Teaching Philosophy: My Statement Of Teaching And Teaching

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.

I believe I have something to offer, that I can make a difference in children’s lives togetherwith a desire to work with children from underprivileged backgrounds. According to Marland (2007, p. 16) the pre-formal phase of teaching is observing teachers in your world eventually plays a vital role in shaping who you will become as a teacher. This applies to myself as I have been a scout leader for over 25 years and there is a parallel between teaching and leading a pack of scouts. I also was a kindergarten assistant for many years at my children’s’ kindergarten and this shaped my desire to complete formal qualifications to become an early childhood teacher.

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.

I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially.

Describe in detail your philosophy of teaching and learning and the theoretical basis for its development. Include examples of teaching and learning strategies to promote higher level thinking that align with your stated philosophy. The context for implementation of the strategies may be within your area of expertise.

My motivation for teaching is setting the goal to make a difference in a students life. The feeling of teaching a child a lesson, and them understanding it, is a rewarding experience for a teacher. I have also been a babysitter for about 6 years, and being around children makes me happy and I love the relationships that I have built with all the kids I have cared for in the past. What really motivated me to go back to school for teaching, was this past summer after having the opportunity to be a camp counselor. While working at that day camp, the relationships and bonds that formed throughout the summer, are ones that I am never going to forget about.

My decision to teach stems from a desire to positively impact student’s lives by sharing my love of learning and showing them that learning can be fun. The teacher education program has taught me that each student is unique and it is my responsibility to meet each student where they are, making learning relevant, meaningful and comprehensible to them on a personal level. My best teaching experiences have been lessons that incorporate hands on learning that allows students to learn and express their creativity. It is my fervent hope that I will be able to secure a teaching position in the Floyd County school system; Rome is my home and I want to give back to the academic community that supported me as I prepared for my college education and my future career as an educator.

I knew that I wanted to be a teacher ever since I was in fifth grade when I found myself pretending to teach my stuffed animals and making my own worksheets and tests at the library just for fun. I have always loved working with children and watching them learn and grow over time. Teaching became a passion of mine because it gave me the unique opportunity of fostering children’s knowledge and skills and inspiring them to reach their personal goals. As a student and as a future teacher, language arts has always been my favorite subject because it is vital and relevant for children to learn and offers students with an artistic and creative outlet that expands their imagination and understanding of the world around them. When I finally become a teacher, I want to serve as a mentor to my students

Through my experience working with kids and my courses at Austin Community College and Concordia University I’ve established a philosophy of education that I plan to use in my future classroom. Being entrusted with shaping young minds, but also sculpting these children and lighting their way is a huge responsibility that I intend to take the utmost care with. Diving feet head first into teaching and letting it consume me, I plan to fall in love daily with my students and the profession that I feel god has called me to do. Teaching will forever be my calling and my plan is use everything that I have learned so far and continue to learn to help my students become the person that God wants them to be.

I have always had a love and desire to be a primary school teacher, this was strengthened many years ago when I first met my sister in law, who had just recently received her qualified teacher status. Her stories about the children inspired me, how she made a learning games and encouraged the children to succeed where in turn was rewarded by their faces of joy but also sometimes not!

Every teacher has a different method of teaching. The teachers that I have had in my school career have been no exception. In this way, each teacher has set an example for me, as a future teacher, to follow or not to follow as I see fit. With the examples from my teachers and in continuing my education, I am developing my own method of teaching. I plan to use a combination of teaching methods in my own classroom. My method will be an eclectic approach because I will be using components of more than one philosophy. I will be using essentialism, behaviorism, progressivism, and existentialism.

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 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.

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: