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I can wholly understand what an early career teacher would be going through because I am a recent graduate of a Bachelor of Education degree in Canada. After reflecting on my past teaching experiences, I come to the following conclusion. Early career teachers need two things: an analytical eye and a healthy amount of self-confidence. They are of the utmost importance to the continual process of a teacher’s professional development. During my practicums at a local High School, there were numerous times when I encountered behavioural issues in my classes. Some students disrupted the classroom routines. Others were disengaged and uninterested. Most lessons went without event, though several made me question my ability as a teacher. I realized that I am an early career teacher who is inexperienced in assessing different learners’ needs. Many of my students then were not English Language Learners. The school was situated in a community I rarely go to. Students were more sports or work experience focused. Students in that specific school need clear instructions and reacted well to projects that are relevant to their culture. According to the International TEFL and TESOL Training Unit 5 (2011), a teacher will need to instil faith in students to cultivate a natural need for learning (Page 1). I determined that an analytical eye, in other words, was necessary. Finding the strengths and weaknesses of each student is a lengthy process, but very worthy of a new teacher’s time. Assuredly, I concur that a teacher must be able to gather representative data, assess and apply effective teaching methodologies at appropriate times (ITTT Unit 3, 2011, Page 4). A need to constantly re-evaluate the effectiveness of a lesson is crucial to a teacher’s professional growth (ITTT Unit 9, 2011, Page 7). This process is the foundation to which teachers can establish personalized learning for each student. With catered learning goals for each student, I have found that misbehaviours will lessen, and students more cooperative. Constant analysis of what was working and not working is thus a must for all teachers, irrelevant of where they are in their career. Self-criticism and analysis of one’s professional ability are a mark of genuine effort to improve educational quality. However, being constantly embroiled in such criticism, even if they are constructive criticism, can incur low self-esteem for teachers. With reluctance, I soon had to admit that I needed reassurances just like everyone else. Self-confidence is, therefore, consequentially integral to teacher efficacy in subject knowledge and teacher-student relationships (Sadler, 2013, Page 162). Early career teachers need to realize that self-care is not of a separate matter from care for students (Sadler, 2013, Page 164). After all, teachers are just as humans as those whom she teaches. As it is essential to know what methods of teaching are most effective for my students, I likewise need to do the same. Based on my teaching experiences, authentic relationship building depends on both parties to feel comfortable in the classroom and this is a prerequisite to building rapport. Moreover, relationship building is perceived to be one of the hallmarks of good teaching (ITTT Unit 1, 2011, Page 1). Self-confidence is thereby vital for my professional development. If I were to continue to self-evaluate, gain valuable experience and improve as a teacher, I will need both the mind and heart to do so. As an early career teaching professional, I expect both failures and successes. An adequate analysis of students learning needs and self-confidence in the learning process is two qualities first-year teachers like myself will need. They are important qualities to a teacher’s professional and personal success. As I gain more experience, I fully intend to continue my learning and bring my passion for teaching into each of my lessons. References International TEFL and TESOL Training. (2011). Unit 1 Teachers and Learners [PDF file]. (ITTT 120-hour Course with Tutor and Video Support). Retrieved from https://db.teflserver.com/eeap/index.php/units/\ International TEFL and TESOL Training. (2011). Unit 3 Theories, Methods and Techniques [PDF file]. (ITTT 120-hour Course with Tutor and Video Support). Retrieved from https://db.teflserver.com/eeap/index.php/units/\ International TEFL and TESOL Training. (2011). Unit 5 Managing Classes [PDF file]. (ITTT 120-hour Course with Tutor and Video Support). Retrieved from https://db.teflserver.com/eeap/index.php/units/ International TEFL and TESOL Training. (2011). Unit 9 Lesson Planning [PDF file]. (ITTT 120-hour Course with Tutor and Video Support). Retrieved from https://db.teflserver.com/eeap/index.php/units/\ Sadler, I. (2013). The role of self-confidence in learning to teach in higher education. Innovations in Education and Teaching International, 50(2), 157-166. DOI: https://doi.org/10.1080/14703297.2012.760777
