experience is the best teacher essay

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Topic: Experience is the best teacher

1. essay 1: experience is the best teacher.

Books are considered to be the source of all knowledge, but all that one learns through a book is only of theoretical nature in the form of ideas and concepts. It is essential to utilize them in a real environment and experience the knowledge that is learned from books.

Learning is nothing but understanding the world around us. Books, no doubt are a great source of knowledge as it gives us an idea about a particular subject in detail. But all that one could learn from it is limited to the level of knowing how a certain phenomenon occurs, or how a certain concept works. The knowledge gained through books alone cannot help anyone, because what one learns through the books should be put in to use to harvest the benefits. For instance, a person who wants to learn driving can go through various manuals and guides that teach people how to drive, but all this knowledge is useful only when you are actually driving the car on the roads. It would be an utter waste of time if one just reads the books and does not use them for practical purpose.

Learning through experience is always a lot different from learning through books. Let us consider the same example of a person wanting to learn to drive: even if he goes through every book that is available on driving, still it cannot qualify him as an expert driver. This is because of the fact that books about driving can only teach people traffic rules and provide solutions on how to handle certain situations. The situations faced by a driver could be totally different from what he had learnt from a book. Sometimes we find that the real environment is quite different from the one perceived by us through reading books. This is the very reason why, even in educational institutions, all theoretical classes are followed by practical sessions.

Learning through experience can also be more effective than learning through books because one does not envision everything on his own, but is given a chance to experience the reality. The art of driving can be enjoyed only when we are behind the wheels and not when reading it in books. Moreover, any book is actually an account of past experiences, i.e. it is based on the experiences of people who tried to develop a new idea. The books are their experiences, telling us what they already have tried. Thus from their experiences we can correct ourselves and thus save valuable time and resources. It helps us to concentrate on their failures and to correct them, but they alone cannot teach us everything we need to know. The knowledge learned through books alone cannot help us to face all the exigencies that we would face in real life situations; we have to practice on our own.

Books are like a guiding light in one’s pursuit for knowledge. But it is left to everyone of us to experience it first hand and learn new things for the betterment of their lives. So the notion “experience is the best teacher” is perfectly true.

2. Essay 2 : Are books more important than experience?

It is true that “Not everything that is learned is contained in books.” A person can learn a lot and retain what he learns through experience. In my opinion life’s valuable lessons are learnt from experience and so the knowledge gained from experience is more important.

Books are a great source of information. A person in his lifetime cannot experience everything, but by reading a book on a particular subject he can gain knowledge over that subject in less time. There are books available on any subject that one needs. However experience seems more important to me.

Suppose a person living in the United States wants to learn about India. He has two options: he could visit India and learn about the people and places there or he could just pick up a book about India and read it. The first option will be expensive and time consuming, but at the same time it gives one first hand information and a sense of satisfaction while the second option is less expensive and saves time.

A person can gain knowledge and learn many valuable lessons through his/her own practical experiences and also the experiences of others. The knowledge learnt from experience is very likely to be retained in our memory for a long period of time. The conclusions that we draw from what we learn would be from our practical experience instead of accepting the conclusion drawn in the book by the author.

So in my opinion knowledge can be gained both by reading books and by experience but the knowledge gained through experience is more important.

3. Essay 3 : Are books more important than experience?

Nowadays, most people appreciate learning at school, where a number of books are the source of knowledge. However, from my point of view, learning from experience is much more important than learning from books since our real lives concern more about knowledge from experience than knowledge from books.

Firstly, knowledge obtained from books is more abstract. As we enthusiastically study in classroom, we have learned several mathematic equations, or a number of science theories. Of course, they all are necessary for some professional occupations, such as scientist, engineer, and doctor, but not for all careers.

In addition, knowledge from books is rather logical and exact. The result of a matter is always follow-concerned theories. For example, a person who has learned science can know how long that an apple falls to the ground takes. Certainly, the answer can be obtained by using Newton’s formula.

Nevertheless, I think that the most significant lessons cannot be taught; they have to be experienced. No one can teach us how we can get along with others well when we have to change to a new society. Books cannot teach us how to adjust behavior to satisfy others, and think optimistically when we confront a trouble.

In contrast to books, knowledge from experience is adjustable; it does not depend on any theory or equation. A solution from experience is always depending on the situation and other factors influencing the problem. This is because living experience is so fine and complex that cannot be determined by theories or equations.

In conclusion, although both books and experience can give us a variety of knowledge, in my view, the knowledge from experience is more important. The reason is that in everyday life we must face with a lot of situations, either extremely hard or easy to cope with, that cannot be handle by just knowledge from books.

4. Essay 4:  Not everything that is learned is contained in books

Learning, as the name indicates has lot many meanings as to which source one would choose to understand things of his own interest. Books have always been an inevitable part of one’s life as they have the ability to make people aware of the different things happening in our world. It is said that not everything that is learned is contained in books. This is in fact true because books can offer us knowledge regarding the things that have happened and sometimes the ways to deal with a situation that one can encounter in his life. I would appreciate the fact that the knowledge gained from experience is much more important than that we receive from books. I would like to further illustrate my reasons as follows:

Everyone would admit the fact that knowledge gained from experience is one that remains in our mind forever. It is correctly said, “Experience is the teacher of man.” Being a science student, I have gone through different books where we come across different reactions and experiments, where the results will be shown in the form of diagrams or may be expressed in a simple language. Unless we conduct that experiment we will not know the problems or the difficulties we will have to overcome during the experiments. Textbook knowledge is merely a description of facts and outcomes, whereas the same knowledge when gained through experience teaches us a lot, right from the start till the end and its a journey through the various aspects of one process which one might not be aware of and might not be described in the books.

During my undergraduate years I had only knowledge from books and I used to wonder how the experiments are designed and how they are carried out. But, during my post graduate days I had to do a two month nutritional trial on fishes where I had to cope up with everything like procuring tubs and fishes, arranging aeration facilities, preparation of food for the fishes, daily water exchange, samplings, analysis and so on. Now, I am confident of carrying out similar works and the experience that I have gained will remain with me as long as I live. When similar instances occur, we will have more self-confidence and when such aspects are passed on to our juniors, they would also feel happy and confident.

Needless to say books are also very important. What I have mentioned is from my viewpoint as a science student. There are many different subjects where the conduct of work is tough and in such circumstances we gain information from books. Some aspects would be time consuming and tedious and performing such a work with a limited period of time would not be feasible. In such cases, books definitely open a person’s eye towards various aspects and give him first hand information about what he wants to know.

A person who has learned from experience never forgets what has happened and if it was proved a bad thing then he would certainly try to avoid that situation in the future. If something good has happened then he will put his best to further improve it; that in turn will enhance his skill and boost his self-esteem. Knowledge gained by experience can be passed over to others who also are supposed to face the same situation and that helps the person to be aware of what he intends to do. He can even avoid those factors that can affect his performance.

In fact I would rather say that knowledge gained from experience lingers in our minds forever and that boosts our confidence when taking up a similar task. On the other hand, the fact that books are knowledge providers cannot be ignored, because books provide us with lot more information about the different things that are very difficult to be experienced. Hence it can be concluded that knowledge gained from books is second hand knowledge whereas knowledge that are gained from experience is firsthand and it takes a person through the different hidden intricacies of the task and makes him learn the knowledge in a practical manner.

5. Essay 5 : Are books more important than experience?

To my opinion, books and real experience are two completely different sources of knowledge. It is really difficult to determine which of the two to be of much greater importance, because normally knowledge gained from experience complements that acquired from books, but not substitutes it. Comparing the features of the two sources, I would stress the following points of differences.

First, the knowledge gained from books is, to a certain extent, of abstract nature. Books are normally the collections of facts and general rules. Books give us the most complete overview of a subject in a more or less structured manner, covering all known details and exceptions. In some way, books are concentrations of knowledge and experiences of many generations of people, given in a concise and comprehensive way. Obtaining such knowledge just from the personal experience would take an immense amount of time or even would not be possible at all. The practical experience, gives us not general knowledge, but particular skills. Without these particular skills, all the knowledge gained from books might be just a useless collection of facts and rules. The best example of the importance of practical experience that comes to my mind is learning a foreign language. One can learn a lot of vocabulary and grammar rules, memorize many exceptions, but without actual applying of all this knowledge in real life conversations, writing letters and listening to real speeches, one can hardly be proficient in the language. The importance of having practical skills is also proved by the fact that most employers appreciate working experience above all grades and diplomas.

Another point of contrast between books and experience is that for some subject, such as economy of sociology, a book may represent a point of view of its author or authors. The conclusions given in the book might be out of date, or might be biased by the personal attitude of the authors. In this case, practical experience helps to build up personal perspective on the matter, to bring the matter up to date.

On the psychological grounds, learning from experience is much more efficient than reading books. Reading books is in most cases a passive action, which can be done without much effort. Despite the fact that there are people who can memorize thousands of papers, for a normal person, such work does not result in a deep, comprehensive knowledge base. On the contrary, doing things in practice, people have to overcome various difficulties, get through unknown areas, and pay attention to small details. The reward for these efforts is much more comprehensive and profound knowledge.

Summarizing the said above I want to admit that both books and practice is important in the process of learning. While none of the two can be considered as absolute substitute for the other, I would place the practical experience in a little bit advance position in terms of importance.

6. Essay 6 : Are books more important than experience?

We gain our knowledge about the world and our life from two sources: from experience and from books. These two resources are both important, but which of them is more important?

Knowledge from books forms a very important part of our knowledge structure. In schools and colleges, we learn knowledge that is fundamental to our future career. We learn knowledge from books in order to make our contributions to this society in the future. A student learns mathematic equations and other scientific knowledge and become a scientist or engineer. We will be illiterate and ignorant without learning knowledge from books. Moreover, we acquire knowledge about life and the world by reading books, magazines and newspapers. This is also very important, as we cannot experience everything all by ourselves. Therefore books are a very important source of knowledge.

On the other hand, we cannot learn everything from books. “Experience is the best teacher” is an old cliche but I agree with it. The most important, and sometimes the hardest lessons we learn in life come from our participation in situations. We learn how to get along with others or how to gain self-respect from our experience, not from books. We cannot learn emotional feelings, such as love and care, through books; they come from our real life experience. Knowledge from experience is also a very important supplement to knowledge from books.

Needless to say both learning sources, books and experience, are very important to us. But in my opinion knowledge from experience is more important, because without knowledge from experience, it is impossible to get a real understanding of knowledge from books, and how to apply this knowledge to real world situations.

7. Essay 7 : Are books more important than experience?

Upon the question “not everything that is learned is contained in books”, different people have different opinions. From my point of view, I believe knowledge gained from experience is more valuable than knowledge gained out of books. In the following paragraphs I will try to explain my position more clearly.

Firstly, life’s valuable lessons are learned from experience. Can you forget important lessons learned from your childhood years, such as jumping down from a high place and broke your arms? From that accident you knew the importance of self-protection. Knowledge gained from experience is likely to be retained in our memory for a long period of time, although most of the time we have to pay a price for it.

Secondly, knowledge that is gained by doing things can provide you with firsthand information. If you don’t have the chance to experience on your own, you can only obtain second-hand knowledge and you will feel a lack of self-confidence.

Moreover, many skills and knowledge can only be learned through practical experiences. You cannot learn swimming by just reading from books on how to swim. You have to actually get there and jump into the pool. Experience is the best way to develop your personal abilities.

However, just as an English proverb goes “a coin has two sides,” reading books is also helpful. After all, you will not have the chance to experience everything by yourself. For instance, to travel to foreign countries is expensive and time-consuming, while reading a book about different cultures provides you with plenty of valuable information in a short period of time.

To conclude, knowledge gained from experiences is more important. Life requires knowledge, and experience is the key.

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Student Essays

Essay on Experience is the Best Teacher

The life is full of challenges and uncertainties. No one comes best prepared naturally to face every difficulty in life. One gains experience while dealing against the dangers of life. Read this essay on experience is the best teacher that talks how the experience in dealing the uncertainties of life hardens a man and prepares him against the worst battles of life.

Essay on Experience is the Best Teacher | Need & Importance of Experience in Life

Experience is the best teacher. We learn from our mistakes and become wiser with each experience. The lessons we learn through life help us to grow as individuals and make better decisions. In this essay, I will discuss the importance of experience as a teacher and share some of the lessons that I have learned through my own experiences.

>>>>> Read Also:   “ Paragraph on Study & Its Importance ”

One of the most important things that we learn from experience is how to make better decisions. With each decision that we make, we learn from our mistakes and become better at making future choices. For example, if we make a bad investment, we learn to be more careful with our money in the future. If we get into a car accident, we learn to drive more safely. We can apply the lessons we learn from experience to all areas of our lives, including our personal relationships, our careers, and even our own health.

Another important thing that we learn from experience is how to deal with difficult situations. When something goes wrong, we learn how to cope with the stress and figure out a way to fix the problem. We also learn how to communicate better and work together as a team to solve problems. This is especially important in our careers, where we often have to work with others to achieve a common goal.

The lessons that we learn from experience are invaluable, and they help us to grow into better individuals. I believe that experience is the best teacher, and I am grateful for all of the lessons that I have learned through my own experiences.

>>> Related Post:   ” Essay on My Inspiration in Life ”

Therefore, experience is the most valuable asset one could have in life. With experience, comes wisdom, and with wisdom, comes a better understanding of the world around us. I believe that experience is the key to a successful life, and I encourage everyone to learn from their own experiences as much as possible.

Experience is the best teacher Explanation:

As the saying goes, experience is the best teacher. This means that there is no better way to learn than through personal experiences. While formal education and learning from others can provide valuable knowledge, there is nothing quite like first-hand experience.

There are many reasons why this phrase holds true. First and foremost, our own experiences are unique to us. No two people will have the exact same experiences, and therefore the lessons learned will also be different. This allows for a personalized learning experience that is tailored to our individual needs and circumstances.

Additionally, experiencing something firsthand allows us to truly understand its impact. We can read about and hear about certain concepts or situations, but until we actually go through it ourselves, we may not fully comprehend its effects. For example, we can read about the importance of time management, but it is not until we have a busy schedule and struggle to balance everything that we truly understand its significance.

Experience also allows us to make mistakes and learn from them. In fact, making mistakes and learning from them is an integral part of the learning process. By experiencing failures and obstacles, we are able to develop problem-solving skills and resilience, which are essential qualities for personal growth and success.

Furthermore, experience provides a deeper level of understanding. When we learn from others or through formal education, we may only scratch the surface of a topic. However, experiencing something firsthand allows us to delve deeper into it, gaining a more comprehensive understanding.

It is also worth noting that experiences can come in different forms. They can be positive or negative, big or small, but each one offers a valuable lesson. Even the smallest experiences, such as trying a new food or visiting a new place, can teach us something about ourselves and the world around us.

Examples How Experience is the Best Teacher:

1. Learning from Mistakes

We all make mistakes, whether big or small. However, it is through these mistakes that we learn valuable lessons and gain experience. Often, we may think we know what the right decision is or how to handle a certain situation, but when things go wrong, we realize that there was a better way to approach it. Experience teaches us to think critically, evaluate our actions, and make wiser choices in the future.

2. Building Resilience

Experience also helps us build resilience. When we face challenges or failures, we learn how to adapt and bounce back. Through these difficult experiences, we become stronger and more resilient, making us better equipped to handle whatever life throws at us. This is especially important in today’s constantly changing and unpredictable world.

3. Developing Skills

Experience is a great way to develop skills, whether it be in a particular field or just general life skills. For example, if you want to become a skilled public speaker, the more experience you have speaking in front of an audience, the better you will become at it. Similarly, through real-life experiences, we learn how to handle different situations and develop important skills such as problem-solving, communication, and leadership.

4. Broadening Perspectives

Experience also allows us to broaden our perspectives. The more experiences we have, the more exposure we get to different cultures, beliefs, and ways of thinking. This helps us become more open-minded and understanding towards others. It also enables us to see things from different angles and find creative solutions to problems.

5. Creating Memories & Finding Passion and Purpose

Lastly, experience is about creating memories. Whether it’s through travel, trying new things, or tackling challenges, these experiences are what make life meaningful and memorable. They shape us into who we are and give us stories to tell. As the saying goes, “We do not remember days; we remember moments”. Experience is the best teacher because it allows us to

Lastly, experience helps us discover our passions and purpose in life. By trying out different things, we learn what we enjoy doing the most and what gives us a sense of fulfillment

Q: How do you write “experience is the best teacher”?

A: You write it as “Experience is the best teacher.”

Q: Why do you think experience is the best teacher?

A: Experience is often considered the best teacher because it provides practical, hands-on learning that is often more impactful than theoretical knowledge alone.

Q: Is “experience is the best teacher” a saying?

A: Yes, “experience is the best teacher” is a well-known saying.

Q: How do you write a teaching experience essay?

A: To write a teaching experience essay, describe your experiences as an educator, the lessons you’ve learned, and the impact you’ve had on students. Organize it with an introduction, body paragraphs, and a conclusion.

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Essay On Experience is The Best Teacher

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In several respects, the information gained from books and other sources is not always perfect. Sometimes it appears dull and much of it is not really grasped. Unless it is added and changed by the wisdom grown from experience, it is misleading and sometimes dangerous. However, nobody’s experience can ever be regarded as complete.

One cannot overlook or underestimate the importance of books. The knowledge contained in books is based on endless experience. We must constantly revise bookish knowledge in the light of practical experience.

If we visit a historical place, what we have learnt about the places in the books on history will take on life and colour. There can be no better way of learning the geography of different countries by actually visiting them and understanding them. To take examples, we prefer an experienced doctor or lawyer compared to a beginner. In certain spheres of life like politics, experience is very necessary. Thus, a lazy politician is incompetent and good for nothing to society.

