Teaching is about relationship. It is about stakeholders’ mutual respect and team effort. Teaching entails the heart, its passion for caring and nurturing and learning. Teachers uplift while encouraging risk.
Teachers prepare and keep relevant their lessons. Teachers are both creative and compliant, patient and willing to listen. They are advisors and mentors, volunteers and dedicated leaders and followers.
Teachers are supportive, hard working, ever seeking lessons in the world about them. Teachers sacrifice time unpaid to further students’ needs for assessment and to support students’ extracurricular lives.
Teaching, like virtue, is its own reward because we learn best by doing what is best for ourselves and others and pay the merits forward by continuously doing so. Teachers are both collaborative and solo fliers. They are performers, facilitators, stage managers, and audiences to countless trials, errors, and successes of colleagues and students alike.
Each return from students, whether in class, in the community, or as alums in visits, phone calls, and other correspondence affirms education’s cycle of learning and success.
Teaching found me while I mastered the English language and discovered writers and their works. Then, I literally took a turn in the road to becoming a writer and wound up at a school whose need I was to fill, to blossom and bloom for twelve years. My teaching and other teachers have always taught and continue to teach me how to teach. And, through teaching I discovered other talents, for directing drama and for creative writing. I also learned and coached soccer, a sport I had barely heard of. Teaching found me when I began a family and saw developmentally what children can impart to us, as well as what is required of them.
Teaching reveals and teachers heal. Teachers are pioneers and governors. Teaching is imparting and/or honing skills. The object of teaching is education, the leading out of uncertainty into self-fulfillment, continued courage, and commitment to sharing talents and discoveries.
My belief in relationship affects how I greet every newly met class with a focus on trust and integrity, shared vulnerability and mutual contribution--a combined effort for everyone’s understanding and eventual success. I encourage discussion and audience. I pose questions and promote argument.
I relate popular culture and historical allusions via anecdotal evidence to support students’ investigation and inquiry. I am wont to listen to NPR on the way to work and to fashion part of a lesson relevant to what we are studying/discussing in class.
My sense of humor often revolves around wordplay, and I demonstrate this fondness with students to encourage development of their language appreciation. I hope my spontaneity, goading, and improvisational bursts challenge students to think on their feet and for themselves.
The respect I accord my students is returned to me and, in turn, extended by them to their peers, and if not, I stop all progress until all is in accord. Because I give 100% of my focus to providing my best effort to my students, I insist they do the same for me and I admonish them for giving me less.
I am a life-long learner, and I hope to instill that same sense of wonder, curiosity, pursuit, and dedication to self and community advancement into my students. I hope that my love for language is contagious and its only cure seems to lie in feeding its incessant, insatiable hunger.
Michael Hoover SCHS
Teachers prepare and keep relevant their lessons. Teachers are both creative and compliant, patient and willing to listen. They are advisors and mentors, volunteers and dedicated leaders and followers.
Teachers are supportive, hard working, ever seeking lessons in the world about them. Teachers sacrifice time unpaid to further students’ needs for assessment and to support students’ extracurricular lives.
Teaching, like virtue, is its own reward because we learn best by doing what is best for ourselves and others and pay the merits forward by continuously doing so. Teachers are both collaborative and solo fliers. They are performers, facilitators, stage managers, and audiences to countless trials, errors, and successes of colleagues and students alike.
Each return from students, whether in class, in the community, or as alums in visits, phone calls, and other correspondence affirms education’s cycle of learning and success.
Teaching found me while I mastered the English language and discovered writers and their works. Then, I literally took a turn in the road to becoming a writer and wound up at a school whose need I was to fill, to blossom and bloom for twelve years. My teaching and other teachers have always taught and continue to teach me how to teach. And, through teaching I discovered other talents, for directing drama and for creative writing. I also learned and coached soccer, a sport I had barely heard of. Teaching found me when I began a family and saw developmentally what children can impart to us, as well as what is required of them.
Teaching reveals and teachers heal. Teachers are pioneers and governors. Teaching is imparting and/or honing skills. The object of teaching is education, the leading out of uncertainty into self-fulfillment, continued courage, and commitment to sharing talents and discoveries.
My belief in relationship affects how I greet every newly met class with a focus on trust and integrity, shared vulnerability and mutual contribution--a combined effort for everyone’s understanding and eventual success. I encourage discussion and audience. I pose questions and promote argument.
I relate popular culture and historical allusions via anecdotal evidence to support students’ investigation and inquiry. I am wont to listen to NPR on the way to work and to fashion part of a lesson relevant to what we are studying/discussing in class.
My sense of humor often revolves around wordplay, and I demonstrate this fondness with students to encourage development of their language appreciation. I hope my spontaneity, goading, and improvisational bursts challenge students to think on their feet and for themselves.
The respect I accord my students is returned to me and, in turn, extended by them to their peers, and if not, I stop all progress until all is in accord. Because I give 100% of my focus to providing my best effort to my students, I insist they do the same for me and I admonish them for giving me less.
I am a life-long learner, and I hope to instill that same sense of wonder, curiosity, pursuit, and dedication to self and community advancement into my students. I hope that my love for language is contagious and its only cure seems to lie in feeding its incessant, insatiable hunger.
Michael Hoover SCHS