I’ve been teaching psychic development and mediumship classes for 15 years, and study the latest work of experts in the field so I can deliver fun and innovative lessons to help my students tap into their intuitive abilities. But lately, it seems I’ve developed a method of instruction that I wasn’t even aware of. A couple students have said I teach them by appearing in their dreams!

One student reported that I’d come to her while she was sleeping, and asked if she was enjoying herself and was there anything I could clarify for her.

Another student, Patrick, stayed after class once to talk about something. As everyone was filing out, he said, “I don’t know if I’ve been dreaming or having out-of-body experiences, but for two nights in a row, I’ve dreamed about you.”

The first dream happened after he used Kaya and Christine Muller’s Angel Cards. He’d randomly picked the card for Mikael – the archangel Michael. The card listed a dozen of Mikael’s attributes, including “Allows us to discover secrets, mysteries.” “Instructs and teaches during the night” and “Establishes absolute Power of the Spirit.”

“I spoke Mikael’s name before I went to bed, and then had a very short dream,” Patrick continued. “In it, you came to me and said, ‘You’re being announced in heaven, and you have arrived.’

“On the next night, you appeared and led me into a huge building. We walked up several flights of stairs and into a room that looked like an assembly hall that was filled with students from many different teachers. One wall had a huge window, and I saw the moon shimmering over a mountain. Then you told everyone, ‘I want you to walk around this house and feel infused with spirit. Feel spirit everywhere.’

“So I closed my eyes and took a breath. I felt like I was breathing in spirit all around me. I walked through several rooms and sensed different spirits in each room. Each time I sensed a spirit, I felt like I was connecting to the universe. And everything around me was connected to the universe.

“Then I entered a room with huge mirrors. One mirror was filled with wavy lines, like static on a TV screen. The lines coalesced and formed the words: ‘The veil is coming down. The veil is becoming thinner. Breathe in spirit.’

“When I read those lines, I felt that message connected to my other dream, where you spoke to me and said, ‘I have arrived, and I’m being announced in heaven.’

“You called us back into the main assembly room. You led a session like one of our classes, and I sat beside someone I knew, and we gave each other messages. My message was, ‘We know who you are, and you can do it. That’s what you’re here for.’

“Then I felt the spirit of my father. He wanted me to give a message to my sister. I also heard the name ‘Mary,’ and I received a message for Mary.

“After I woke, I called my sister and gave her the message about my father and Mary. I asked who Mary was. She reminded me that my father dated a woman named Mary after my parents split up.” He paused a moment. “What’s amazing is my parents separated when I was one year old, so I didn’t even know that he’d had another partner named Mary. Anyway, I passed the message to my sister in the hopes that someday Mary will get it.”

Patrick grinned and shrugged. “That’s all,” he said. “I just thought you’d like to know.”

I thanked him for telling me his story, then walked him to the door. “I believe we all leave our bodies during sleep and go home three times a week,” I said.

“Go home?” he asked.

“The spirit world. Some call it heaven,” I said, then joked, “I’ll try not to disturb your sleep anymore.”

Patrick laughed. “If you have to visit heaven, what better way to do it then with your teacher?”

Whether you are considering a teacher for yourself or your child, a music teacher needs to have the right balance of likeability and strictness. This is crucial. Friendly teachers without firmness or insistence lack the ability to push students in the right direction with the benevolent detachment that is required. And stern teachers with no ability to show a friendly side can make the learning experience too intimidating.

If the instructor you are searching for is intended for your son or daughter, you

need to be aware of how your child works with different types of personalities. While

adults can often respect a person they don’t care much for, some children find it

hard to make that distinction. They respect whom they like, and they like whom they

respect. If they find a tutor to be unlikable as a person, they will have difficulty

learning from that individual. I have witnessed over the years many students who

have struggled with their private teacher. And with children, the results of a bad

student-teacher relationship can be disastrous. I know students, some with

promising careers ahead of them, who gave up their instrument because they didn’t

like their teacher. They didn’t just give up the teacher – they gave up everything to

do with music! So it is very important to choose a private teacher wisely.

Private instructors who are accepting students usually make their availability known

through bulletin boards in malls and at local schools, by word of mouth, or by

advertisement in a newspaper. In larger towns or cities, the choices are numerous.

How can you filter through all of the ads to find the right teacher? There are some

guidelines:

o References

– Never choose a teacher without getting a list of references. If a teacher does not

offer to provide references, avoid that one. Be sure to call at least two references.

– Ask the reference about the teacher’s rapport with their son or daughter,

strictness (strictness is good, but must be tempered with kindness) and reliability

(does the teacher make a habit of canceling lessons, etc.)

o Program

– Ask the teacher about the program of study. It is important that a teacher be at

least somewhat interested in the student’s interests. But at the same time, a good

teacher will insist that certain techniques will need to be mastered no matter what

style the student eventually specializes in. (Rock & roll pianists need to learn their

scales as much as classical pianists.) Teachers who are too accommodating (“Oh, I’ll

teach whatever you want me to teach…”) should be avoided.

– An instructor should show interest, and have some expertise, in a student’s

particular stylistic concentration. If you are interested in jazz, but your teacher

knows nothing about it, look for a different teacher.

o Policy regarding missed lessons.

– If the TEACHER misses a lesson: Most teachers who miss lessons will offer to make

them up at a later date. A good teacher will minimize this circumstance. If the

teacher is a busy performer/ clinician, they need to be upfront regarding the

possibility of missed lessons. This is something you can discuss with the teacher

and ask references about as well.

– If the STUDENT misses a lesson: You need to expect that a good teacher will be

(and should be) intolerant of habitual absenteeism. If you are finding a teacher for

yourself, ensure that you have made these lessons a priority, and that you have set

aside the agreed lesson time. If your child is the student, a good teacher will guard

that lesson time jealously. It is not usually acceptable to cancel lessons because of a

birthday party, sporting event or other social activity. Hiring a private instructor

means devoting time to that weekly lesson and keeping absenteeism to a bare

minimum.

Some other bits of advice: While it is possible to “interview” a potential teacher over

the phone, I would recommend arranging to meet if possible. You will get a better

handle on their personality and demeanor, and this is so important.

You will need to discuss price. There tends to be a “going rate” for private

instructors, and this will vary from one area to another. Perhaps you know of others

who are studying privately; you might be able to contact them to get a ballpark

figure. Teachers will usually offer half hour, forty-five minute, or full hour lessons.

For very young children a half hour is sufficient. Forty-five minutes is great for

middle school-aged children (12 – 15 years of age), and hour-long lessons are a

good choice for older students.

Some teachers will request payment in advance while others will accept payment per

lesson. Though most have developed a payment policy over the years, some can be

somewhat flexible, so don’t be afraid to discuss it with them openly. There are many

instructors who have been “burned” in the past by students who have forgotten to

pay, so you can expect such teachers to have fairly exacting payment terms.

People hire private instructors because they want to go further than they might go

in a class situation. If you aren’t ready to commit to the time to practice (at least

forty-five minutes per day, or more for some instruments), private lessons may be a

waste of time and money. Students preparing for university study in music should

certainly be considering private instruction for at least the year prior to the audition.

The private teacher can ensure that students know what is expected of them on a

university-level playing test, and can suggest appropriate repertoire for the

audition. And you will love the advancement that comes with private instruction.

There are several people in this world who can inspire children to do many things. Such people include professional athletes, celebrities, singers, Fortune 500 business owners, authors, and possibly even a politician. However, even though these people were motivated to pursue a career in different directions, they all have one thing in common. They were all guided and inspired by teachers. Whether it was a teacher of basketball, voice, acting, business, writing, or a political science teacher, all of these people were inspired by at least one educator or several teachers to get them where they are and where they are going.

Without inspiring teachers Kobe Bryant doesn’t win five NBA Championships, Katharine Hepburn doesn’t win four Best Actress Awards, Stevie Wonder doesn’t win twenty-five Grammy Awards, Mark Zuckerberg doesn’t create Facebook, Shakespeare doesn’t write Romeo and Juliet, and Barak Obama doesn’t become the first African American President of the United States. All of these people were successful in their right. However, not one of them could have been successful without at least one inspiring teacher. 99% of the time, that teacher came from a classroom somewhere along the line.

To be an inspiring teacher it takes five basic characters; (1) they’re passionate; they have a passion for education and teaching students. (2) They’re committed; they are committed to being the best teacher they can be 365 days out of the year not just the 190 that we are contracted to work. (3) They hold high expectations: inspiring teachers find ways to take students to the next level to prepare them for life beyond the classroom. (4) They’re accessible; they are always accessible and are there for their students as a helping hand whenever they are needed. And (5) Inspiring teachers deeply care about the lives and the futures of the children in which they serve. These five characteristics of an inspirational teacher assist in fostering positive student relationships. These relationships are what makes the teacher inspiring in the eyes of their students. When you develop these positive relationships, students begin to trust in you, invest in your class, go beyond what is expected of them, build a passion and excitement for learning, and commit themselves to excellence.

An inspirational teacher does not just impact the career of a student, they also instill the characteristics of an inspirational teacher in the mind, body, and soul of a student. Just like the list of people above who were inspired and continue to inspire children of today, the students who admire and are taught by an inspirational teacher, will continue the chain of inspiration when they become adults working in their desired field.

Just think about this; the average teacher works 190 days a year and works an average of 30 years in education. That means a teacher has about 5,400 days over the course of their career to inspire as many children as they can. Over those 30 years they will service on average 2,550 students give or take. If over those 30 years you only inspire 10 students, according to the definition of an inspirational teacher, and they go on to inspire 10 students/children in their career, that one single teacher will be responsible for inspiring thousands who they have never met before. Now imagine if we reached out to inspire 50 students over our career. Like Arthur William Ward once said “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great

teacher inspires.”

If you’re a teacher reading this article, challenge yourself today, tomorrow, and during the remainder of your career to inspire today’s youth. The result of all of this inspiring will equal one thing; A BETTER TOMORROW!

A great teacher teaches you more than just the basics in math or English or history. A great teacher inspires you to reach beyond your grasp and aspire to be a better person. A great teacher will go out of their way to make sure that you feel able and valued, no matter how many students they have in their class or how many years they’ve been teaching. You can tell a great teacher by the number of students gathered around their desk throughout the day; they’re the ones still there an hour after school has let out, simply because so many students are waiting.

My great teacher was my sixth grade teacher, Mrs. Kasha. Mrs. Kasha was definitely the popular lady at school, and although there were only two sixth grade teachers to choose from, all the fifth graders spent the summer with their fingers crossed, hoping that she would be theirs the next year.

It’s hard to explain what it was about Mrs. Kasha that made her the best teacher in a school of dozens. She certainly wasn’t the easiest – she challenged each and every student to attempt what they thought was impossible, and she never let the ‘smart’ kids coast by on their good reputations. Maybe it was her kind voice, or her easy way with every kid, regardless of who they were or where they came from. Maybe it was the way she made everything seem a little more interesting than it probably was. I think it was the whole package: she was the type of teacher who made you care about her and what you were learning.

Mrs. Kasha made a difference in my life because she went out of her way to understand someone who was different. My school wasn’t exceptionally large, but there were certainly enough students to get lost in the crowd. My problem was, it was impossible for me to get lost in that crowd because, early in my life, my teachers found out that I was one of those ‘smart’ kids. Things naturally came easy to me, and I was often called upon to help my classmates when they were having trouble. I was visibly different from all the other kids, and it made a real impact on the way I felt about myself, all the way through school.