Many occupations demand more experience, than theoretical knowledge. The sales representative goes to shops and house to house with a good theoretical knowledge about the product but experience teaches him to make friendly relations with the customers and to avoid any problem. Many jobs depend wholly on practice and experience. People like shoemakers, goldsmiths, tailors, etc. learns their skills by practice, by trial and error and often serves a long training in their respective trades.

Experience is no doubt a best teacher, but it is unwise to disrespect the classroom studies. The lessons learnt from experience will not be forgotten. If we speak untruth or hide something and are trapped in a tight spot due to it, we are not likely to repeat the same mistake in future. Therefore, certain unpleasant experiences, failures and sufferings make us realise our errors and weaknesses and thus, teach us how to improve ourselves for the coming future.

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‘Experience is the Best Teacher’: Definition, Meaning, and Examples

Did someone tell you that ‘experience is the best teacher’? What does this mean, and where does the saying come from?

‘Experience is the best teacher’ is an old proverb that was first recorded by Julius Caesar. It means that people learn more and gain more wisdom from actual observation and contact with events or facts rather than hearing about these events or facts secondhand. In short, it means that actually doing a task or having an experience will impart deeper lessons than being taught the same thing in a book or in school.

What Does 'Experience is the Best Teacher' Mean?

‘Experience is the best teacher’ is a proverb that means that most wisdom is gained through actual real-life experience rather than through books or school. The word ‘experience’ can be used as a noun or a verb, with the following primary definitions:

• Noun : Practical observation of and contact with facts or events
• Verb : Undergo or encounter (an occurrence or event)

Essentially, this proverb means that life is a more effective communicator of knowledge and wisdom than studying books or attending school. The implication is also that the lessons that we learn from our actual lived experience are more lasting than the lessons we are taught via second-hand accounts.

There’s a good chance that you have experienced this phenomenon yourself. If you’ve ever tried to learn something from a book and struggled to fully grasp its meaning but then later learned the same lesson from you’re actual life experience, that you have learned firsthand that ‘experience is the best teacher!’

Where Does 'Experience is the Best Teacher' Come From?

This proverb has a very long history. According to the book Wise Words and Wives' Tales: The Origins, Meanings and Time-Honored Wisdom of Proverbs and Folk Sayings Olde and New by Stuart Flexner and Doris Flexner, the earliest known version of the proverb was recorded by none other than Julius Caesar. Caesar was a Roman general and statesman who served as the dictator of Rome until his infamous assassination in 44 BC.

In his account of the war against Gnaeus Pompeius and the Roman Senate, Caesar wrote (in Latin) that

“Experience is the teacher of all things.”

The Roman author Pliny the Elder also used this phrase more than one hundred years later in ‘Naturalis Historia.’ In this text, he wrote:

“Experience is the most efficient teacher of all things.”

We find the phrase again in the work of Tacitus , a Roman historian who wrote in his ‘Histories’ that:

“Experience teaches.”

In terms of English renderings of this phrase, the first example appears in ‘Proverbs or Adagies,’ a text by Richard Taverner.

In the Random House Dictionary of Popular Proverbs and Sayings by Gregory Y. Titelman, the meaning of this proverb is given as follows:

“One learns more from experience than from books.”

It claims that the phrase comes from the Latin phrase ‘experiential docent’ and first appears in English in Roger Ascham’s ‘The Schoolmaster.’

Vern Law, a former baseball pitcher that played sixteen seasons with the Pittsburgh Pirates, once inverted the famous proverb by saying:

“Experience is the worst teacher; it gives the test before presenting the lesson.” – Vern Law

Using the Google Books Ngram Viewer, we can see the usage of this proverb over the past two hundred-plus years.

In the publication The Homeopathic Record: Medical, Social, and Scientific from 1856, we find the following passage:

“”Everyone has been told,” says the authoress, “that experience is the best teacher and although in early days this maxim may have been laughed at, as somewhat old-fashioned and meaningless, it contains a truth which time renders more and more manifest.””

We also see an example of this phrase in use in an issue of Mechanics Magazine from 1825.

“Whatever, Sir, may be the claims of Alpha to knowledge of this subject, and by what means he has acquired that knowledge, I am unacquainted; I am inclined, however, to think that he will ever find that experience is the best teacher .”

For a third example, let’s look at a short selection from A Guide to Floriculture, an 1847 publication by Thomas Winter.

“To tell the amateur to take a certain portion of this soil, and a certain portion of another, and so on, only serves to distract the mind of the young beginner, mystifying their culture when there is no mystery about it. The best plan is to encourage the culture of plants; experience is the best teacher on this head, and of more service than all that could be written by the most experienced gardeners.”

Examples of 'Experience is the Best Teacher' In Sentences

How would you use the phrase ‘experience is the best teacher’ in a sentence? Let’s look at some examples:

• “I’ve been reading about raising rabbits for months now in preparation for our new pet, but now that we actually have them in our care, I realize that experience is the best teacher .”
• “Sally found his behavior frustrating, but she knew that nothing she could say would change the way he was acting. Her words would go one ear and out the other– experience is the best teacher , and he would have to learn the consequences of his actions on his own.”
• “When it comes to cooking, experience is the best teacher . There’s nothing wrong with trying to learn some tips ahead of time, but you really should just hop in the kitchen and get started.”
• “His father was always giving him a hard time for not finishing college and would roll his eyes when John would say that experience is the best teacher . The truth, though, is that he learned more in the few years he’d been running his business than in the decades he was in school.”
• “As a freshman , she had been so eager to attend classes and do her homework. By the time she was a senior, she’d realized that experience is the best teacher and couldn’t wait to get out into the real world and start her life.”
• “Our boss believes that experience is the best teacher , so new hires start working with customers right away.”
• “I know you think that experience is the best teacher , but that doesn’t mean you should deliberately ignore any wisdom that comes to you second-hand.”
• “The protagonist in the story is humbled when he enters the workforce after years of study and realizes that experience is the best teacher , not books.”

‘Live and learn’ and ‘learn the hard way’ are two phrases that convey a similar meaning to ‘experience is the best teacher.’ Both of these expressions are commonly used after someone has learned a lesson by making a mistake or dealing with misfortune.

Final Thoughts About ‘Experience is the Best Teacher’

‘Experience is the best teacher’ is an old proverb that succinctly conveys a fact of life. No matter how much we try and prepare and study for something, we often learn so much more when we actually experience it. Even though we can understand things intellectually, there is something about actual lived experience that helps us learn lessons more effectively. Beyond that, the lessons we learn from experience tend to stick with us longer than those that we learn second-hand.

Are you looking to learn more English proverbs? If so, check out our idioms blog for idioms, proverbs, adages, expressions, and more!

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Essay, Paragraph or Speech on “Experience is The Best Teacher” Complete Essay, Speech for Class 10, Class 12 and Graduation and other classes.

Experience is The Best Teacher

Essay No. 01

Are you prepared to be operated on by a surgeon who has read all about it in books but has never done it before? Have you had your car repaired by someone reading from a manual but who has never been an apprentice? No! We define experience as direct personal participation. We define best as most excellent and we define teacher as someone or something that teaches others.

The first example about why experience is the best teacher is because you may be trained extremely well but without experience you .are likely to do worse than a person with less training but a lot of experience. The second example is about our law system. The final example is about some real-life experiences.

 If a child touched an iron and was burnt by it, he or she is more likely to remember not to do such a thing in future than another who is told time and time again not to touch it. Many times, as teachers would know, when you teach a pupil something on one day and he nods his head and says “yes I know”, and ask him the next day, there is a high chance that he has forgotten. However if he has learned it by an experiment or by experience, he is likely to remember for a very long time, sometimes even to adulthood. There is nothing better than experience -experience is the best teacher.

We gain this through our lives and by putting ourselves in different live situations to get it. We can read about how to debate but it is never as adequate as the experience of it, standing in front of an attentive audience, conscious of saying the right thing, even feeling self-conscious and embarrassed but having done this several times, gaining the experience to deal with it and to improve from it. We try saying the debate to ourselves, to our colleagues and family before coming here today just to get the experience! Practice makes man perfect.

 A second example our law system is based upon experience through punishment. Take for example a criminal being sentenced to five years imprisonment. He will be less likely to commit such a crime in future because of this. This is only possible if the lawyer or prosecutor is an experienced person.

A third and final example of why experience is the best teacher is you cannot be a barrister, a doctor or an engineer as soon as you finish University. You have to become an articles clerk and work under an experienced advocate to gain that kind of knowledge, an intern or an apprentice in a recognized hospital or medical institute to get sufficient experience first. You have to get an L or P driver’s license before you gain sufficient experience to obtain a full license.

Practical experience in a field or subject is the final step in mastering it, because certain tasks cannot be done effectively without practice and hands-on experience.

Experience is most definitely the best teacher.

Essay No. 02

Experience is the Best Teacher

Experience is the best teacher. Her great subject is the Art of Living. No one can teach us this as well as she can. She is a stern schoolmistress. She sets up hard lessons, severely punishes inattention and stupidity, and charges very high fees. But what she teaches, she teaches thoroughly. We never forget her lessons. The worst of it is that we sometimes learn her lessons too late. The man who breaks all the rules of health in his youth by self-indulgence and vice, learns at last, when his health is wrecked for life, the right way of living ; but too late to be of any use to him.

One might think that we should be glad to learn how to live a right from the experience of our fathers, as recorded in books or as taught by the advice of our elders. But somehow many young people do not. They scoff at warnings and advice, and go their own way. You may warn a child again and again against playing with matches; but he does not believe you, until he scorches his hands. After that “the burnt child dreads the fire”. You may tell a boy not to meddle with stray dogs; but he does not listen, till he gets a nasty bite from one. After that “once bitten, twice shy”. He has to learn from experience; and her lessons he will not forget.

In the same way older people have to learn for them-selves, often by bitter experience, such old truths as, “Honesty is the best policy”, “All is not gold that glitters”, “A rolling stone gathers no moss”, “He who touches pitch is defiled”, “No pains no gains”, “Waste not, want not”, “Cut your coat according to your cloth”, “A fool and his money are soon parted”, “Look before you leap”, and “The way of transgressors is hard”. In such old proverbs much wisdom gained by experience has been preserved. It is by suffering that we learn patience; by facing danger we learn courage; by sorrow we learn sympathy; by mistakes we learn wisdom.

But all the lessons taught by experience are not unpleasant. Whether they are pleasant or unpleasant depends on ourselves. For we can just as easily learn from experience that honesty pays in the long run, as that dishonesty does not; that temperance maintains health, as that excess ruins body and soul; that kindness to others brings us joy, as that selfishness breeds unhappiness; and that hard work brings success, as that idleness spells failure.

Essay No. 03

Outline: Bookish knowledge is imperfect — some examples of the value of experience — in the school of experience we learn the truth of familiar proverbs —experience – a means of moral improvement — conclusion.

The knowledge obtained from books and teachers is imperfect in several respects. It is dull and much of it is not really digested. Unless it is supplemented and modified by the wisdom gained from experience, it is misleading and sometimes dangerous. This is not to underestimate the importance of books. After all, the knowledge contained in books is based on experience. But experience is endless and we must constantly modify bookish knowledge in the light of practical experience.

If we visit historical places like Agra, Bijapur, the ruins at Hampi and the caves of Ajanta and Ellora, what we have learnt about these places from the text books on history will take on life, colour, and vividness. There can be no better way of learning the geography of different countries than actually visiting them and understanding them at first hand. To take examples of a different kind, do we not prefer an experienced doctor or lawyer to a novice, however highly qualified he may be? In certain spheres of life like politics, experience is a must. An arm chair politician is ineffectual and cuts a poor figure.

We know the meanings of several phrases and proverbs in a vague, general manner. Then we personally experience the truth contained in them, we discover their meaning afresh, and they cease to be stale and commonplace. I knew, for example, that the phrase ‘fish-market’ figuratively meant an extremely noisy, disorderly place. But it was only when I happened to visit a fish-market for the first time and observed the tremendous bustle and noise that prevailed there that the real meaning of the phrase flashed across my mind with the vividness and freshness of a discovery. How often do we repeat the familiar proverb ‘A friend in need is a friend indeed?’ We really understand its truth only when we are deserted by our so – called friends in times of adversity.

The lessons learnt from experience will not be forgotten. If you tell a lie and consequently find yourself in a tight corner, you are not likely to repeat your mistake in the future. Certain bitter experiences – failure and suffering make us realise our errors and shortcomings and thus teach us how to improve ourselves.

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Centre for english language communication national university of singapore, experience is the best teacher.

Experience is the best teacher: Developing teaching philosophy through in- and out-of-classroom experiences

by Rowland Anthony Imperial

Introduction

In higher education (HE), English language teaching (ELT) practitioners often struggle to meet the ever-increasing demand for English language/communication (EL/C) or EMI courses due to the limited availability of teachers. This is often challenging for novice ELT practitioners who have to conduct EL/C courses in area(s) outside of their expertise.

I take the stance that novice ELT practitioners can actively engage in continuing professional development through experiential learning – the active construction of knowledge and meaning from real-life, in- and out-of classroom teaching experiences and social interactions. My perspective has been shaped from both my in- and out-of-classroom teaching experiences throughout the course of my instructorship, which has so far only spanned five semestersI argue that such experiences have been crucial in how my teaching philosophy has evolved within a short time; the changes I have made to my teaching philosophy have been instrumental in developing teaching strategies that are more concrete, clearly defined, and in line with educational practices that focus on student learning.

Experiential learning through educational praxis

Yardley, Teunissen and Dornan (2012, p. 161) define experiential learning as learning that is ‘situated’ in a context relevant to learners’ own future careers. Practitioners of experiential learning today continue to heavily borrow ideas from the works of Kolb (1984), and also from Dewey (1938) and Knowles (1980). Kolb’s works, in particular, have been useful in asserting the importance of experiential learning as a means for facilitating knowledge creation within structured or tutored settings. This serves as one of the crucial bases for the praxis or cyclical theory-practice approach to teacher education. Experiential learning also fits nicely within the Vygotskian sociocultural theory (SCT) paradigm. SCT proponents like Lantolf and Poehner (2014) argue that learning is hardly an individual process; rather, it is essentially situated within its environment. Vygotsky (1978, 1997) terms this the Zone of Proximal Development (ZPD). Here, novice learners enter as ‘legitimate peripheral participants’ (Lave & Wenger, 1991) who receive support from more knowledgeable or experienced members of the community.

Bearing these theoretical concepts in mind, novice ELT practitioners can actively engage in the process of experiential learning from classrooms. They can jumpstart this process this by actively subjecting their curricula and pedagogical knowledge to empirical scrutiny; in other words, planning, designing, and carrying out design interventions to generate theoretical or practical knowledge of EL/C or EMI teaching strategies. Then, they can critically reflect on gained knowledge and experiences and utilise them in subsequent design interventions. Consequently, this evolves into a cyclical process that reinforces the dialectical interconnectedness between theory and practice in their teaching profession.

…novice ELT practitioners can actively engage in the process of experiential learning from classrooms…

Redefining my teaching philosophy through educational praxis

Teaching philosophy statements are an ideal means to evaluate the impact of experiential learning on teacher development, primarily because they critically reflect how teachers conceptualise and rationalise teaching curricula and pedagogies (Beatty, Leigh & Dean, 2009). With regard to developmental education, novice ELT practitioners who are more critical and reflective are more likely to reconstruct and redefine their teaching philosophies based on relevant in- and out-of classroom experiences.

The following sub-sections outline the developmental changes to my teaching philosophy that had taken place in the course of five semesters, from August 2017 to December 2019. This section is organized chronologically to show the diachronic influence of my in- and out-of classroom experiences on the developmental changes in my teaching philosophy, vice-versa.

First and second teaching semesters: A focus on linguistic forms

In 2017, I joined the Centre for English Language Communication (CELC) as a full-time instructor of FAS1101: Writing Academically , an undergraduate-level, critical writing module for the arts, humanities, and social sciences. FAS1101, despite being primarily a content course, also largely assessed writing organisation and clarity, cohesion, and conciseness of language use. I thus viewed the module as a means for student writers to develop their meta-knowledge of academic language. Hence, my teaching style heavily drew from four semesters’ worth of experience as a graduate teaching assistant for a linguistics introductory course. As a FAS1101 instructor, I focused on imparting to my students two key knowledge domains in linguistics and language research:

• Grammaticality – languages have complex grammatical structures that can be empirically observed and learnt through exposure to a variety of texts;
• Variation – language use and linguistic forms display systematic variation even within the same type of source text (e.g., academic essays).

Adopting a form-focused teaching philosophy required using a variety of texts to expose the students to a vast range of citation and writing styles, reporting techniques, and vocabulary and sentence structures. As a trained linguist, I felt that it was important that my students understood the diversity and utility of language options to increase accuracy of meaning and achieve clarity, cohesion, and conciseness in writing.

Third teaching semester: Facilitating knowledge/meaning-making beyond ‘form’

In my second teaching semester, I was invited by several CELC colleagues to join a special interest group (SIG) that would focus on developing ways to cater to special needs students and promote more inclusive HE classrooms. The SIG decided to use the Universal Design for Learning (UDL) framework, developed by the Centre for Applied Special Technology (CAST, 2018), as a basis for developing a standard operating procedure for accommodating/providing assistance to special needs students. My experience of working with the SIG inspired me to reconsider my form-focused teaching philosophy and redefine it along two needs-based principles – inclusivity and equity – which also reflect the guiding principles of the UDL framework:

• Inclusive education – students need learning spaces where they feel a sense of acceptance, belonging, and recognition;
• Equity – students need equitable access to participate in meaningful and challenging learning opportunities.

