, this may give insight into why period three is moving more quickly and more deeply through content. You can adjust the learning and support accordingly.
Graph Writing # 85
IELTS exam preparation, sample answers and tips to score a high band score in your IELTS test.
Graph Writing # 85 - The charts show the result of a survey of adult education
Last Updated: Thursday, 05 May 2022 00:33
Written by IELTS Mentor
IELTS Academic Writing Task 1/ Graph Writing - Bar Graph + Pie Chart:
» You should spend 20 minutes on this task.
The charts below show the results of a survey of adult education. The first chart shows the reasons why adults decide to study. The pie chart shows how people think the costs of adult education should be shared.Write a report for a university lecturer, describing the information shown below.» You should write at least 150 words. Reasons why adult people decide to study (figures in percentages)
Sample Answer 1:
The figures illustrate the result of an opinion survey about the reason why adult people choose to study and how tuition costs should be funded. It is clear that based on the survey result, the two main reasons why adults have continued their study are due to they are interested in subjects and to obtain the degree. It is also noticed that the survey also shows that most of the education cost should be funded by individuals themselves.
It can be seen that the two main purposes why adult continue their study are because they interested with the program and to obtain the qualification, as these two reasons result reached 40% and 38% respectively. Meanwhile, the percentages of the survey for reasons of helpful for their current job, improving prospect and promotion, and that they like studying were in the range between 22% and 20%. As for figures of those who study for the purpose of changing jobs and to meet new people, they were below 15% each.
As for the survey result of the education cost, it is obvious that 40% of the cost should become the burden of the respective person themselves. Then 35% should be provided by the employer and 25% from the taxpayer.
[ Written by - Darwin Lasmana ]Sample Answer 2:
The figures in the chart show what motivates adults to study and the ratio of funding for the same. Overall, it is apparent that most students are lured to study due to their love for the subjects and due to this, the largest portion of study cost must be borne by the individual himself, in their opinion.
The first chart intends to show that most students are keen to study due to their interest in a subject and to gain higher qualifications. The latter accounts for 38%; there being only 2% difference with the former at 40%. Out of 100, 22 students opine that studying would support their incumbent job. For those students who profess that study would help them in getting a promotion and that it is an interesting activity, an equal result is gathered (20%). A meagre number of students, 12% and 9%, feel that study would assist them to get a new job and that it will build acquaintances with new people.
From the second chart, it is seen that the individual should be the highest cost bearer for his own study (40%). Next, comes the employer at 35% and after that the taxpayer with the least burden (25%) of the cost.
[Written by - Paudyal]Sample Answer 3:
The diagrams illustrate the motive of adult education and how the course fees should be funded, according to the survey participants. Overall, it can be observed that the primary stirring factors for adults to study is their interest in subjects and to enhance their qualifications. The largest proportion of the people opined that individuals seeking for further studies should bear the cost.
According to the data provided, we can clearly notice that 40% of the grown-ups continue their education due to their interest in subjects they study, while 38% enrol to gain qualifications. Whereas only one in five studies to improve their prospects of promotion, the same ratio enjoys learning. 22% continue their education because it is helpful for their running jobs. Finally, 12% study further to change their present jobs, and the remaining 9% study to interact with new people.
Regarding the cost of the courses, 40% of the survey takers think that adult education cost should be paid by individuals. 35% believe their employers should take the responsibility and only one-fourth outlines that it should be collected from the taxpayers' money.
[Authored by - Manaswees]Sample Answer 4:
The graphs reveal the outputs of a research through education for adults. The first picture describes the motivation of adult who determines to study. The second picture unveils people’s opinion about how the cost of adult education should be done together.
The data supplied indicate that the major factor of adult education is due to attraction to subjects. However, meeting new people is considered as the least favoured purpose to study. Meanwhile, other varieties of assumptions on how adult education cost should be paid are presented in the second picture. Individual spending becomes the most chosen among the given options.