Mrs. Kasha acknowledged the fact that I caught onto things easily and she knew that I could get bored with what was going on. However, she also knew that I didn’t want any more attention drawn to me. She was the first teacher I had who looked past my intelligence to think about me as a person. Her solution was to quietly give me extra work to keep me occupied, or when I needed to be away from my classmates, she would let me go to the fourth grade class and help the teacher there. It was easier for me to help the students who were younger because they naturally expected me to know more than they did and they didn’t question the fact that I would be able to help them.

Sixth grade wasn’t an easy year for me. The move to middle school loomed large in front of me, and I also experienced a lot of medical problems that year. I was in and out of the hospital a couple of times, and my life was drastically changed by a number of these trips. Mrs. Kasha helped me through this time by making sure that I was still included in the class. Our final assignment of the year – one that everyone looked forward to from fifth grade on – was the publishing of a class newspaper. I was way too sick at the time to help with the creation of the paper, but Mrs. Kasha had all the kids write letters to me as if I was the writer of the advice column. She knew how important it was for me to be able to interact with the other kids despite my differences and because of her I left that school with a ton of new friends.

I know that Mrs. Kasha touched the lives of hundreds of students. There will, of course, be some who remember her a little more than others because of the special things she did for those who needed it. I know that, for me, my time in Mrs. Kasha’s class changed my life and she’s a big part of the reason why I’m now working on my PhD. She taught me to embrace the way my mind works, and showed me that being different isn’t really a bad thing.

Teaching has to be one of the most gratifying career choices anyone can make, and being an integral part of forming the minds of our young people is a calling that is also a treasure. However, being a fun teacher is also important, and finding ways to liven things up in the classroom is part of what makes a good teacher as opposed to a droning instructor. Making learning fun is what makes the whole process move more effectively and productively.

Creating an environment that is conducive to learning while being fun at the same time is what this article talks about. No matter the grade or age of the students, you can find ways to make it a great experience for them all.

Role playing and interactive teaching are great ways to get a lesson to come to life. These are great ways to involve students in the process while having fun at the same time. The great thing about this technique is that it can be applied to almost every grade level.

Class projects are great ways to involve the group in something that others can enjoy later on. These are especially wonderful if you are teaching art or music, because you can put on a show where they can showcase their accomplishments to others when the time comes.

Try and develop things in the classroom that will keep them entertained and engaged. Maybe doing a competition or having some good games is the solution, or perhaps creating a presentation through various creative outlets will get their attention. The thing to do is to get them involved and time will go faster for both you and your students.

One other thing can be to develop a business or community based project that your students can put together. This will give them the experience of working together as a team on a real project that has real results.

Consider having a day off outside the classroom, like maybe a school picnic or some kind of activity outside or in the gym or auditorium. Let them have a good time, and perhaps you can incorporate some of your lesson goals in this activity too.

Maybe the thing to do is have a theme party when you take what you’ve been teaching in class and turn it into a fun day for the kids. Let them dress up as characters, bring food that relates to the theme, and let them be part of the process of planning. Everyone will benefit from creative lessons like these.

Teachers are considered to be mentors who guide us on our career goal and help us be a civilized individual. It is believed that both parents and teachers help us go through each and every motion of life. They help us boost our skills, enhance our knowledge, improve our social well-being, impart values ​​and beliefs, and also help us gain self-esteem and self-confidence. They together help us improve our social, mental, and emotional well-being and make us complete. Parents are god's gift but teachers are a choice given to us. Henceforth, when it comes to selecting a teacher, every educational institute desires to have one of the best teachers to boost the academic and personal skills of every student. The best way to enter a good educational organization is to build an impressive teacher resume.

To build an impressive and expressive teacher resume, first build up an organized format of the resume. Think before you write about all the features related to a teacher's job. Frame all your skills, abilities, talents, and credentials in small sentences. Each and every sentence of your resume should be simple and explanatory in an easy layout and an organized format.