One of the key assumptions of the framework is that learners perceive and access information through different ways; inequalities may arise when information is presented to all learners through a single form of representation. So, for my third teaching semester, I decided to explore this issue by implementing several changes to the design and content of my classroom materials. For instance, I attempted to reduce inequalities in access to information by presenting the same lesson content to my students and repackaging them in several forms (print, digital, and oral). I also provided various types of embedded support, such as comprehensive housekeeping materials, which I disseminated at the very start of the semester; and weekly supplementary materials, which provided better options for accessing module content, building essay writing and organisation techniques, and internalising such techniques (to maximise learning transfer and generalisation). I also diversified the structure of my lessons through debates and even gamification. These initiatives, in particular, gained positive recognition among students, based on their end-of-semester qualitative feedback.

Fourth teaching semester: Promoting writing-reading competencies

My experience of designing and creating UDL-inspired teaching materials further pushed me to re-evaluate my teaching philosophy. I was very much inspired by Spivey’s (1990, 1997) textual construction framework that I decided to adapt it for a critical reading exercise on the third teaching instruction week. Here, students were taught the following critical reporting techniques: summarizing/paraphrasing , quoting , and use of reporting verbs . In this lesson, I devised two process-oriented classroom activities: (1) identification and internalisation of reporting techniques through a critical reading of academic source texts, and (2) transfer of critical reading and reporting skills through the construction of a new text. This approach felt very effective to me that I immediately decided to redesign my classroom materials for all subsequent lessons. The vast majority of my students seemed to appreciate the changes I had made to the lessons, as evidenced by their qualitative feedback and the significant increase in my student feedback scores.

Fifth teaching semester: Promoting critical thinking skills

My exposure to reading-writing literacy encouraged me to explore another aspect of FAS1101 that I felt could be better taught: critical thinking. I redefined my teaching philosophy and regarded academic writing not as an end-goal, but as a means to develop critical thinking both as a worldview and an intellectual practice. This philosophy drew inspiration from several prominent scholars of critical thinking, such as Jason (2011) and Paul and Elder (2006).

I devised new supplementary materials on critical thinking and disseminated these to my students at the very beginning of the semester. These materials provided the initial means for “encouraging action and expression” (cf. CAST, 2018), i.e., taking on a critical mindset when writing essays and reading from sources. Then, over the course of the semester, classroom activities that discussed linguistic forms and textual construction techniques were explicitly linked to several critical thinking concepts and ideas: deductive/inductive argumentation, truth, validity and soundness (Hughes & Lavery, 2004) ; elements of reasoning, intellectual traits, and their relationship with higher-order thinking processes, i.e., analysis, evaluation, and improvement (Paul & Elder, 2006). These design interventions proved to be effective, evidenced by the improved quality of writing of my students, their overall positive feedback on my teaching, and the additional increase in my student feedback scores.

The development so far: A three-pronged teaching philosophy

My experiences of teaching FAS1101 for two and a half years has helped me developed a three-pronged teaching philosophy based on the following theoretical pillars: linguistics, discourse analysis, and critical theory (see Figure 1). I continue to build on language-based theories on language use, communication, and meaning-making to help students identify and utilise a variety of language forms and writing techniques to construct academic texts; discourse-analytical/constructivist theories to help students develop reading-writing literacy; and critical thinking concepts to help build a worldview that encourages the value of truth and of knowledge in all forms. Ultimately, this teaching philosophy tailors to the needs of students and aspires to promote inclusive education and equity of access to learning opportunities.

Figure 1. Diagrammatic representation of my teaching philosophy for FAS1101: Writing Academically

…teachers must take a proactive stance towards teacher education and continuing professional development…

This reflection paper has emphasised the importance of experiential learning – the dialectical application of both theory and practice – in teacher education and training. Even within a short span of time, exposure to several in- and out-of-classroom experiences can cause positive changes to one’s teaching philosophy and ultimately, to their teaching strategies and classroom management practices.

Adopting an educational praxis approach enables ELT practitioners to find ways to mediate and self-regulate their experiences in the interest of improving classroom teaching and their continuing professional development. This is not to say, however, that department/faculty managers and administrators should leave teacher learning at hands of their academic staff; they must provide a variety of options for experiential learning and build effective communities of teaching practice. Regardless, teachers must take a proactive stance towards teacher education and continuing professional development. Teaching philosophies and pedagogies must be comprehensive enough to cater to diverse or unique classroom learning contexts and malleable enough to sustain through administrative or logistical expediencies.

Beatty, J. E., Leigh, J. S. A., and Dean, K. L. (2009). Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy.  Journal of Management Education,  33 (1), 99-114.

CAST. (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author.

Dewey, J. 1938. Experience and education. New York: Collier Books.

Hughes. W., & Lavery, J. A. (2004). Critical thinking: An introduction to the basic skills. Orchard Park, NY: Broadview Press.

Jason. G. J. (2011). Critical thinking: Developing an effective worldview. Belmont, CA: Wadsworth/Thomson Learning.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Knowles MS. 1980. The modern practice of adult education: From pedagogy to andragogy. 2nd ed. San Francisco, CA: Jossey-Bass.

Lantolf, J. P., & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative to L2 education. New York: Routledge.

Lave J, Wenger E. 1991. Situated learning: Legitimate peripheral participa- tion. Cambridge: Cambridge University Press.

Paul, R., & Elder, L. (2006). Critical thinking: Tools for taking charge of your learning and your life. Upper Saddle River, NJ: Pearson/Prentice Hall.

Spivey, N. N. (1990). Transforming texts: Constructive processes in reading and writing. Written Communication, 7 (2), 256-287.

Spivey, N. (1997). The constructivist metaphor: Reading, writing, and the making of meaning. New York: Academic Press.

Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Vygotsky, L. S. (1997). The collected works of L.S. Vygotsky, Vol. III: Problems of the theory and history of psychology. New York: Plenum.

Yardley, S., Teunissen, P. W., & Dornan, T. (2012). Experiential learning: Transforming theory into practice. Medical Teacher, 34 (2), 161-164.

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Some people argue that experience is the best teacher. Life experiences can teach more effectively than books or formal school education. How far do you agree with this idea? Support your opinion with reasons and/or your personal experience.

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IELTS says that you should write a minimum of 250 words in writing task 2. If you go under word count you will lose marks in task response.

A very long essay will not give you a higher band score.

Aim for between 260 to 290 words in writing task 2. This will ensure a concise essay and will be realistic in terms of time management. You have only 40 minutes to write the essay and you need around 10 minutes of planning time, so you will not be able to write a long essay in 30 minutes.

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The case study method or why “Experience is the best teacher”

It is said that ‘ Experience is the best teacher ‘. However, this experience doesn’t necessarily have to be undergone personally, but can be learnt through others as well.

Case study method vs books

In a classroom, while textbooks and reference material serves the purpose of teaching concepts, definition and methods, case study trains you with the skills required to do the job. As a result, most higher education institutes swear by using this technique. Essentially, a case study is an analysis of an organisation, an event, a person, or a series of decisions resulting in a success or failure. If used correctly, it can be a very powerful teaching tool. “I believe students benefit immensely from working through case studies if they use the “experience” and apply the lessons learnt.” , says Chris Kinsville-Heyne, professor of leadership and strategy , Hult International Business School.

Professors at Hult are very fortunate in this respect as many of them are adjunct professors, who run their own consultancies or businesses on a day-to-day basis , and are able to bring current working practices into the lecture room. “For my courses, International Negotiations, and Crisis Communications and Management, I like to use case studies to highlight certain points and practices. This can be to reinforce a particular strategy or possibly to expose weaknesses in a code of practice.” , adds Kinsville-Heyne. Many students are inductive learners who learn better from examples than from logical development . So it becomes a very effective classroom technique. A major advantage of teaching with case studies is that the students are actively engaged in identifying the principles and theories by abstracting them from the examples.

Case study method as future of learning

Speaking on the importance of using this method in class room, Rangana Maitra, convenor, International Case Study Conference, 2015, says, “Class becomes interactive while faculty member plays the role of a facilitator. They become aware of real life challenges and incidents experienced by people working in corporate world. Case studies help students to explore how what they have learned applies to real world situations.”

Keeping this in mind, IES Management College and Research Centre, Mumbai is also organising a Two-day International Case Study Conference. It intends to provide a platform for case writers, academicians and industry experts to present case studies in the area of business and management. The aim is to highlight real life challenges and incidents experienced by people working in the corporate world.

At IES, classroom learning is enriched through case studies of Harvard Business School, Richard IVY Business School, and ICFAI Business School. Hult on the other hand looks at current events or practices for analysis, which, personally, could be anything. Kinsville-Heyne’s favourite case study is the first two hours and 36 mins of the London Bombings, and the communication that took place during that time. “It has everything I require in order to explain the confusion that dominates everything during the early stages of a crisis; lack of clarity, contradictory messages, several agencies wanting to say something, social media, human reactions, everything.” , he states.

Companies require experienced employees

As education institutes give a thumbs up to case study learning method , how do the corporate view this phenonmenon? Shalini Pillay, head, people, performance and culture, KPMG, India, opines, “Case studies allow students to think about the application of theoretical concepts in actual business scenarios. Dealing with business scenarios helps them bridge the gap between theory and reality. This is a critical aspect of the way we work in consulting.”

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In today’s dynamic business environment, employees are expected to not only be the subject matter experts but also have the experience and skills to translate that expertise into a solution, which will work for the client. “A case study based curriculum is known to work for the development of key skills such as problem solving, decision making, analytical abilities – quantitative and/or qualitative, coping with ambiguities, individual study, time management, presentation skills, group working, communication and soft skills .” , says Pillay.

Companies launch case study based competitions to land talents

KPMG is putting together a competition called the KPMG International Case Competition (KICC). “It is a competition which brings this form of learning to the B-school student community in the form of an exciting and rewarding global challenge. The students who make an impact during the competition have the opportunity to become a part of KPMG” , explains Pillay. Another corporate showing interest in case studies is Cairn India, one of the largest oil and gas exploration and production companies in the country. As a part of the preliminary round of their competition ‘Amazing Champions of Energy (ACE)’, a case study competition on the theme ‘Oil and Gas policy Framework in India’ was conducted at National Institute of Industrial Engineering (NITIE).

The most impactful aspect of case study based learning is that it enables the person to not only apply his knowledge and experience, but also conduct research and analyze the problem, before arriving at a recommendation. “As long as the recommendations are realistic and are supported with logic and analysis, there are no right or wrong answers” , signs off Pillay.

Case studies develop skills such as:

• Problem solving
• Analytical tools, quantitative and/or qualitative, depending on the case
• Decision making in complex situations
• Coping with ambiguities
• Public Speaking Skills
• Leadership potential

History of case study learning method

It is believed that the case study method was first introduced into social science by Frederic Le Play in 1829 as a handmaiden to statistics in his studies of family budgets. Later professors from Harvard Business School started teaching the case study method apprehending that there were no textbooks suitable to a graduate program in business. In some cases the study has been traced back to economics in 19th Century France.

Learn more about how Hult integrates case studies into its curriculum

This article was originally published by dnaindia.com ‘A case in point’ .

Make the most of what your career has to offer with a Masters in International Business from Hult. To learn more, take a look at our blog Matchmaking quiz: Find your perfect school , or give your employability a huge boost with an MBA in international business . Download a brochure or get in touch today to find out how Hult can help you to explore everything about the business world, the future, and yourself.

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Preparation starts here, descriptive essay on experience is the best teacher, experience is the best teacher: descriptive essay writing.

Books are considered to be the source of all knowledge, but all that one learns through a book is only of theoretical nature in the form of ideas and concepts. It is essential to utilize them in a real environment and experience the knowledge that is learned from books.

Learning is nothing but understanding the world around us. Books, no doubt are a great source of knowledge as it gives us an idea about a particular subject in detail. But all that one could learn from it is limited to the level of knowing how a certain phenomenon occurs, or how a certain concept works. The knowledge gained through books alone cannot help anyone, because what one learns through the books should be put in to use to harvest the benefits. For instance, a person who wants to learn driving can go through various manuals and guides that teach people how to drive, but all this knowledge is useful only when you are actually driving the car on the roads. It would be an utter waste of time if one just reads the books and does not use them for practical purpose.

Learning through experience is always a lot different from learning through books. Let us consider the same example of a person wanting to learn to drive: even if he goes through every book that is available on driving, still it cannot qualify him as an expert driver. This is because of the fact that books about driving can only teach people traffic rules and provide solutions on how to handle certain situations. The situations faced by a driver could be totally different from what he had learnt from a book. Sometimes we find that the real environment is quite different from the one perceived by us through reading books. This is the very reason why, even in educational institutions, all theoretical classes are followed by practical sessions.

Learning through experience can also be more effective than learning through books because one does not envision everything on his own, but is given a chance to experience the reality. The art of driving can be enjoyed only when we are behind the wheels and not when reading it in books. Moreover, any book is actually an account of past experiences, i.e. it is based on the experiences of people who tried to develop a new idea. The books are their experiences, telling us what they already have tried. Thus from their experiences we can correct ourselves and thus save valuable time and resources. It helps us to concentrate on their failures and to correct them, but they alone cannot teach us everything we need to know. The knowledge learned through books alone cannot help us to face all the exigencies that we would face in real life situations; we have to practice on our own.

Books are like a guiding light in one’s pursuit for knowledge. But it is left to everyone of us to experience it first hand and learn new things for the betterment of their lives. So the notion “experience is the best teacher” is perfectly true.

Essay on My Teaching Experience

Students are often asked to write an essay on My Teaching Experience in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on My Teaching Experience

Introduction.

Teaching is a rewarding job that offers an opportunity to shape young minds. My experience as a teacher has been both challenging and fulfilling.

Starting My Journey

I began my teaching journey as a volunteer at a local school. It was a valuable experience, teaching me patience and communication skills.

Challenges and Triumphs

Teaching is not always easy; it comes with its set of challenges. However, watching my students grow and learn has been the greatest reward.

In conclusion, my teaching experience has been a journey of learning, growth, and satisfaction.

250 Words Essay on My Teaching Experience

Personal growth and development.

My initial teaching days were marked by a blend of enthusiasm and anxiety. Over time, I learned to convert this nervous energy into a constructive force, enhancing my ability to engage students. I discovered that teaching is not merely about disseminating information, it’s a process of fostering curiosity, instilling critical thinking skills, and inspiring lifelong learning.

Embracing Diversity

In my classroom, I encountered a diverse group of learners, each with unique strengths, weaknesses, and learning styles. This diversity necessitated a flexible teaching approach, tailored to individual needs. I learned to create an inclusive environment that respects and values differences, fostering a sense of belonging for all students.

Challenges and Rewards

Teaching is not devoid of challenges. From dealing with disengaged students to managing classroom dynamics, I faced numerous hurdles. However, the rewards far outweighed the challenges. Witnessing a student’s ‘aha’ moment, observing their progress, and contributing to their personal and academic development was deeply fulfilling.

In conclusion, my teaching experience has been a profound journey of learning and growth. It has reinforced my belief in the transformative power of education and the pivotal role of teachers in shaping young minds. As I continue to evolve in my teaching career, I look forward to more opportunities for self-improvement and to making a positive impact on my students’ lives.

500 Words Essay on My Teaching Experience

Teaching is not merely a profession; it is a vocation that demands a deep sense of commitment and a passion for learning and sharing knowledge. My teaching experience has been an enlightening journey, filled with both challenges and rewards. It has provided me with a profound understanding of the dynamics of the educational process and the significance of creating a conducive learning environment for students.

The Beginning of My Journey

As with any journey, my teaching experience was fraught with challenges. The diverse backgrounds and learning styles of the students posed a significant hurdle. I had to devise innovative teaching strategies and employ differentiated instruction to cater to the varied needs of my students. Despite these challenges, the triumphs were numerous. The moments when a concept finally ‘clicked’ for a struggling student or when a class discussion evolved into a profound intellectual exchange were truly rewarding. These instances reaffirmed my faith in the transformative power of education.

Teaching as a Learning Experience

Teaching is a two-way process. As I strived to impart knowledge to my students, I also learned a great deal from them. Their unique perspectives and insightful questions often made me revisit and rethink my own understanding of certain concepts. This reciprocal process of learning and teaching enriched my intellectual growth and honed my pedagogical skills.

The Role of Technology

In the digital age, technology plays a crucial role in education. My teaching experience was no exception. I incorporated various technological tools into my teaching to enhance the learning experience. From using multimedia presentations to facilitate understanding to employing online platforms for collaborative learning, technology greatly augmented my teaching methods.

In conclusion, my teaching experience has been a transformative journey that has shaped my understanding of education and its role in society. It has taught me the importance of fostering a love for learning, the value of embracing diversity, and the significance of leveraging technology in education. As I continue my journey in the field of education, I carry with me the lessons learned and the experiences gained, ready to face the challenges and embrace the rewards that come my way.

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Essay Curve

Essay on Experience Is The Best Teacher

Essay on Experience Is The Best Teacher: Experience is often said to be the best teacher, as it provides valuable lessons that cannot be learned through textbooks or lectures alone. In this essay, we will explore the importance of experiential learning and how it shapes our understanding of the world around us. Through personal anecdotes and examples, we will delve into the ways in which our experiences shape our perspectives, attitudes, and behaviors. Join us as we uncover the profound impact of experience as the ultimate teacher.

Table of Contents

Experience Is The Best Teacher Essay Writing Tips

1. Start by brainstorming your personal experiences that have taught you valuable lessons. Think about specific situations where you learned something important through trial and error.

2. Choose one or two experiences that stand out to you as particularly impactful and relevant to the topic of experience being the best teacher.

3. Begin your essay with a strong introduction that sets the stage for the rest of your writing. You can start with a quote, anecdote, or personal reflection to grab the reader’s attention.

4. In the body of your essay, provide a detailed description of the experience(s) you have chosen to discuss. Explain the context, what happened, and what you learned from the situation.

5. Use specific examples and details to illustrate the lessons you learned from your experiences. Show how these lessons have shaped your beliefs, attitudes, and actions.

6. Reflect on how the experience(s) have impacted your life and influenced your decision-making process. Discuss how you have applied the lessons learned in other areas of your life.

7. Consider including any challenges or obstacles you faced during the experience and how you overcame them. This can add depth and complexity to your essay.

8. Conclude your essay by summarizing the key points you have made and reinforcing the idea that experience is indeed the best teacher. You can also offer some final thoughts or insights on the topic.

9. Proofread your essay carefully to check for spelling, grammar, and punctuation errors. Make sure your writing is clear, concise, and engaging for the reader.

10. Consider seeking feedback from a teacher, mentor, or peer to get additional perspectives on your essay and make any necessary revisions before submitting it.

Essay on Experience Is The Best Teacher in 10 Lines – Examples

1. Experience is the best teacher because it allows us to learn from our mistakes and successes. 2. Through experience, we gain a deeper understanding of ourselves and the world around us. 3. Experience teaches us valuable life lessons that cannot be learned through books or lectures. 4. It helps us develop critical thinking skills and problem-solving abilities. 5. By experiencing different situations, we become more adaptable and resilient. 6. Experience provides us with practical knowledge that can be applied in real-life situations. 7. It helps us build confidence and self-esteem as we navigate through challenges and obstacles. 8. Through experience, we develop empathy and a greater appreciation for diversity. 9. It allows us to grow and evolve as individuals, constantly learning and improving. 10. Ultimately, experience is the best teacher because it shapes who we are and how we interact with the world.

Sample Essay on Experience Is The Best Teacher in 100-180 Words

Experience is the best teacher because it allows us to learn from our mistakes and grow as individuals. When we face challenges and obstacles, we are forced to think critically and find solutions on our own. This hands-on approach to learning is much more effective than simply reading about a topic or being told what to do.

Through experience, we gain valuable insights and knowledge that cannot be taught in a classroom. We develop skills, resilience, and confidence that can only come from facing real-world situations. Our experiences shape our perspectives and help us navigate future challenges with ease.

In conclusion, experience is the best teacher because it provides us with practical knowledge and skills that are essential for personal and professional growth. It allows us to learn from our mistakes, adapt to new situations, and become better versions of ourselves.

Short Essay on Experience Is The Best Teacher in 200-500 Words

Experience is often considered the best teacher because it provides valuable lessons that cannot be learned through textbooks or lectures. When we go through certain situations and challenges, we gain a deeper understanding of ourselves and the world around us. These experiences shape our beliefs, values, and perspectives, ultimately helping us grow and develop as individuals.

One of the main reasons why experience is the best teacher is because it allows us to learn from our mistakes. When we make errors or face failures, we are forced to reflect on what went wrong and how we can improve in the future. This process of self-reflection is crucial for personal growth and development. It helps us identify our weaknesses and areas for improvement, ultimately making us more resilient and adaptable in the face of adversity.

Moreover, experience teaches us important life skills that cannot be taught in a classroom. For example, when we face challenges in the workplace, we learn how to communicate effectively, problem-solve, and work collaboratively with others. These skills are essential for success in both our personal and professional lives, and can only be acquired through real-world experience.

In addition, experience allows us to develop empathy and understanding towards others. When we go through difficult situations, we are able to relate to the struggles and challenges that other people face. This empathy helps us build stronger relationships and connections with others, ultimately fostering a sense of community and support.

Furthermore, experience helps us develop a sense of resilience and perseverance. When we face obstacles and setbacks, we learn how to overcome them and keep moving forward. This resilience is essential for navigating the ups and downs of life, and helps us build the confidence and determination needed to achieve our goals.

Overall, experience is the best teacher because it provides us with valuable lessons, skills, and perspectives that shape who we are as individuals. Through our experiences, we learn how to navigate the complexities of life, develop important life skills, and build empathy and resilience. Ultimately, these lessons help us grow and develop into the best versions of ourselves.

Essay on Experience Is The Best Teacher in 1000-1500 Words

Experience Is the Best Teacher

Education is an essential part of life. It helps us to gain knowledge, develop skills, and shape our personalities. While formal education in schools and universities plays a crucial role in shaping our minds, there is another form of education that is equally important – experiential learning. Experience is often considered the best teacher as it provides us with practical knowledge, helps us learn from our mistakes, and allows us to grow and develop as individuals.

One of the main reasons why experience is considered the best teacher is because it provides us with practical knowledge that cannot be gained through books or lectures. While theoretical knowledge is important, it is often not enough to fully understand a concept or skill. For example, you can read all the books in the world about how to ride a bike, but until you actually get on a bike and start pedaling, you will not truly understand how to ride it. Experience allows us to put theory into practice and see how things work in the real world.

Moreover, experience teaches us valuable lessons that we cannot learn from books or lectures. When we make mistakes or face challenges, we are forced to learn from them and find solutions to overcome them. This process of trial and error helps us to develop problem-solving skills, resilience, and adaptability. For example, if you fail at a task, you can analyze what went wrong, learn from your mistakes, and try again. This hands-on approach to learning is invaluable in helping us grow and develop as individuals.

Furthermore, experience allows us to develop important life skills such as communication, teamwork, and leadership. In real-life situations, we are often required to work with others, communicate effectively, and take on leadership roles. These skills are not easily taught in a classroom setting but are essential for success in both personal and professional life. Through experience, we learn how to interact with others, resolve conflicts, and lead by example. These skills are crucial for building strong relationships, advancing in our careers, and achieving our goals.

In addition, experience helps us to gain a deeper understanding of ourselves and our values. When we face challenges or make difficult decisions, we are forced to reflect on our beliefs, priorities, and goals. This self-reflection allows us to gain insight into who we are, what we stand for, and what we want to achieve in life. Through experience, we learn to trust our instincts, follow our passions, and stay true to ourselves. This self-awareness is essential for personal growth and fulfillment.

Moreover, experience teaches us to be open-minded and adaptable in a rapidly changing world. In today’s fast-paced society, we are constantly faced with new challenges, technologies, and opportunities. To thrive in this dynamic environment, we need to be willing to learn, unlearn, and relearn. Experience helps us to be flexible, innovative, and resilient in the face of uncertainty. By embracing new experiences and stepping out of our comfort zones, we can expand our horizons, broaden our perspectives, and stay ahead of the curve.

In conclusion, experience is indeed the best teacher as it provides us with practical knowledge, teaches us valuable lessons, helps us develop important life skills, deepens our self-understanding, and fosters adaptability. While formal education is important, it is through experience that we truly learn and grow as individuals. By embracing new challenges, learning from our mistakes, and staying open to new opportunities, we can continue to evolve and thrive in a rapidly changing world. Experience is not just a teacher – it is a lifelong mentor that guides us on our journey of self-discovery and personal growth.

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Law and Crime

Why experience isn’t always the best teacher, beliefs developed over time can prompt errors in crime labs and other arenas..

Posted August 11, 2022 | Reviewed by Vanessa Lancaster

• Forensic scientists, security agents, and doctors often make visual judgments of whether a certain outcome is present.
• Prevalence effects occur when experience teaches us that a given outcome is rare, which makes us poorer at noticing when it happens.
• Prevalence also affects judgments of forensic evidence in ways that can produce miscarriages of justice.
• Crime labs can use blind proficiency testing to periodically “retrain” forensic analysts and thus reduce mistakes.

Many jobs require people to make frequent and important visual judgments. Take airport security officers, for example. On any given day, they inspect thousands of suitcases through an X-ray machine, looking for weapons or other dangerous contraband–and while the vast majority of luggage does not contain such items, failing to notice a weapon can have devastating consequences.

Surely these trained professionals are diligent, and research suggests that they are quite skilled at detecting weapons in controlled settings–but in 2017, the Department of Homeland Security conducted undercover tests in which actors tried to sneak weapons into real-world airports. TSA agents failed to detect these weapons over 70 percent of the time. Why might these mistakes happen?

What Are Prevalence Effects?

Performance on a task generally improves with experience. In cognitive psychology, however, the phenomenon of prevalence effects shows how experience can backfire and create errors like these. In essence, if we learn through experience that a given outcome is rare, we unconsciously become complacent when looking for that outcome, which makes us less likely to notice it when it does happen.

As our hypothetical airport security officer learns over time that suitcases seldom contain weapons, they come to approach any given suitcase with the expectation that it will not contain a weapon, which then impairs their ability to detect a weapon when one is actually there.

Prevalence Effects in Forensic Science

My colleagues and I recently found that this phenomenon can affect forensic evidence judgments. In our first study , each participant viewed 100 pairs of fingerprints one at a time. For each pair, they decided whether the two fingerprints came from the same person (“matched”) and then learned whether their answer was correct before viewing the next pair. But here’s the twist:

While some participants saw equal numbers of matching and non-matching pairs, others saw 90 pairs that actually matched (and only 10 that didn’t), and another group saw only 10 pairs that matched (and 90 that didn’t). Participants in the latter two groups would learn over time that the pairs usually did (or usually didn’t) match.

As we expected, the ratio of matching to non-matching pairs affected the types of mistakes that participants made: People who saw mostly matching pairs grew more likely to misjudge non-matches as matches—i.e., errors that wrongly implicate innocent criminal suspects—and conversely, people who saw mostly non-matching pairs grew more likely to misjudge matches as non-matches—i.e., errors that might allow criminal offenders to remain free to re-offend.

Other studies have found similar results among people screening for fake IDs , radiologists searching for cancerous tumors , and, sure enough, airport security officers inspecting luggage for weapons . In each case, stimuli that appeared less frequently were more likely to go undetected.

Can We Avoid Prevalence Effects?

Unfortunately, prevalence effects are also difficult to correct. In our second study , published just this week, we first replicated the above findings with a sample of forensic science trainees. In addition, we tested whether requiring individuals to compare the fingerprints in a more structured and nuanced way would alleviate the problem–but it did not. Previous studies had tried other approaches to correct prevalence effects–such as forewarning people about the effect, forcing them to work more slowly , or giving them the opportunity to correct their answers –which were likewise ineffective.

If we can’t correct the effect, perhaps we can correct the prevalence–that is to say, avoid the effect by changing how often the outcomes occur in the first place. In some domains, this is impossible; for example, doctors cannot control how many of their patients’ X-rays show cancerous tumors. But in other domains, like the undercover airport tests described above, we can artificially and covertly increase the frequency of certain outcomes, like weapons.

In forensic laboratories, agencies such as the National Academy of Sciences and the President’s Council of Advisors on Science and Technology have similarly advocated for the use of blind proficiency testing, wherein scientists are periodically and unknowingly asked to test samples that do not actually come from a crime scene but are instead covert tests of their ability.

While many labs continue to resist blind proficiency testing for various reasons , others have published firsthand accounts suggesting that the practice is feasible and reaps substantial benefits . Our research suggests that blind proficiency testing can also combat errors due to prevalence effects; for example, if examiners in a given lab judge most evidence as “matching,” supervisors can introduce more “non-matches” as blind proficiency tests to balance out the ratio. Baggage screening studies had already found that prevalence effects decreased when participants were periodically “retrained” –i.e., mainly showed suitcases containing weapons and feedback on their performance.

They say that “experience is the best teacher,” which is often true–but research on the prevalence effect shows how experience can be a double-edged sword. In domains such as forensic science, even infrequent errors in visual tasks can have tremendous consequences, yet we also have some control over how exactly those tasks are structured. Thus, rather than learning from experience per se, we may be able to create an even better teacher by optimizing the type of experience that professionals receive.

Jeff Kukucka, Ph.D., is an Associate Professor of Psychology at Towson University. His research examines the causes and consequences of wrongful convictions, with an emphasis on forensic science errors and life after exoneration.

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Experiential Odyssey: Tennis, Music, and Business Lessons

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1. The Tennis Court: A Journey of Skill Development

2. Music: From Discord to Harmony

3. business ventures: from t-shirts to entrepreneurship, conclusion: the unveiling of personal growth.

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Teacher Interview: Tell me more about your teaching experience – Sample answers & More

Experience. Everybody needs to get it somewhere, in a teaching job. Yet in almost every interview in education, they will ask you about your experience in the field. As if you were born with ten years of teaching experience already , or perhaps worked as a teacher in one of your past lives (should you believe in reincarnation). Regardless of whether this question makes sense or not (and in many cases it does not make sense), you will have to deal with it in your interview. So, what does the school principal, or whoever leads the interview with you want to hear from you?

First of all, that you have some experience. Perhaps you taught as a part of your college studies . Or you gave private classes to younger students , in your favorite subject, a subject you excel in. What I try to convey here is that you do not have to work as a teacher to gain teaching experience. In a true sense of a word, we are all teachers . Thinking about raising children for example. No doubt you try to teach them how to behave, how to act towards the others, how to be happy in life, and many other things (such as how to go the toilet, eat food on their own, etc). Do not hesitate to mention such teaching experience should you miss any other…

And secondly, they want to hear enthusiasm in your voice , feel your love for teaching. No doubt teaching isn’t an easy profession , especially nowadays. And no doubt you had your share of problems, challenges you faced with your students. Nevertheless, the positives outweigh the negatives , and you see a meaningful purpose in your teaching role. Let’s have a look at 7 sample answers to this interesting question.

7 sample answers to “Tell me more about your teaching experience” interview question

• I’ve been teaching for seven years . Four years at elementary school, and three years at secondary school. Learned a lot along the way, especially what teaching methods work best with various classes and subjects , but also how to deal with problems with discipline , something every teacher faces in this district. I will be honest with you–it wasn’t always an easy ride, and I experienced a few really bad days, days when I considered quitting teaching . But luckily I’ve never done that, because when I look at the bigger picture, and all the good things that happened with the students, I still see teaching as my mission , and as a dream job to have.
• I’ve worked as a Montessori teacher for a year . It was a great experience, and allowed me to experiment with unorthodox teaching methods, something I’d love to apply also in mainstream education–at least to some extent. Teaching by playing , putting emphasis on communication and creativity, I really feel it is the best we can do for the children , to help them develop their full potential. It is the only experience I have so far, but at the same time I believe my education, and all the courses I went to, prepared me for the role of a teacher at an elementary school.

Special Tip: This is just one question you may face while trying to get a job of a teacher, and to be honest, it isn’t the most difficult one . If you want to learn how to answer the really tricky questions , and actually practice your answers and get immediate feedback from a life-like AI interview coach , check out this practice page on our partner website, Real Mock Interviews . Just enter your email, pick one of the interview questions for teachers, and start practicing FOR FREE . It’s fun and you’ll thank me later :).

• This is my first job application , but it doesn’t mean I have no experience with teaching. Since I have always excelled in Math–something many people struggle with, I was earning some extra cash giving private lessons to my classmates at the college. The most important thing I learned during this teaching experience is that individual approach is the key . And I’d love to benefit from this in my first real teaching job, ideally with your school. I cannot wait to get to know the students, and try to help them reach their full potential, and also to enjoy their time at school!
• It may look like I worked only in retail for the past 12 years, but I want to ensure you that as a mother of three, I have had my share of teaching experience . You love your children, but you also want them to become good citizens, and also to teach them many skills so they can do activities without you. And now I do not talk only about bathroom duties. It is also about preparing basic meals, learning to ride a bicycle, taking care of a dog, and other things. I taught my children all these skills and believe I did a good job as their “teacher”. Now, when I feel I am too old to work in sales, I’d like to finally benefit from my French skills, and become a French teacher . And while I never taught anyone French language before, I had great teachers myself, and can benefit from everything I learned from them , from our lessons.
• My teaching experience is mostly from the corporate sphere . Working as a training specialist, I helped new hires learn how to work with the information system we used in the company , and also to ease into their new role. Over the years I worked with all kinds of personalities , and believe to know how to work with adults, how to teach them, which is one of the main reasons why I apply for this job with you. If I should characterize my teaching experience in three words only, I’d call it extensive and eye-opening .
• The only experience I have comes from the obligatory 180 hours we had to teach in the last year at the University. I was assisting teachers in different classes, mostly in History and Geography. And I learned a few important things during this experience. First of all, that we should not idealize our job . Regardless of how hard we try, some students won’t pay attention, and some students will fail to pass the exams. It is how it is, and we have to focus on effort, instead of on results we achieve with the students. Secondly, that I really love this job , and want to teach for years on end, ideally at a high school level. And last but not least, that students have higher expectations nowadays , and unless we want to face problems with attention and discipline, we have to mix it up with innovative teaching methods, and cannot rely on lecturing only.
• I’ve never taught anywhere , but I’ve studied at so many schools and language institutes, and had so many different teachers in life…. And since I am a great observer, I believe I learned how to teach effectively from a position of a student. I saw what worked, and what didn’t in the classes. How the student reacted, including me, when we learned the most, and when we didn’t learn anything. I know it is a bit unorthodox preparation for the role of a teacher. At the same time though, I am ready to prove my words in the job , and I am sure neither you nor the students will be disappointed with me as a teacher…

Ready to answer this one? I hope so! Do not forget to check also 7 sample answers to other tricky questions you may face in your teaching interview :

• Tell me about yourself – teacher interview.
• What are your strengths and weaknesses as a teacher?
• Teacher interview – Where do you see yourself in 5 years from now?
• Why do you want to be a teacher?
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