Teaching Philosophy Statement

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 have always wanted to become a teacher. From playing school with my little sisters, to volunteering a summer camps and elementary schools, there is not better feeling, to me, than to know that I have helped someone to accomplish a goal and develop better as a person. I think that there is no better way to impact the lives of other people than to become a teacher. As a teacher, not only will be able to affect the lives of these students from day t day, but I can also make an impact on the life of each child and hopefully their family as well.

I believe that with motivation and guidance, children of all backgrounds can harbor success in the educational world and receive the skills they need to have a successful and prosperous life. It is a teacher’s duty to encourage lifelong learning, consider individual learning styles and aptitudes, and self-reflect on how to improve. My experiences as an engineer, a person of color, a pre-service teacher, and a STEM advocate have culminated together to form my educational values and philosophy.

For students to thrive in the classroom, I must ensure that they have a positive space they can come to and feel comfortable. If students don’t feel safe in their classroom then learning will not happen. I must build a caring and supportive space for children so they can succeed and feel loved. This will help develop a sense of belonging to a school. I have to remember that it is not my classroom, it is the students! It is imperative that the students, parents, and coworkers in my school feel they can come to me for anything, especially as one of their

Like many others from my graduating class, I left college and headed for the fast track world of law and finance. After two years crunching numbers, juggling real estate projects and emerging from Black Monday in October 1987 relatively unscathed, I realized I hated my job. Landing a teaching position at Fessenden School became a watershed event in my life. Looking back over the past years, I fully realize that teaching is an essential part of me. Michael Thompson, once said, "There are some teachers who are effective and know why, others who aren 't effective and don 't know why, and a third are effective, but aren 't quite sure why." After five years at Fessenden, I felt like the latter. Therefore, I decided to attend graduate school in order to become a more effective educator. Theory, practicum, and research aside, graduate school was an epiphany for me. It confirmed in me that leading a school was more than a choice; it was a calling.

Every person has his or her idea of what education should be. One wants to be educated or go to universities so he or she could have a higher degree. Some other person wants to get education just to fulfill one's self. Many people get college education thinking that they can make more money. Education is not about money; it is a lifetime process that enables one to satisfy one's inner self. It makes a person feel good for who they are inside.

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.

Making children feel safe in the classroom begins with my respect for the child, knowing their name, become familiar with their wants & needs as well as their family lifestyle and culture. By taking time to listen to their stories, embrace their joy and encourage their efforts I show them they are important to

Providing a safe and secure environment enables students to explore and participate in learning. Students will volunteer answers and ask questions when they feel safe. When students feel safe they are more willing to talk about themselves to others and the teacher. Establish relationships with your students and build a sense of community within your classroom. Students need to get to know each other as well as experience the “human” side of their teacher. This will allow for a safe and trusting classroom environment.

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.

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.

A classroom should feel like a second home to the students. A place where they feel safe and are able to express themselves without being judged. In order for the students to feel safe in class, the teacher must have zero tolerance for bullying and discrimination. Also, modeling respect for your students, and teach them to show respect for one another makes it easier to teach effectively. As a result, all of this strategies help grow and maintain a feeling of emotional safety in your

I consider and know that children are the future of our world; we have to know how to teach and educate them adequately so they could be prepared to lead future generations. I consider that each child has its own way of learning; there are multiple ways in which a person could be intelligent and capable of completing tasks. I want to be able to help children with everything they need. I want to motivate them to do and be the best in every task and area, everything that they dream and think about, to persuade their dreams and never give up no matter how hard they think it is or how difficult becomes trough the way. I don’t want to be the type of teacher that goes through the school year teaching what I have to and limit my capabilities to show them things and lessons useful for their lives, I want every child that goes to my classroom, leave it at the end of the year with instructions or lessons that make them better persons. Additionally, think that it’s important to have a good balance between discipline and kindness with students, it’s important to have a good relationship with the students because in that way is easier to communicate with them; if they have any problems or trouble learning a lesson or something in the content, if they have a good communication and relationship with you, it will be easier for them to tell you about what is causing them trouble. In some cases, when the educator is strong and teaches with hard discipline, the students tend to evade them and

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: