Question
Please can you add and extend some more context explanation to this essay by elaborate further on each sub headings in accordance to the characters I give? ta.
Model Teacher & the Goals to be a Professional Teacher: Personal Reflection
Introduction
A model teacher is a teacher who displays qualities that students admire and seek to emulate through both academic and personal integrity. According to Stronge (2018), effective teachers possess deep content knowledge, set high expectations, and adapt their teaching strategies to meet diverse student needs. In addition to academic skills, model teachers with their students also exhibit strong interpersonal abilities, building trust and respect with their students (Hattie, 2009). Whereas, in the journey of becoming an effective educator, the influence of a model teacher can be transformative. For me, that model is Mr. Gerry Sailas, my year 11 physics teacher. Mr. Sailas’ profound dedication to his students and his exceptional teaching methods have inspired my aspiration to be a teacher like him one day. He was loved by many students not only in the way he professionally presents himself but also of his charismatic personality that is admired by students as well his colleague. This reflection will explore Mr. Sailas’ representation of the three basic qualities of a professional teacher: teaching skills, knowledge and methods; subject content knowledge; and developing professional attitudes as outlined by the Teacher Service Commission (TSC). Moreover, I will reflect on the importance of being a good role model, my motivations for choosing a teaching career, and my ultimate goals as an educator.
Body/Content
My Model Teacher
Mr. Sailas stands out in my memory not only for his academic excellence and professionalism but for his unique ability to connect with students. He uses and simplify teaching strategies—group discussions and practical demonstration—that engaged every student's learning style. His methods of presentation had always been versatile and that illustrates one of the three basic qualities of a professional teacher. According to the American Educational Research Association (2018), effective teaching involves employing diverse instructional methods to cater to students' learning needs, a principle that Mr. Sailas mastered.
Teaching Skills, Knowledge, and Methods
Mr. Sailas’ teaching skills were always satisfying for he had a natural ability to simplify complex physics theories into ideas that are easy for any particular student to understand. He structured approach in justifying theories into daily or physical world was particularly noteworthy; he often initiated his lessons with thought-provoking questions that encouraged practical demonstration that demands real equipment to practice with. For example, during our unit on series circuits, he brings four AA batteries, two torch light bulbs, some connecting wires and a switch. He then invited two volunteers, a boy and a girl and they construct the circuit and eventually it turned ON (lit) while the rest of the class concentratedly watching every step of the construction. This strategy aligns with the findings of Hattie (2012), which emphasize the impact of inquiry-based learning on student engagement.
His knowledge was both extensive and practical. He was not only well-versed in curriculum standards but also kept abreast of contemporary educational research, which he seamlessly wove into his lessons. His ability to contextualize scientific theories to that of physical or daily life through demonstration making his commitment and contribution to a well - organized education. In a world where students face myriad challenges, such relevance is critical in fostering a love for learning and encouraging civic responsibility (Nussbaum, 2010).
Subject Content Knowledge
The depth of Mr. Salais’ subject content knowledge resonated through his teachings. His familiarity with the modern physics theories and discoveries was matched only by his enthusiasm for sharing it. More importantly, he ensured that we understood various experiments—showcasing his dedication to a critical approach to those complicated theoretical notes that are in the text books. According to Shulman (1986), subject content knowledge is essential for effective teaching, and Mr. Sailas usually delivers in simple terms, fostering a rich learning environment where students absorb the knowledge easily and are able to thrive intellectually.
Professional Attitudes and Code of Ethics
A professional teacher's attitudes are equally as crucial as their knowledge and skills. They must be very careful about professionalism and must make sure to take extra precautions because their practices and conducts will determine the child’s future life. Mr. Sailas adhered to the TSC's code of ethics, which emphasizes integrity, fairness, and respect. He treated all students with kindness and he is conscious of his conduct in appearance, behaviour, attitude and practice where every voice in the classroom mattered. One of the best part of him that always pleases me was his approach to discipline which he make sure it is based on understanding rather than punishment, reflecting a compassionate and ethical philosophy of teaching. In his classroom, mistakes were viewed as opportunities for growth rather than failures. This perspective is vital in creating a supportive learning environment, as noted in the work of Dweck (2007).
