My Personal Statement On Teaching Philosophy

I see students as the next generations’ heroes in so many fields. In my vision, I have to inspire students and prepare them with confidence, knowledge, experience and skills. Which means I encourage, communicate, guide, teach, and assess students in order to enrich their infrastructures.

2) I believe sharing support of ELLs and ensuring an inclusive approach relies greatly on the teachers themselves, specifically the classroom and ELL teacher. Fairbaim & Jones-Vo mention two things that I believe would work these are collaboratively planning lessons and co-teaching. By planning lessons together, both teachers are on the same page, They each understand the respected needs of their students and able to work together to create ways in which lessons are excited to optimize student success. I also think having another person perceptive is beneficial as their teaching experiences may offer you some guidance. In terms of co-teaching, I think this directly benefits the students. We all have different ways of teaching and I think students

Education is defined as the lifelong process of acquiring knowledge, skills, and values through either formal means, such as schooling, or informal means, such as firsthand experiences or vicarious experiences gained through reading books or discussions. Every person that is or wants to be a teacher has his or her own educational philosophy. We all have our own views, methods, and curriculum that we were taught when growing up. A lot of people may have the same teachers in school, but all of them learn different things from that teacher.

My teaching philosophy is based in my belief that teaching one of the most noble acts one can provide to others. My prior STEM work experiences have motivated me to give back to the educational system that empowered me to pursue a career in engineering. My teaching techniques incorporate continuous improvement, frequent feedback, encouragement and high expectations. I especially encourage those students who feel they are incapable of learning math by explaining learning math is an achievable journey requiring their practice and perseverance to enable success. I strive to present consistent, clear lessons and activities that enable students to learn material in a way that fits their personal learning style.

My initial motivation to be a teacher was to make difference in students’ life and help them approaching their future as good citizens, lifelong learners, develop their skills and tools needed to achieve it. What made me continue teaching is the fact that implementing this is a little challenging despite the fact that I am enjoying it. I came to realize that it is not just the students need to have a learning curve in school, as a teacher, I need to work on my skills and tools to achieve those noble goals. It is a life-long learning!

Early in high school, I had the mindset that I wanted a career in which I could change the world, make a difference in someone else’s life, and help people. This is why I chose to become a teacher. When I was in elementary school, my teachers were my biggest role models besides my parents. I looked up to my teachers so much and still remember and visit my favorite elementary teachers. As a teacher, I want to be that person that students can trust and look up to. To me, teaching isn’t just a job, it is a chance to brighten someone’s day, and an opportunity to listen to what our youth is telling us when no seems to care or to listen to them.

The student is the key element in the education process and teaching is in the heart of this process. The mentor should direct the student in his journey of study, and give him/her a clear space for creativity. My primary goal will be to help the students to think about their own thinking so they are able to recognize shortcomings and correct their reasoning as they go, as well as develop their skills, to be independent scholars.

As I prepare to begin my career as an educator, I have come to realize I will never stop learning. There will always be new ways to teach math, new mechanics to teach readering, and new ways to explore scientific theories. I will continue to learn how to aid my students in their cognitive growth, but my students will not be the only ones learning while in my classroom. My students and I will spend seven hours a day, five days a week together. I will have an uncountable number of opportunities to help my students learn. I will also gain new experiences and knowledge from every child who walks through my door. Every one of my students will have a unique background, home life, culture, and life story. A student should be able to stretch his creative mind, explore his thoughts, and express his beliefs in the classroom. My job is to give my students the freedom to explore, while leading them to make sense of their explorations. In my eyes, receiving an education is one of the greatest privileges a child can have, and it is a privilege for me to get to teach young children.

Teaching in the modern classroom presents challenges many previous educators have not been faced with. The Melbourne Declaration of Educational Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], 2008) states that today are students will become “successful learners, confident and creative individuals, and active and informed citizens”. In order for educators to meet these demands, they will need to consider how they will prepare students for the future (Marland, 2007).

My philosophy of teaching is deeply rooted in nurturing the potential each and every student in my classes. Providing a creative environment that allows self assessment, growth, group interaction and mentorship are at its very core. Having taught in Higher Education for many years, and as an instructor of Media Arts and Animation, and Game Design, I have had the amazing opportunity to work with some of the brightest and creative young professionals. Teaching has not only broadened my love of art and exploration, but my determination to help students that do not have the confidence to persevere through their education, yet have the passion to follow their dreams.

My teaching philosophy consists of seven components that create an effective, well-organized and interactive learning environment for students. These components consist of developing healthy relationships, a creating safe classroom atmosphere, constructing a detailed and clear syllabus/assignments, taking neutral stances toward social-religious difference, developing critical thinking, broadening the intellectual horizon of students, and assessment of the teacher by students. I think these components of my teaching philosophy prepare a rich, dynamic and intellectual environment to help students prepare for rewarding careers in sociology and related fields.

My teaching motivation is a resultant of my current position as a lecturer and formerly teaching assistant, professional development experience as trainer and trainee, industrial experience as professional water modeler and own academic experience as a student. My philosophy in teaching is hinged upon the impression that fostering the attainment of the conceptual theory is difficult without commingling practical skill sets to facilitate further learning and thinking and real-life problem-solving. This philosophy is premised on the idea that attending a lecture is enjoyable to students if the instructor presents conceptual theory in classroom linking professional practices with latest research or case studies or examples. I emphasize on engaging students within the classroom environment and putting knowledge into context so that its relevance is apparent. One of my principal objectives in teaching is to facilitate learning by helping students to gain the necessary skills to become active participants in their own learning. I perceive teaching as an approach analogous to the training of trainers (ToT) where students in today's class will be seen as the future trainer of class, research or professional practices. I relish teaching as an opportunity to mentor and inspire both graduate and undergraduate students to prepare them for a better future world.

Let me begin with the content of what I believe should be taught within my learning environment. I believe that all questions should always be valued within a class room. When I was younger I was always afraid to ask a teacher a question due to the fact that they would make me feel belittled or dumb. No student should ever feel that kind of pressure from another person, let alone their own teacher. Every student is different in the way that their minds work, how they learn, and what tools they need in order to succeed in life. I would ensure that each student always received the full help they needed in order to grow to their fullest potential. I believe, certain pillars should be instilled to have a supporting system in order to help children grow. They need to understand about respect, honor, discipline, and how to implement leadership skills. I would emphasize that each student would ask questions, respect others, and keep an open and professional relationship with myself, while trying to understand each child’s needs.

My teaching philosophy involves different aspects of teaching. However, due to the fact that I was raised in another country, with different educational values from that of the colleges I have experienced in the United States, my teaching philosophy might differ from that of an American college student. I believe one of the most important aspects of teaching is to teach students to think independently and to think critically of the material that society provides.

Some people say that a teaching career is the most valuable among hundreds of jobs because it can transfer knowledge from generation to generation; however, it is definitely not easy to become a good teacher; everybody needs to spend a lot of time to prepare themselves with knowledge coming from books and society so that teachers can link their lectures to real life. Thus, many subjects and skills for teaching are studied such as cross-cultural communication, literature, and even making presentations. For me, the subject that helps me the most in teaching is teaching practice covering how to teach students and how to face problems during a lesson.