This sample manifesto is a declaration of what a teacher has put forward as his/her aims as a class group's teacher. This example was written by a practicing teacher and is a great example of a teacher who knows his/her responsibilities and is willing to share them with pupils, parents, teachers and the world
"I promise to spend more time talking and listening to my students. I will get to know all of them better than I have in the past. I will talk to them about their past and their future. I will show them they are important by creating a relationship with them.
I promise to teach students, not content or tools. I will do my best to meet their needs with their learning. I will adapt my classroom to them, not expect them to adapt to my classroom. I will make the tools and content I teach relevant to my students so that they see a reason to learn, not just because it is on the test.
I promise to be more available to my students. I will give them my phone numbers, email address, and Twitter name. I will encourage them to communicate with outside of school. I will be available to help them with their education when they need help, not just during our class period.
I promise that I will be an advocate for my students. I will speak for them when others talk negatively about them. I will listen to their side. I will try to discipline them out of love and respect, not from anger or annoyance. I will treat them as if they were my own children, because they deserve it.
I promise to model learning in my classroom with my students. It is important that our students see us not as the "great repositories of knowledge", but as individuals that continue to learn as we go. Not only should we model how to learn, but that we continue to need to learn.
I believe that when teachers focus on students and nothing else, education will change for the better". (Chamberlain 2011)
Chamberlain, W. (2011) 'Mr. C's Class Blog: My Teaching Manifesto', Mr. C's Class Blog, available: http://mrcsclassblog.blogspot.com/p/my-teaching-manifesto.html [accessed February 7, 2011].