Importance of Being a Good Role Model
The impact of a teacher extends beyond academic achievements. As stated in Hayes (1999), a good role model to students, cares about the children, creates good working relationship, acknowledge students’ efforts, provides equal opportunities to all and avoids discrimination on any basis. Unconditionally, Mr. Sailas served as a role model in numerous aspects. His unwavering dedication inspired a sense of responsibility among his students. He works tirelessly in maintaining high moral standards, demonstrating resilience in the face of challenges, and encouraging us to follow our passion. He shaped not just scholars but also moral individuals. According to Berenson (2009), teachers who embody their values influence their students profoundly, shaping their behaviors and character.
Reasons to Become a Teacher
The decision I make back in that days to pursue a career in education stems from my experiences in Mr. Sailas classroom. Witnessing his passion and energy he puts in each time he walks into the classroom fueled my desire, as I can be like him one day and impart knowledge and make a positive impact on future generations. The intrinsic rewards of teaching, such as nurturing curiosity and inspiring potential, appeal to me more than any material gain. I am motivated by the belief that education can empower young minds, that it has the potential to break down barriers, and that each student deserves a chance to succeed.
Ultimate Goals of Being a Teacher
My ultimate goal to be a teacher is not solely to teach core subjects but to cultivate independent thinkers who can engage critically with the world around them. In comparison to the education standard in most under-develop parts of our country (PNG), it is a hell of a challenged and heart-felt feeling to give something back to our struggling nation. I aspire to create a classroom environment similar to the one that is modelled by Mr. Sailas—one that is inclusive, inspiring, and thought-provoking. Additionally, I aim to instill a love for lifelong learning so that students appreciate education beyond the confines of school. According to the UNESCO (2015), education should be aimed at developing skills and attitudes that help individuals contribute positively to society.
Summary
In reflecting on the qualities of my model teacher, Mr. Sailas, I have learned invaluable lessons about the importance of becoming a teacher. To be precise, he is one of those teachers that mastered the three (3) qualities of a professional teacher; the teaching skills, content knowledge, and professional attitudes. His influence has significantly shaped my aspirations, motivating me to become an educator who embodies the same dedication and passion for students. As I embark on my teaching journey, I carry with me the belief that I can be a positive role model, inspire curiosity, and contribute to the holistic development of my future students.
Model Teacher & the Goals to be a Professional Teacher: Personal Reflection
Introduction
A model teacher is a teacher who displays qualities that students admire and seek to emulate through both academic and personal integrity. According to Stronge (2018), effective teachers possess deep content knowledge, set high expectations, and adapt their teaching strategies to meet diverse student needs. In addition to academic skills, model teachers with their students also exhibit strong interpersonal abilities, building trust and respect with their students (Hattie, 2009). Whereas, in the journey of becoming an effective educator, the influence of a model teacher can be transformative. For me, that model is Mr. Gerry Sailas, my year 11 physics teacher. Mr. Sailas’ profound dedication to his students and his exceptional teaching methods have inspired my aspiration to be a teacher like him one day. He was loved by many students not only in the way he professionally presents himself but also of his charismatic personality that is admired by students as well his colleague. This reflection will explore Mr. Sailas’ representation of the three basic qualities of a professional teacher: teaching skills, knowledge and methods; subject content knowledge; and developing professional attitudes as outlined by the Teacher Service Commission (TSC). Moreover, I will reflect on the importance of being a good role model, my motivations for choosing a teaching career, and my ultimate goals as an educator.
Body/Content
My Model Teacher
Mr. Sailas stands out in my memory not only for his academic excellence and professionalism but for his unique ability to connect with students. He uses and simplify teaching strategies—group discussions and practical demonstration—that engaged every student's learning style. His methods of presentation had always been versatile and that illustrates one of the three basic qualities of a professional teacher. According to the American Educational Research Association (2018), effective teaching involves employing diverse instructional methods to cater to students' learning needs, a principle that Mr. Sailas mastered.
Teaching Skills, Knowledge, and Methods
Mr. Sailas’ teaching skills were always satisfying for he had a natural ability to simplify complex physics theories into ideas that are easy for any particular student to understand. He structured approach in justifying theories into daily or physical world was particularly noteworthy; he often initiated his lessons with thought-provoking questions that encouraged practical demonstration that demands real equipment to practice with. For example, during our unit on series circuits, he brings four AA batteries, two torch light bulbs, some connecting wires and a switch. He then invited two volunteers, a boy and a girl and they construct the circuit and eventually it turned ON (lit) while the rest of the class concentratedly watching every step of the construction. This strategy aligns with the findings of Hattie (2012), which emphasize the impact of inquiry-based learning on student engagement.