Begin your teacher resume with your complete name, postal address, contact numbers, and e-mail address. Your personal details should be clear and easily noticed by the potential employer.

Then write your qualification summary that should cover your teaching skills, ways to tackle with students, how you deal with parents, classroom management skills, and ways you meet changing needs. You should also showcase your commitment and dedication to your work and your value proposition. Even better way to impress the potential employer is to show your positive approach towards the organization you are applying. Express why you want to join their institute and how will you benefit the same.

Then continue the resume with your relevant work experience in the teaching field. Under each job you have done in the past list the job tasks and all your teaching styles that you have used in each of the job position. The job tasks should include everything in just a few words. The employer should have a clear picture of how skillful you are and should realize how valuable you will prove to their organization. If in case you are a fresh candidate with a teaching degree then highlight your credentials and skills catering to the teaching field.

After the work experience, list your educational qualifications. Also list all the certificates and training courses done in the field. Ensure that you highlight all the teaching related courses and certificates. This will help you get better response from the employers. Underneath your educational listing mention all the awards and honors you have received to add more value to your resume.

Here you can end your resume but make sure you thoroughly check it twice or thrice and make your resume free from errors. There is no place for even a smallest error in a teacher's resume as a teacher is considered to be perfect in all ways.

School districts are already gearing up for the new school year, and some are faced with severe financial cutbacks, which have forced them to reduce headcount substantially. A particular staffing problem that many schools face is the timely placement of substitute teachers when the regular teaching staff cannot be present.

Whether you need long-term or last-minute replacements, it’s good to know in advance how to fill those positions, and the quality of the person who will be working with your students. Many employment agencies have a database of personnel they can suggest; however few employment agencies specialize in the educational sector. For those that do, you are assured that they have taken the time to offer teacher staffing solutions that will provide highly qualified teachers, substitute teachers and school support personnel.

Understanding the process and the accountability in advance can make those days easier as a school administrator, when you are faced with staffing a class schedule at the last moment. Here are five common questions to consider when looking for a substitute teacher:

Why should our school district consider a teacher staffing service?

Using a qualified staffing service saves time at both the administrative level in your school, as well as during classroom placement. Normally when there is a teacher absence, a designated staff member calls a list of substitutes who have registered in the school district, to find one that may be available. This may take hours! Or, a substitute is found, but must work in a position that is different in the subject matter or specialty that they’ve been trained. Using a staffing service, one call is made to that service, and they immediately sort the criteria and find someone who is already in their database, qualified, and ready to fill the vacancy.

How do you recruit substitute teachers?

Find out if the staffing agency has a recruiting department, and how frequently they actually recruit. Some may seek candidates only near the beginning of a new school year, while others may recruit year-round. Staffing agencies pre-screen, test, and interview candidates before their services are needed.

What is the process to follow when a substitute teacher is needed?

Staffing agencies operate differently. If time is a critical issue in your vacancy replacement, then consider using a service that is fully automated. They can use a variety of methods to expedite the process, including their own telephone notification system, Internet alerts to candidates, and a detailed scheduling system. The representative from a school district calls the staffing agency, and often, within minutes, a replacement can be found.

Will the candidates meet our specific needs?

Often, the candidates who are recruited to become available through a staffing agency have specialized skills, and these are highlighted in the agency database. Whenever specific skills are needed, the recruiting department can work with the school district to determine those needs and find qualified candidates.

Can we request a specific substitute teacher?

Talk with your teacher staffing agency representative, because they can often develop a preferred list for your school district. If the need arises for a particular substitute, that would be noted in the database.

Budgetary restrictions needn’t diminish the effectiveness of the teachers within your school district. Qualified teacher staffing solutions are available to fill in the gaps. Many also offer the additional services of full-time teacher recruitment, testing, training, and payroll services to assist school districts with many staffing solutions. 

When a teacher has to work with up to one hundred or more students a day each with their own personalities, desires and problems stress will always rear its ugly head. This stress will be further exacerbated when those hundred or so students are teenagers. Teenagers are the most self-centred of all individuals.

There are many difficult issues that arise each day with teenage students that cause extra stress. They include:

• Motivation to learn. Often students must do subjects that they have no interest in or fail to see the relevance for them in life. Mathematics is one such subject when Algebra appears on the scene.

• Truancy. This is especially true of boys. When they return to class, the teacher has to take time providing them with extra teaching in an effort to help them catch up with the rest of the class.

• Last period. Two problems arise here. The first is tiredness. Teachers must plan an active lesson to keep the mind of the students on their learning. The second is the thought among students that school is almost done and they begin to switch off.

• Behaviour problems. There are all sorts of reasons for these. They impinge on a teacher’s concentration as they deliver a lesson and interrupt other students’ ability to absorb the lesson well.

• Post lunchtime. For boys particularly, lunchtime is a time to indulge in sporting type activities. They will come into class hot, sweaty and tired and often late meaning the teacher’s planning for the lesson is often compromised.

• Hot summer afternoon. These afternoons often have a sleepy effect on students making it difficult for them to concentrate effectively.

• Late arrivals. They disturb the continuity of the lesson and often require extra time from the teacher to learn about what has already been taught.

• Tiredness of students. In the senior school, this often comes from two factors. The first is related to after school work where some students work long hours often into the night. The second relates to assignment work. Many students have poor planning and organisational skills leaving many important assignments until the last minute forcing them to work into the “wee” hours of the morning to complete the assignment.

• Poor diet and fitness. A fit and well fed student concentrates more effectively and absorbs learning at a quicker rate than others.

• Last week of term. Students very quickly enter holiday mode even though new work is being taught.

• Post exam week. This week is important for the teacher to allow him/her to show students how they can improve their results when the exam papers are reviewed. But, for many students, the exams are over and they are no longer interested in what they did, just their results and whether or not they can obtain any more marks from the teacher. Some students are very aggressive doing this.

There are other issues that increase the stress on high school teachers. They include:

• Large practical classes where safety is an issue (e. g. Manual Arts classes) and where lack of equipment means students must share equipment. Students get angry because teachers can never guarantee equal access to equipment. The time wasted on trying to do that impinges on teaching time and the teacher’s ability to cover the allotted learning for the teaching term.

• Getting a class after they run riot in the previous lesson. It takes time and patience to settle the class down before effective teaching can begin. The previous class may have been with a relief teacher or subject students are forced to take, often in junior high school.

• Teaching subjects for which you are unqualified.

• Internal relief. High school teachers are given time for preparation and correction. Some teachers have more than the minimum specified. This extra time is used for internal relief with the teacher not knowing when it will be used in any one week. The internal relief often comes when the teacher has planned to do something urgent and/or important.

• Noisy classes beside your room at crucial teaching or assessment times.

• The role of “in loco parentis”. In today’s world, acting in this role, although part of the official role of a teacher within school hours, requires very careful consideration and record keeping of how, when and why the teacher has assumed that role.

• Preparing students for external “exams”.

• Requirements of University entry. This often requires students to select subjects which they find difficult or have little or no interest in, making motivation a factor in their classroom persona.

• Parents. Many are more demanding and protective of their teenagers, often siding with them against the teacher and school. They forget that, as teenagers, they never told their parents the full story. Then, when they confront the teacher at a parent/teacher meeting, they become, in the main, embarrassed when they hear the full details. Of course, there are those parents who believe their child can do no wrong because they are “angels” at home.

This is quite a list of issues that impinge on a high school teacher’s day at work. The list is, by no means, exhaustive. But, what is true of any teacher’s life is that their day in the classroom is never routine. Thus stress is something that is always present and it is important that the general public understands how stressful this career is. Teachers may have longer holidays than the average person but these holidays are filled initially with days needed to release the teacher from that stress and help the teacher return to a semblance of normality so that the holiday period can be enjoyed with the family.