Teaching And Teaching : My Philosophy Of Teaching Philosophy

I began teaching as a graduate teaching assistant and project assistant at the University of Wisconsin-Madison. As a teaching assistant, I conducted labs, discussion sessions, and some honor sessions for introductory physics courses in electromagnetism, thermal dynamics, optics, and modern physics. As a project assistant, my responsibilities included grading homework, discussing it with students, and prepare some homework solutions in quantum mechanics, quantum field theory, and an introductory physics course. In teaching physics, my main goal is to have my students actively thinking like physicists. I believe that the ability to think like a physicist is valuable to everyone, whether physics graduates, physics majors or non-physics majors.

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

My teaching philosophy has developed over the 10 years I directed production teams as a supervisor, including the time I spent as a committee member and instructor for Sub-Zero’s in-house welding program. This past year as a Senior Laboratory Coordinator with Madison College has also shaped the values that make up my beliefs about teaching.

Society expects for students to be able to learn and comprehend any information that is being thrown out. Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and

I believe that education extends far beyond the classroom walls, and involves many more people than students and teachers. People should be learning wherever they go, and should continue learning long after they’ve graduated from high school or college. Education isn’t something that can be quantified with tests or report cards, but is instead something that people carry with them. It’s a survival pack for life, and some people are better equipped in certain areas than in others. People with a solid education are prepared for nearly anything, as they will be able to provide for their own physical, emotional, and aesthetic needs.

“Education is not simply filling a pail, but the lighting of the fire” (William Butler Yeats). What I value most as an educator are success and integration. With success comes fame, recognition, status, power, and influence. I believe in integrating all possible resources to engage, not to entertain, students in achieving a substantial learning environment that is vital for student success. As a math teacher it is always my goal to instill critical and analytical thinking skills which are vital and essential for a future citizen that help in visualizing and solving complex problems. As a 21st century teacher, I firmly perceive that students differ in how they learn and how they prefer to learn. Additionally, I recognize that technology integration and blended curriculum along with positive relationships with stakeholders are key factors in my students’ success.

One of the best parts of the class was that it was fun, and that makes school a lot more barrable. At the start of class, Mr. Sanford would play a video or two, which everyone enjoyed. These videos could range from what we were actually learning about, whether it was sound, gravity, or light. Some days he would play us a video of an interesting thing about space research. Most teachers that play a video people tend to lay their head down and sleep, but in his class, everyone wanted to know what was being said; therefore, everyone paid attention and didn't cause any ruckus. He would also demonstrate physics in action by

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.

I grew up in India where I was lucky enough to have been educated in one of the best schools (Presentation Convent High School) which promoted a healthy, competitive and challenging learning environment. It offered a good equilibrium of academic and extra-curricular opportunities. Getting involved in such activities transformed me as a motivated and resourceful individual who excel in situations where imagination and initiative are called for. I obtained my Bachelors is Sciences and then Master’s in Physics from Jammu University, India and was offered a full-time lecturing position after my graduation at the MBS college of Engineering. This was the beginning of my teaching career; I was thus given the opportunity to gain lecturing experience in higher education teaching physics and Engineering to A-level and Undergraduate students.

I want to teach science in secondary to give students a learning experience that provides a solid foundation for a positive, stimulating and exciting start to life. Pedagogy of learning and development is of interest to me, having recently studied teaching and learning as part of the PTLLS course, I find the theories of learning and their application thought provoking and enjoyed the planning of and delivery of the micro teach session.

In my future career I aspire to teach English for Specific Purposes. These purposes can include academic English, scientific English, or possibly medical English. I hope to inspire adults to expand their profession or young adults to pursue a career related to the topic of English, so that they might share and gain knowledge with others around the world. These students may come from various backgrounds and L1s (depending on where I teach) and will likely be in an EFL context. Unless I teach in Canada, and then that would be an ESL classroom.

I have a strong commitment to teaching engineering related courses with a student-centered approach. My training as an engineering educator, my insights as an engineering student, and my experience as an engineering practitioner contribute greatly to my ability to implement this commitment. My ultimate goals are to help tomorrow’s STEM teachers have solid conceptual understanding and procedural skills of fundamental engineering courses and provide them with the best possible educational experience both in the classrooms and laboratories. Here are some of my approaches to achieve these goals.

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:

Knowledge is a teacher’s requirement but it is only” through their commitment to excellence and through their ability to make us realize our own personal growth”, (Education Science Tips, n.d ) that they could serve as fountains from which student’s ambitions spring out.