His knowledge was both extensive and practical. He was not only well-versed in curriculum standards but also kept abreast of contemporary educational research, which he seamlessly wove into his lessons. His ability to contextualize scientific theories to that of physical or daily life through demonstration making his commitment and contribution to a well - organized education. In a world where students face myriad challenges, such relevance is critical in fostering a love for learning and encouraging civic responsibility (Nussbaum, 2010).
Subject Content Knowledge
The depth of Mr. Salais’ subject content knowledge resonated through his teachings. His familiarity with the modern physics theories and discoveries was matched only by his enthusiasm for sharing it. More importantly, he ensured that we understood various experiments—showcasing his dedication to a critical approach to those complicated theoretical notes that are in the text books. According to Shulman (1986), subject content knowledge is essential for effective teaching, and Mr. Sailas usually delivers in simple terms, fostering a rich learning environment where students absorb the knowledge easily and are able to thrive intellectually.
Professional Attitudes and Code of Ethics
A professional teacher's attitudes are equally as crucial as their knowledge and skills. They must be very careful about professionalism and must make sure to take extra precautions because their practices and conducts will determine the child’s future life. Mr. Sailas adhered to the TSC's code of ethics, which emphasizes integrity, fairness, and respect. He treated all students with kindness and he is conscious of his conduct in appearance, behaviour, attitude and practice where every voice in the classroom mattered. One of the best part of him that always pleases me was his approach to discipline which he make sure it is based on understanding rather than punishment, reflecting a compassionate and ethical philosophy of teaching. In his classroom, mistakes were viewed as opportunities for growth rather than failures. This perspective is vital in creating a supportive learning environment, as noted in the work of Dweck (2007).
Importance of Being a Good Role Model
The impact of a teacher extends beyond academic achievements. As stated in Hayes (1999), a good role model to students, cares about the children, creates good working relationship, acknowledge students’ efforts, provides equal opportunities to all and avoids discrimination on any basis. Unconditionally, Mr. Sailas served as a role model in numerous aspects. His unwavering dedication inspired a sense of responsibility among his students. He works tirelessly in maintaining high moral standards, demonstrating resilience in the face of challenges, and encouraging us to follow our passion. He shaped not just scholars but also moral individuals. According to Berenson (2009), teachers who embody their values influence their students profoundly, shaping their behaviors and character.
Reasons to Become a Teacher
The decision I make back in that days to pursue a career in education stems from my experiences in Mr. Sailas classroom. Witnessing his passion and energy he puts in each time he walks into the classroom fueled my desire, as I can be like him one day and impart knowledge and make a positive impact on future generations. The intrinsic rewards of teaching, such as nurturing curiosity and inspiring potential, appeal to me more than any material gain. I am motivated by the belief that education can empower young minds, that it has the potential to break down barriers, and that each student deserves a chance to succeed.
Ultimate Goals of Being a Teacher
My ultimate goal to be a teacher is not solely to teach core subjects but to cultivate independent thinkers who can engage critically with the world around them. In comparison to the education standard in most under-develop parts of our country (PNG), it is a hell of a challenged and heart-felt feeling to give something back to our struggling nation. I aspire to create a classroom environment similar to the one that is modelled by Mr. Sailas—one that is inclusive, inspiring, and thought-provoking. Additionally, I aim to instill a love for lifelong learning so that students appreciate education beyond the confines of school. According to the UNESCO (2015), education should be aimed at developing skills and attitudes that help individuals contribute positively to society.
Summary
In reflecting on the qualities of my model teacher, Mr. Sailas, I have learned invaluable lessons about the importance of becoming a teacher. To be precise, he is one of those teachers that mastered the three (3) qualities of a professional teacher; the teaching skills, content knowledge, and professional attitudes. His influence has significantly shaped my aspirations, motivating me to become an educator who embodies the same dedication and passion for students. As I embark on my teaching journey, I carry with me the belief that I can be a positive role model, inspire curiosity, and contribute to the holistic development of my future students.
Answers
GPT-4o mini
**Model Teacher & the Goals to be a Professional Teacher: Personal Reflection**
**Introduction**
A model teacher is a teacher who displays qualities that students admire and seek to emulate through both academic and personal integrity. According to Stronge (2018), effective teachers possess deep content knowledge, set high expectations, and adapt their teaching strategies to meet diverse student needs. In addition to academic skills, model teachers exhibit strong interpersonal abilities, building trust and respect with their students (Hattie, 2009). The journey to becoming an effective educator can be transformative, and the influence of a model teacher is profound. For me, that model is Mr. Gerry Sailas, my year 11 physics teacher. Mr. Sailas’ profound dedication to his students and his exceptional teaching methods have inspired my aspiration to be a teacher like him one day. He was loved by many students: his professional presentation, charismatic personality, and genuine care for students distinguished him not only among his pupils but also amongst his colleagues. This reflection will explore Mr. Sailas’ embodiment of the three essential qualities of a professional teacher: teaching skills, knowledge and methods; subject content knowledge; and the development of professional attitudes as outlined by the Teacher Service Commission (TSC). Moreover, I will reflect on the importance of being a good role model, my motivations for choosing a teaching career, and my ultimate goals as an educator.
**Body/Content**
***My Model Teacher***
Mr. Sailas stands out in my memory not only for his academic excellence and professionalism but for his unique ability to forge genuine connections with his students. His teaching strategies employed a blend of collaborative methods and hands-on experiences, which effectively engaged every student's learning style. His versatility in presentation styles exemplifies one of the three basic qualities of a professional teacher. The American Educational Research Association (2018) emphasizes that effective teaching involves the use of diverse instructional methods to cater to students' varying learning needs—a principle Mr. Sailas excelled in. His ability to make learning enjoyable and accessible played a crucial role in fostering an inclusive classroom environment.
***Teaching Skills, Knowledge, and Methods***
Mr. Sailas’ teaching skills were particularly remarkable; he possessed the innate ability to simplify complex physics theories into relatable concepts that students could easily grasp. His structured approach in relating theoretical principles to everyday life was not only enlightening but also engaging. He often initiated his lessons with thought-provoking questions, prompting practical demonstrations that required real-life equipment and experimentation. For example, during our unit on series circuits, he brought in four AA batteries, two torchlight bulbs, some connecting wires, and a switch. He then invited two volunteers, a boy and a girl, to construct the circuit, culminating in the exhilarating moment when the circuit lit up. This interactive strategy not only elucidated the theory but also emphasized the joy of discovery, aligning with Hattie’s (2012) findings on the impact of inquiry-based learning on student engagement.
Mr. Sailas’ extensive knowledge was complemented by his practical application of curriculum standards. He consistently kept abreast of contemporary educational research and adeptly integrated it into his lessons. His capability to contextualize scientific theories in relation to daily life made his commitment to well-organized education exemplary. In a world where students face myriad challenges, this relevance is critical in fostering a love for learning and encouraging civic responsibility (Nussbaum, 2010).
***Subject Content Knowledge***
The depth of Mr. Sailas’ subject content knowledge resonated throughout every lesson. His familiarity with contemporary physics theories and discoveries was only matched by his enthusiasm for imparting this knowledge. He dedicated time to ensuring that we understood the experiments we conducted, showcasing his commitment to a critical and comprehensive approach to the often-complex theoretical notes found in textbooks. According to Shulman (1986), subject content knowledge is essential for effective teaching, and Mr. Sailas effortlessly delivered information in simple terms, fostering a rich learning environment where students could absorb knowledge easily and thrive intellectually.
***Professional Attitudes and Code of Ethics***
A professional teacher's attitudes are equally as critical as their knowledge and skills. Teachers must navigate their responsibilities carefully since their practices and conduct can significantly influence a child’s future. Mr. Sailas embodied the TSC's code of ethics, which emphasizes integrity, fairness, and respect. He treated all students with kindness, carefully considering his conduct in terms of appearance, behavior, attitude, and practice, ensuring that every voice in the classroom mattered. A particularly admirable aspect of Mr. Sailas was his approach to discipline; he emphasized understanding over punishment, reflecting a compassionate and ethical philosophy of teaching. In his classroom, mistakes were seen as valuable opportunities for growth rather than failures. This perspective is vital in creating a supportive learning environment, as noted in the work of Dweck (2007). His attitude nurtured resilience, allowing students to learn through their experiences and develop a growth mindset.
***Importance of Being a Good Role Model***
The impact of a teacher extends far beyond academic achievements. As Hayes (1999) notes, a good role model cares for their students, builds strong relationships, recognizes their efforts, provides equal opportunities, and avoids discrimination. Unquestionably, Mr. Sailas served as a role model across numerous aspects. His unwavering dedication inspired a sense of responsibility among his students. He worked tirelessly to maintain high moral standards, demonstrated resilience in the face of challenges, and encouraged us to follow our passions. He shaped us not just into scholars but into moral individuals who understand the value of hard work and ethics. According to Berenson (2009), teachers who embody their values profoundly influence their students, shaping their behaviors and character.
***Reasons to Become a Teacher***
My decision to pursue a career in education stems fundamentally from my experiences in Mr. Sailas' classroom. Witnessing the passion and energy he brought into the classroom ignited my desire to emulate him, to impart knowledge, and to positively impact future generations. The intrinsic rewards of teaching, such as nurturing curiosity and inspiring potential, resonate with me more than any material gain. I am motivated by the belief that education has the power to empower young minds; it can break down barriers, and it through education, every student should be afforded the opportunity to succeed.
***Ultimate Goals of Being a Teacher***
My ultimate goal in becoming a teacher extends beyond merely imparting core subjects; I aspire to cultivate independent thinkers who can critically engage with the world around them. In contrast to the educational standards present in the more underdeveloped regions of our country (PNG), it is both a challenge and a heartfelt endeavor to contribute positively to our struggling nation. I aim to create a classroom environment similar to that modeled by Mr. Sailas—one that is inclusive, inspiring, and thought-provoking. Additionally, I hope to instill a love for lifelong learning, encouraging students to appreciate education beyond the confines of a classroom. As highlighted by UNESCO (2015), education should cultivate skills and attitudes that empower individuals to contribute positively to society.
**Summary**
In reflecting on the qualities of my model teacher, Mr. Sailas, I have gleaned invaluable lessons about the importance of becoming a teacher. To be precise, he exemplifies the three qualities of a professional teacher: teaching skills, subject content knowledge, and professional attitudes. His influence has significantly shaped my aspirations, motivating me to become an educator who embodies the same dedication and passion for students. As I embark on my teaching journey, I carry with me the belief that I can serve as a positive role model, inspire curiosity, and contribute to the holistic development of my future students. Through this commitment, I hope to honor the legacy of incredible teachers like Mr. Sailas and make a lasting impact in the lives of those I teach.
**Introduction**
A model teacher is a teacher who displays qualities that students admire and seek to emulate through both academic and personal integrity. According to Stronge (2018), effective teachers possess deep content knowledge, set high expectations, and adapt their teaching strategies to meet diverse student needs. In addition to academic skills, model teachers exhibit strong interpersonal abilities, building trust and respect with their students (Hattie, 2009). The journey to becoming an effective educator can be transformative, and the influence of a model teacher is profound. For me, that model is Mr. Gerry Sailas, my year 11 physics teacher. Mr. Sailas’ profound dedication to his students and his exceptional teaching methods have inspired my aspiration to be a teacher like him one day. He was loved by many students: his professional presentation, charismatic personality, and genuine care for students distinguished him not only among his pupils but also amongst his colleagues. This reflection will explore Mr. Sailas’ embodiment of the three essential qualities of a professional teacher: teaching skills, knowledge and methods; subject content knowledge; and the development of professional attitudes as outlined by the Teacher Service Commission (TSC). Moreover, I will reflect on the importance of being a good role model, my motivations for choosing a teaching career, and my ultimate goals as an educator.
**Body/Content**
***My Model Teacher***
Mr. Sailas stands out in my memory not only for his academic excellence and professionalism but for his unique ability to forge genuine connections with his students. His teaching strategies employed a blend of collaborative methods and hands-on experiences, which effectively engaged every student's learning style. His versatility in presentation styles exemplifies one of the three basic qualities of a professional teacher. The American Educational Research Association (2018) emphasizes that effective teaching involves the use of diverse instructional methods to cater to students' varying learning needs—a principle Mr. Sailas excelled in. His ability to make learning enjoyable and accessible played a crucial role in fostering an inclusive classroom environment.
***Teaching Skills, Knowledge, and Methods***
Mr. Sailas’ teaching skills were particularly remarkable; he possessed the innate ability to simplify complex physics theories into relatable concepts that students could easily grasp. His structured approach in relating theoretical principles to everyday life was not only enlightening but also engaging. He often initiated his lessons with thought-provoking questions, prompting practical demonstrations that required real-life equipment and experimentation. For example, during our unit on series circuits, he brought in four AA batteries, two torchlight bulbs, some connecting wires, and a switch. He then invited two volunteers, a boy and a girl, to construct the circuit, culminating in the exhilarating moment when the circuit lit up. This interactive strategy not only elucidated the theory but also emphasized the joy of discovery, aligning with Hattie’s (2012) findings on the impact of inquiry-based learning on student engagement.
Mr. Sailas’ extensive knowledge was complemented by his practical application of curriculum standards. He consistently kept abreast of contemporary educational research and adeptly integrated it into his lessons. His capability to contextualize scientific theories in relation to daily life made his commitment to well-organized education exemplary. In a world where students face myriad challenges, this relevance is critical in fostering a love for learning and encouraging civic responsibility (Nussbaum, 2010).
***Subject Content Knowledge***
The depth of Mr. Sailas’ subject content knowledge resonated throughout every lesson. His familiarity with contemporary physics theories and discoveries was only matched by his enthusiasm for imparting this knowledge. He dedicated time to ensuring that we understood the experiments we conducted, showcasing his commitment to a critical and comprehensive approach to the often-complex theoretical notes found in textbooks. According to Shulman (1986), subject content knowledge is essential for effective teaching, and Mr. Sailas effortlessly delivered information in simple terms, fostering a rich learning environment where students could absorb knowledge easily and thrive intellectually.
***Professional Attitudes and Code of Ethics***
A professional teacher's attitudes are equally as critical as their knowledge and skills. Teachers must navigate their responsibilities carefully since their practices and conduct can significantly influence a child’s future. Mr. Sailas embodied the TSC's code of ethics, which emphasizes integrity, fairness, and respect. He treated all students with kindness, carefully considering his conduct in terms of appearance, behavior, attitude, and practice, ensuring that every voice in the classroom mattered. A particularly admirable aspect of Mr. Sailas was his approach to discipline; he emphasized understanding over punishment, reflecting a compassionate and ethical philosophy of teaching. In his classroom, mistakes were seen as valuable opportunities for growth rather than failures. This perspective is vital in creating a supportive learning environment, as noted in the work of Dweck (2007). His attitude nurtured resilience, allowing students to learn through their experiences and develop a growth mindset.
***Importance of Being a Good Role Model***
The impact of a teacher extends far beyond academic achievements. As Hayes (1999) notes, a good role model cares for their students, builds strong relationships, recognizes their efforts, provides equal opportunities, and avoids discrimination. Unquestionably, Mr. Sailas served as a role model across numerous aspects. His unwavering dedication inspired a sense of responsibility among his students. He worked tirelessly to maintain high moral standards, demonstrated resilience in the face of challenges, and encouraged us to follow our passions. He shaped us not just into scholars but into moral individuals who understand the value of hard work and ethics. According to Berenson (2009), teachers who embody their values profoundly influence their students, shaping their behaviors and character.
***Reasons to Become a Teacher***
My decision to pursue a career in education stems fundamentally from my experiences in Mr. Sailas' classroom. Witnessing the passion and energy he brought into the classroom ignited my desire to emulate him, to impart knowledge, and to positively impact future generations. The intrinsic rewards of teaching, such as nurturing curiosity and inspiring potential, resonate with me more than any material gain. I am motivated by the belief that education has the power to empower young minds; it can break down barriers, and it through education, every student should be afforded the opportunity to succeed.
***Ultimate Goals of Being a Teacher***
My ultimate goal in becoming a teacher extends beyond merely imparting core subjects; I aspire to cultivate independent thinkers who can critically engage with the world around them. In contrast to the educational standards present in the more underdeveloped regions of our country (PNG), it is both a challenge and a heartfelt endeavor to contribute positively to our struggling nation. I aim to create a classroom environment similar to that modeled by Mr. Sailas—one that is inclusive, inspiring, and thought-provoking. Additionally, I hope to instill a love for lifelong learning, encouraging students to appreciate education beyond the confines of a classroom. As highlighted by UNESCO (2015), education should cultivate skills and attitudes that empower individuals to contribute positively to society.
**Summary**
In reflecting on the qualities of my model teacher, Mr. Sailas, I have gleaned invaluable lessons about the importance of becoming a teacher. To be precise, he exemplifies the three qualities of a professional teacher: teaching skills, subject content knowledge, and professional attitudes. His influence has significantly shaped my aspirations, motivating me to become an educator who embodies the same dedication and passion for students. As I embark on my teaching journey, I carry with me the belief that I can serve as a positive role model, inspire curiosity, and contribute to the holistic development of my future students. Through this commitment, I hope to honor the legacy of incredible teachers like Mr. Sailas and make a lasting impact in the lives of those I teach.