Teaching Education : My Philosophy Of Education In My Classroom

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.

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

The definition of curriculum can be as mysterious as the curriculum itself. Oliva (2013) described the hunt for the curriculum as being similar to “efforts to track down Bigfoot, the Bear Lake Monster, [and] the Florida Everglades Skunk Ape …” (pg. 2). All of these elusive beings have left tracks, yet there isn’t a single photograph to prove their existence—just like there isn’t one tangible definition for curriculum. Sure, there’s a binder labeled “curriculum,” but that doesn’t mean it’s merely a set of plans. Initially, I believed the curriculum to be something elusive; I loosely interpreted it as the information that should be taught in a given subject and the corresponding objectives or learning intentions. I believed that the “curriculum [could] be conceived in a narrow way as subjects taught (Oliva, 2013, pg. 3). What I was unaware of was the interdependency of curriculum and instruction. I learned that the curriculum is just as reliant on instruction as instruction is on the curriculum. One is “the what” while the other is “the how.” Now, I view the curriculum as more than just a framework of content and standards. It includes “all the experiences that the learner encounters under the direction of the school” (Oliva, 2013, pg. 7). The curriculum is transient. It can be molded, shaped, and restructured to meet the needs of the children

Ever since I decided to pursue a career in the field of education, I always wondered what grade level best fitted me. Could it be Elementary, where children have been stereotyped as uncontrollable little brats, Middle School, where the students are depicted as uncontrollable, rebellious students, or High School, oh gee whiz? I have decided that I would pursue a career in Elementary School. The grade level I hope to teach is at the elementary school level. My current goal is to either teach the 4th or 5th grade level. Moreover, throughout the semester I have read about or seen different philosophies through the observations I have done throughout the semester. While reading chapter 6 in the class text I thought to myself, as an educator

My philosophy of teaching is that every child should be treated equal and should have the right to learn and get a good quality education. Every child has the ability to learn. It is my job as a teacher to make sure that every student has a chance to learn while in my classroom. My classroom will be based on multicultural education. This will create an equal learning opportunity for all my students. I will treat all of my students equally and with respect no matter what kind of diversity I may have in my classroom. Also, I believe in making my classroom a safe environment for the students. In order for a child to like school and want to come and learn, they have to feel like the classroom is a safe place. Furthermore, I will make sure my students’ parents play an active role in their education. It is very important that parents are involved in their child’s education. At the beginning of the school year, I will set up a time to meet with the parents so that I can get to know them. At this time, I will give the parents some different strategies on how to help their child with his/her homework. I will send a homework sheet home on Mondays that will have the homework on it for the whole week. The parents will be required to review the homework sheet each day, help their child with the homework for that day, and sign the homework sheet after the work is completed. Also, I will contact the parents on a regular basis for positive comments or any concerns that I may have about

Since the beginning of my academic career, teaching has always been an important part of my academic duties.

Write your Personal Philosophy of Teaching based upon your reading and learning in this unit. Refer to aspects including: attributes of an effective teacher, student engagement and motivation, catering for diversity (500 –800 words).

Being an educator is a lifetime job. Throughout your life, you will run into things that will shape you into being an educator . You will not realize it until it comes full circle and you have to put those experiences to use

When I was young, I went to a private elementary school. I learned cursive in first grade and continued to learn things that many students don’t get until third or fourth grade. Because I was pushed to do my best, I came to value education and was thrilled when I achieved my goals. My teachers even had a tremendous impact in my life because they truly cared about me as an individual. My goal as a teacher is to do the same for my students and help them excel in life so they can make a difference as well.

Today, I am going to be talking about my motives to become a teacher and the role and jobs of a teacher and student and I will be talking about what goals I want to achieve. I hope my answers to these questions are acceptable, and relate to what they're asking.

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.

How does a good teacher be awarded such a title? What exactly defines a good teacher? Did they not give homework on Fridays or were they the one who helped you finally understand calculus? Either way, they most likely exhibited a complex understanding of the pedagogical competencies along with a development of their own. They had a clear understanding of what their wanted to accomplish, defined their style, and can intertwine static and dynamic content. They also learned how to effectively communicate, while also working to perfect their skills. The competencies are the backbone to an effective style of teaching.

It is important to be aware of students with exceptionalities, students from diverse cultures, religions, and backgrounds etc. As a future educator, I would make sure all my activities are inclusive to all students e.g., race, ethnicity, sex, physical ability, culture, language, gender, background etc. I would also make sure I support the achievement for all my students, ensuring that students backgrounds and circumstances do not stop them from achieving full benefits. As an educator I will apply what I learned in this course into my teaching practice. Therefore, my hopes and dreams as an educator is to make sure I fulfill all curriculum requirements, but I also teach students the critical skills they need.

The learning experience should be that of a collective nature where students are able to indiscriminately relate to the information, re-teach the information and have a balanced incorporation of all the learning centers in society; including the home and the church. The goal of this incorporation is to create a balanced learning environment that facilitates holistic development in the young mind. As professionals entrusted with the shaping of young minds, teachers must facilitate learning and personal, spiritual, ethical and academic development. My philosophy for education is a multi-part philosophy that encapsulates the idea of holistic and inclusive learning. The philosophy caters for the overall shaping and development of the young mind and includes aspects of balanced training, incorporated teachings and it generally focuses on training students to become teachers.

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: