Veteran Teacher Interview

My veteran teacher’s name is Professor John Philips, and he was born on 12 March 1969 in Los Angeles and studied at Los Angeles High school. He was a very active student during his school days and was a member of various clubs such as football, basketball, drama, and swimming. He attained many awards from these co-curriculum and academic activities. The veteran teacher joined Harvard University as an education student and later specialized in mathematics and chemistry. He graduated with first-class honors, and with a career duration of 8 years, he has attained more skills related to the subject. He has various master’s degrees and PhDs in the fields of Mathematics and Chemistry. He became a professor of Mathematics and Chemistry at the University of California, Los Angeles. Apart from his career achievement, he is also a family man with one beautiful wife and four brilliant children.

He preferred the heterogeneous grouping mode as the most appropriate because it ensures the distribution of student abilities and educational and emotional needs. The teacher has a unique technology that he applies in the teaching. He created a website where he and the students can communicate during holidays where he posts information and tasks, and the students access this information directly from the portal. Being an outgoing person and easy to get along with, it has become simple for him to create bonds between himself and the students, which is vital in teaching.

The teacher mentioned one demerit of today’s education as the situation where schools have started concentrating more on what these students can remember rather than what skills they have acquired. He suggested that skill-based courses should be introduced in the school system, for instance, home science, and technical studies. Despite this challenge, he also said merit with the current education system where countries are modernizing learning by introducing E-learning platforms and digitization of education system.

Very many factors might affect the student’s ability. A teacher requires 100% knowledge of these factors to know the best ways to handle these students (Woolfolk, 2001). This calls for a powerful student-teacher bond. The teacher might even provide financial support to a student if it deeply affects a particular student’s performance. To achieve and practice all these, Professor John Phillips prefers to work with hardworking students, have the urge to learn, and cooperate with adjustments and models introduced to them by either the teacher, nature or the ministry of education. An active student will always give the teacher ample time to cover the syllabus and curriculum activities.

The school administration should work hand in hand with both the students and the teachers to formulate objectives for their performance and welfare. The principal should advocate for a friendly and convenient to tackle the students bearing in mind that they all come from different backgrounds and settings. There are better ways to handle a student who ridicules a given assignment. For example, approach the student in a friendly manner and understand the reasons behind their attitude. Give them advice on the importance of the same and propose hiss to guide them in taking the assignments seriously. The other model is trying to speak to the parents about it. The learner might be having these challenges because of unfavorable conditions at home. Ask the parents to help the student out by offering appropriate time and space.

After interacting with this experienced teacher, I have learned that to attain desired outcomes and results from students, individual and general skills and values are required. Students also need a calm and conducive environment for learning to improve performance (Woolfolk, 2001). Modern technologies should also be applied to boost efficiency in the education system. I also learned that students should be encouraged to do better in their academics and participate in co-curricular activities that help increase concentration.


Woolfolk, A., W. (2001). Educational psychology; Expertise in teaching. Ally and Baron.

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