(2 of 2) eJournal -Teacher Professionalism

 

Teacher Professionalism

Studying the teacher being a professional forced me to consider more carefully what it means to be a teacher, not just someone who imparts knowledge, but someone who exemplifies honesty, accountability, and lifelong learning.

I used to believe that being professional mostly meant showing up on time, dressing appropriately, and creating lesson plans of schedule. However, this subject gave me a more comprehensive perspective. Being professional includes how I conduct myself in the classroom, how I treat students fairly, how I keep learning despite my hectic schedule, and how I work with my colleagues to benefit the students.

One important lesson I learned is that professionalism is something we practice and grow every day via our choices and behaviors, not something we "earn" once and keep forever.

In my honest assessment of myself, I would say that I'm still developing into the professional I want to be. I take my responsibilities seriously, and I genuinely care about students. I do my best to create engaging and respectful classroom environments. However, I’ve also noticed that I can sometimes get overwhelmed with tasks, and when I’m tired, I’m not always as patient or as reflective as I’d like to be.

Sometimes I speed through tasks to meet deadlines, or I steer clear of dealing with particular student behaviors because I don't want to start a fight. I aim to improve in these areas because, even in challenging or uncomfortable situations, being fair and consistent is another aspect of professionalism.

I became aware of my underestimation of the ethical and emotional aspects of teaching after reading this topic. Before, I believed that I only needed to "do my job well," but now I realize that professionalism entails considering the consequences of every choice I make, whether it's how I interact with students, handle difficulties, or handle my personal annoyances.

I formerly thought that workshops for professional growth were monotonous and ineffective. However, my perspective on their worth has changed because of my deeper engagement with this course. They are chances to think, discuss, and develop rather than merely being for compliance. I acknowledge that I occasionally acted resistantly toward them, and I need to work on that.

This course has opened my eyes. It forced me to consider who I am as a teacher and who I want to be, in addition to providing me with a list of professional standards to commit to memory. I've begun to question myself more critically, such as: Am I acting fairly? Am I setting a good example? Am I only going through the motions or am I developing?

One of the most meaningful parts of the course was hearing stories from other teachers. It reminded me that we all face similar struggles, and we all have room to grow. It gave me a sense of community and reassurance that I’m not alone in this journey.

• I will start a simple reflective journal (even just a few sentences a day) to process what went well and what didn’t in my teaching.
• I want to be more open to feedback—whether from students, peers, or supervisors—and take it as a tool for growth rather than criticism.
• I’ll commit to attending at least one professional development session every term and actively participate, not just sit through it.
• I will make a conscious effort to maintain my emotional composure, especially during challenging days, and remind myself that professionalism also means handling pressure with grace.

• Don’t underestimate the power of reflection. Sometimes, a few minutes of honest self-talk can lead to real change.
• Professionalism is not about perfection about growth, integrity, and consistency.
• Schools should create spaces where teachers feel safe to share, reflect, and grow together, not just comply with expectations.

 

Being a professional teacher is a process. I'm more conscious now, but I'm still not where I want to be. And I think that awareness is the first step to become the kind of teacher I look up to—someone who teaches with heart, humility, and purpose in addition to their intellect.