为什么要当教师（Why do you want to be a teacher）

为什么要当教师（Why do you want to be a teacher） 为什么要当教师(Why do you want to be a teacher) Peter. Beidele base. Ted from the United States "reader's Digest" magazine in May 1985. The overwhelming majority of people are so distinguished because they have a group of unknown teachers when they need them. Why do you want to be a teacher? When my friend asked me this question, I told him I didn't want to be considered for an administrative position. What puzzles him is... What I have abandoned is obviously the path to success in life that all American children have been taught since childhood: money and power. Of course I don't want to be a teacher, because teaching is too difficult for me. In all the professions I wish to earn, bulldozers, carpenters, university administrators, writers - were the hardest teachers. For me, teaching means "red eyes" because I've never been satisfied with my lessons, and I always get up late into the night the night before classes. "Sweaty palms," because when I walk into the classroom, I'm always nervous, for fear of being found stupid again. "Heavy heart", because when I walk out of the classroom in an hour, it may be considered a more boring lesson than before. I don't want to be a teacher, because I think I always know the answer, or I always want to know what I know so that my students will accept it. I sometimes wonder if my students actually wrote down what I taught them in class So why do I have to be a teacher? I want to be a teacher because I like the pace of life offered by the school calendar. The holidays of June, July and August gave me a chance to think, study and write - to sum up my experience for future teaching. I teach because teaching is always a work with countless changes. Even when my teaching materials are the same, I always change the teaching methods, but more importantly, my students are always changing. I want to be a teacher because I like the freedom to make mistakes, the freedom to learn, and the freedom to motivate myself and my students. As a teacher, I am my own boss. Even if I asked my freshman to compile a book on how to write a composition, who would dare say no? Such a course may be a complete failure, but we can all learn from it. I want to be a teacher because I like to ask questions that students must try to think about before they can answer. The world is full of the right answers to bad, eccentric questions. In teaching, I sometimes deliberately shy away from orthodox questions. I want to be a teacher because I like studying. Indeed, I feel that my career as a teacher is still alive because I have been learning all the time. One of the most important discoveries in my career is that I am the best teacher, not because I know how much I know, but on the contrary, I love learning. I'm going to be a teacher because I'm going out into the real world, where I can manage to free myself and my students from the traditional closed learning of ivory towers. I once taught a course called "self survival in a high-tech society". My fifteen students read Emerson, Thoreau and huxley. They kept taking notes. They wrote out the term paper. But we also set up a company, the loan from the bank bought a cheap house, after the students hands-on practice of self renovation, at the end of the semester, we sell the house and pay off the loan, pay income tax and dividends. Of course, this is by no means the average English class you have imagined. But fifteen prospective lawyers, accountants and businessmen suddenly found themselves looking at Thoreau's book "Waugh" in a new light. They understood why he was going to the forest, how he built his log house, and why he admired his experience so much that he wanted to publish it. They also understood why he left the forest at last. He has tasted the taste of the lake. It's time to taste another drink. I want to be a teacher, because teaching gives me a lot of drinks to taste, many forests to enter and leave, many good books to read, many ivory tower, sophisticated field and real world experience to explore. Teaching gives me the pace, the variety of life and the challenges, the opportunities to keep learning. Still, I forgot the most important reason why I wanted to be a teacher. My first doctoral student was named Vicki. She was a very capable young man who had made her apply for a scholarship because she failed to pass the literature class. But she studied diligently and wrote a paper on a little-known poet of the fourteenth Century. She finally finished her paper and sent it to a famous magazine for publication. Except for the occasional consultation with me, it was almost entirely done by herself. When she finished the paper, through the thesis, got a job and won a scholarship to Harvard University for his thesis into a monograph, make me feel gratified is, as my students, her strong root, grow up. Another student of mine is named George. He is one of the cleverest students I have ever taught. He started with engineering, and then he switched to English because he finally realized he was more interested in people than things. He has been studying at school until he got his master's degree. Now he teaches English in a high school. Another student was named Gina. She once dropped out of school, but some of her classmates brought her back because they wanted her to see the end of her self fulfilling project. She's back. She's still my student. As her teacher, she told me that she became interested in the condition of the poor in the suburbs, and she devoted herself to the subject and became a celebrity lawyer. Another student was named Jaka. She is a very neat person, and has a good command of study that most people who have not even learned to analyze. Jacqui has decided to finish high school and go to college. These are the reasons why I want to be a teacher. The students grew up and changed in front of me. When a teacher is in the creation of life, can I see the clay begins to breathe. Nothing can be more exciting than seeing the breath of life with such a close view. I might get status, money, and power without being a teacher, but I'm rich. I have been paid from what I am most willing to do: reading, studying, talking to people, discovering, or asking a question like this, "what is true wealth?"" I have power, too. I have the power to draw the attention of others, to expand the interesting topic, ask those difficult questions, to praise a bold answer, to condemn the cover up the truth, to suggest books, to point out the way forward. What other powers do I have to care about? But when teachers do provide something other than money and power: it provides "love."". Not only the love of study, the love of books, the love of thought, but also the rare students as a teacher can feel into the life of a teacher and begin to breathe love. Perhaps love is not used here, but it is more appropriate to use the word "magic". I'm a teacher because I live among people who start breathing, and I can sometimes feel their breath and my own breath. Biography: Peter Ki Bedler, 45, a professor of English at the University of Texas, won the honorary title of the national professor of Education awarded by the American Foundation for education progress and assistance in 1983.