As a student of education, I have been able to gather many ideas and opinions about practices and ideals I want to implement in my future classroom. My philosophies about education are still being formed and continually change with every class I visit and with every educator I encounter. My ideas, admittedly, come from random experiences and intangible texts, but as I gain more experience in the field through my courses, my philosophies about teaching will become more clearly defined. These few ideas I have now will undoubtedly be added upon as I enter student teaching and my professional career, nevertheless, they are concepts of which I hope to never lose sight.
I have taught students ranging from five years old to nineteen years of age. Hence, being an educator, I have learned that learning is always shifting, therefore I must keep improving with the incessant changes. As a little girl, I have always dreamt of being a teacher and I have carried out that dream. My career journey started as a substitute teacher, a floater between classrooms, an assistant teacher, a teacher, a center supervisor, and an educational supervisor. I presently work as an Educational consultant for Danya International LLC. As an Educational Consultant, I able to review and aid with the learning environment of teachers and educational management in a school
Rita Pierson, an American educator, once stated, “Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be” (“Every Kid,” 2013). Her comment is reflected within my philosophy of teaching. One’s philosophy of education defines who they strive to be as an educator; it clearly forms the way one will teach and guides their expectations for their students. Children are the future of our country. Therefore, I believe it is the responsibility of a teacher to strive to be the best educator possible by having cultural competence and pedagogical knowledge to effectively teach their students. This can be done by motivating students to learn through self-discovery based on their interests and what is relevant to their lives. It is a teacher’s responsibility to guide students towards their own goals to grow intellectually and personally as a unique individual. Accordingly, students will be inspired to use acquired skills and knowledge towards the real world.
I did not always know I wanted to be a teacher. For me, the profession that I would ultimately choose to spend the rest of my life doing did not come as easily to me as it did to some of my peers. I did, however, know from a very young age that I have always wanted to help others. I also knew that I really enjoyed being around two types of people: the elderly and the young. It was not until my senior year of high school when I became a teaching assistant to a kindergarten class that I realized I wanted to become a teacher and help the lives of many. I have experienced and witnessed many different kinds of teaching philosophies, some that have worked increasingly better than others. The unstated philosophies of teaching I have encountered through kindergarten to this point thus far have shaped my personal philosophy on teaching. As a teacher, I will strive to spark enthusiasm for positive learning, acknowledge and support learning differences and needs, provide students with a strong foundation for lifelong learning, and make a difference in the lives of my students.
“Be the change you wish to see in this world.” Gandhi. This quote resonates deep with me especially now that I have answered the call to become a teacher. Complaining about this generation’s lack of respect was a hobby of mine and becoming a teacher was never a part of the plan. Then life happened. However, before I dive into my testimony let me share a little bit about myself.
Despite the many challenges I face daily, remembering that I significantly influence the lives of each my students will help me in becoming a better teacher leader. Reason and Reason (2011) states that a mission will not come to fruition without ownership and ownership cannot be stimulated without consistently reminding everyone why they come to work each day. It is my mission every day to transform lives in my classroom and school environment. I have chosen a career in education because I believe that it is one of the most important functions performed in our culture. I believe that teachers individually and collectively have the ability to not only change the world but to improve it.
When I first began teaching over twenty years ago, I do not believe I had a clear idea of what my vision of education was. I was hungry for knowledge myself and took every opportunity I could to attend professional development and implement new curriculum and instructional strategies. During the early part of my career as a teacher, I developed a
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.
I remember the early years of my childhood when I arrived at school and was received by the warm greeting of my teachers, who seemed to have special abilities to perceive if I was angry, sad, or hungry. In the classroom, I felt safe and had the confidence to tell my dreams without fear that they would make fun of them, when I was a child, my teachers made me feel loved and protected.
This essay seeks to respond to the perceived crisis in education in South Africa. Which posits firstly how many of university students are leaving this field successfully and secondly, identify the challenges facing South African students. The method used to understand this topic begins with tracking the enrolments and graduation rates in humanities at both undergraduate and postgraduate levels. It is assumed the importance of the education of members of society and how education affects all the components of society.
Apartheid, the strict division between white and colored people, for South Africans has always been a big issue. The man who stopped difficult ways of life for people and communities in South Africa was also their president, Nelson Mandela. Nelson Mandela was a man who put his life on the line to bring people together. He was involved with organizations that would eventually help to end apartheid throughout his life and lead countless amounts of peaceful acts that put an end to this divide. Mandela was even arrested for what he was trying to accomplish. It was difficult, but once he was released from prison, he finished what he and many others had started, he put a stop to apartheid. Nelson Mandela caused for apartheid to be
Every teacher, since the beginning of time, is unique in his or her own way, and has thus their own teaching philosophy based upon an ultimate goal of education, teaching approaches, views concerning learners, and teaching values, in order to certify that learners learn the necessary knowledge, skills and values as required by the South African Curriculum and Assessment Policy Statement. In the following essay my teaching philosophy will be discussed. Firstly, my ultimate goal for education will be mentioned. Secondly, my teaching approaches will be elaborated upon. Thirdly, my teaching values will be stated. In conclusion, the two questions, “What kind of teacher am I?” and “What kind of teacher do I want to be, given who I am and what I stand for?”, will be answered.
As I begin my teaching career, I will always remember that I am in a privileged position to shape and influence lives. I hope to guide my decisions, words and actions with the phrase “every student a deserving child”.
The current state of South Africa, 20 years post-apartheid, is regarded by many as desegregation achieved. However, in order for this to be completely true, it has to apply on every level. Pettigrew (2008), defined desegregation as the mere physical mixing of groups, and on this level, yes, we can say that the racial mixing of those previously segregated, is desegregation achieved. Yet, there is a distinct line between desegregation and genuine integration between the same people (Pettigrew, 2008).