My Teaching Philosophy : My Philosophy Of Teaching

I’ve always aspired to be a teacher. Growing up I wasn’t the smartest kid, and honestly my teachers weren’t very much help with that. Truly, as a struggling student I felt that when I had a bad teacher, there was no chance for me. So ever since I was young, I wanted to grow up to be that change, I didn’t want any struggling student to feel like I did.

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.

Ever since I was a little girl, I’ve known what I wanted to do. I am one of those people who was blessed enough to realize my passion at an early age. As far back as I can remember, I’ve wanted to become a teacher. I can remember as a child sitting in my room, surrounded by my stuffed animals (or students, as I saw them) and forcing my younger brother to sit still and quietly do the work I assigned him. I even had two baskets which I kept on my little wooden desk; one for my “students” to turn in work, and the other for more work which needed to be graded. I spent many afternoons

Through the classes I have taken at Wilmington University and my experiences in the classroom, I have developed a personal teaching philosophy that will be implemented into my future classrooms. I chose the teaching profession because I understand the challenges and responsibilities that come with teaching young minds. Children are our future and I am confident in my ability to help students reach their potential both inside and outside of the classroom.

I always thought I would be a teacher and I would make differences in lives and it would be the greatest experience in the world for me, yet being a teacher wasn’t enough, I had a need to expand my education. I decided that perhaps I needed a new career, however, I felt certain education remained my passion. I began to explore new areas of education and I realized I still want to be a member of a classroom, a school and curriculum. I aspire to guide those leading our classrooms.

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

My decision to be a teacher did not come easily to me. This choice was dependent on a reflection about what I was passionate about and how I could make a difference. I have chosen to become a teacher, as I believe teachers have the ability to provide future generations the stimulation for one of the most significant roles in life; to become a lifelong learner. Many teachers that I have had during my education have had a positive impact on my decision to grow and develop the skills that are fundamental to pursue a successful teaching career. My aim is to be a part of an honorable profession with the optimism that one day I will become an efficacious teacher who can provide future teachers with inspiration, as my teachers have provided for me. Through personal educational experiences and peer-reviewed academic literature, I am able to shape my approach to my pre-service teaching, as it will influence my future practice. As a teacher, there is not just one singular approach to educating students; there is a need for flexibility, diversity, adaptation and reflection.

Choosing a career is not an easy task. As a child, I never knew what I eventually wanted to grow up to be, but in the back of my mind I would always say a teacher because I come from a long history of teachers in my family. One of my grandpas was a high school math teacher along with coaching the football team. My aunt is an elementary school substitute teacher specializing in special needs students, while my uncle is a high school history teacher. While, my father is a physical education teacher who has taught at both the elementary and high school level. Growing up around so many teachers made me think I was destined to be a teacher, although at the time, I was not passionate about it, until my senior year of high school. Senior year I decided to take a child development course where I had the opportunity to volunteer daily at an elementary school. I quickly fell in love with the students and decided that inspiring young children to succeed was my calling. It was this opportunity that made me decide that becoming a teacher was my destiny. Last year I declared as a Child and Adolescent Studies (CHAD) to peruse my dreams of becoming a teacher

The big question teachers ask me throughout my life is “what do you want to be when you grow up?” I never had an answer to that. Going into college I didn’t have a set plan as to what career I would like to pursue. However, I knew that I wanted to work with kids; I originally wanted to be a pediatrician. That career choice was based on my family wanting me to be successful, so I put my passion for working with kids and their passion together. As I began to focus on what I want instead of what others want, I changed my major to Early Childhood Education and chose the path of teaching as my career choice. I have high hopes for this career because teachers are always needed. According to the Bureau of Labor Statistics(BLS), the employment rate for my career choice will increase by six percent from 2014 to 2024. In this world, education is valued and will help put people many steps ahead. The reason why I chose to be an elementary teacher is because I want to be able to motivate and inspire my younger generations.

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.

All the creativity that comes with being a teacher is not the same as it used to be in my opinion. It is my goal to make students want to love to learn because, they are full of curiosity. The littlest things can amaze them and inspire them. However, how you teach is what makes it stick. Not many can say they remember the pointless story times or drawing competitions. I remember the hands on activities and the guest speakers. As a teacher there are a variety of different opportunities to make learning fun for children.

All my life, I’ve had trouble deciding what I want to be when I grow up. I’ve wanted to be pretty much anything you could think of, a chef, a police officer and even a doctor. But, one day I had an epiphany, I thought why not be a teacher. In school I was never a “good” student and by the time I was a junior in high school my teachers had already given up on me. However, I didn’t let the lack of support stop me from what I needed to do to succeed. I want to be a teacher because, I want to be the teacher I never had going through school. Students are the future of the world and by being a teacher I can help impact and mold A piece of the future.

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.

My teaching experience has showed me a lot not only about the field of teaching but also myself. It has helped me reflect on my current status as a teacher along with my future status as a teacher. As my teaching experience has showed me is that my strengths as a teacher is patience, planning and organization. This has helped me manage all the struggles that a new teacher faces. Getting accustomed to fellow colleagues, administration, schedules, school paperwork, etc. I know I had struggles but thanks to a fellow teacher I was able to ask him what things meant and understand how to properly do them. My strengths not only helped me get through the daily grind but also my classes. Working in an elementary school is a first and a surprise. I always saw myself in middle or high school. It has been a blessing in disguise because I able to use my strengths of patience, planning and organization to provide meaningful and insightful lessons. I can see how much they appreciate what I do by the letter and drawings they give me. It reaffirms that what I am doing is making a difference.

My teaching philosophy is to create an environment that stimulates learning so that students gain the necessary knowledge, skills and abilities to become proficient professionals. While teaching foundational knowledge is important, there are other essential skills and abilities that students must acquire in order to successfully transition from being a student to becoming a physical therapy professional. These skills and abilities include thinking critically as well as interacting and communicating effectively with patients and other health care practitioners. I emphasize to students that it is imperative to realize the impact of developing a therapeutic rapport with patients while providing quality, patient-centered care to optimize the healing process. Therefore, when deciding what to teach, I not only consider the content presented, but also how I can foster discussions with students so that they can apply information based on varying contextual factors. I also attempt to provide students a framework for how to achieve professional excellence, which I aim to model as I fulfill my roles and responsibilities as a teacher and provider of clinical instruction. This framework is rooted in five central tenets: