Teaching Philosophy Statement Essay

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    My Philosophy Introduction “The statement of teaching philosophy (also called the teaching statement or teaching philosophy statement) promotes reflective practice by encouraging instructors to describe their teaching methods, to justify why they use those methods, to analyze the effectiveness of those methods, and to consider how they might appropriately modify those methods in future courses.” (Schönwetter et al., 2002) Stake holder motivation, engagement, cognitive associations, and personal

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    this teacher interview activity, I am beyond excited to become a teacher. I feel this way not only because Heather strongly agrees that teaching is an optimal choice of a young person today but due to the passion she possesses for her job. As Heather described her classroom and what it is like to spend all day with children, I just cannot wait until I am teaching. Children have this undeniable excitement about them; everyday is a good day, as they do not have a care in the world. I hope this positive

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    Statement of Teaching Philosophy 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

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    Statement of Teaching Philosophy Michael Robb, Ph.D. January 2015 Undergraduates in introductory psychology courses are often fascinated by the unique experiments and observations that reveal insights into human nature. It can be challenging, but also more rewarding, to help students understand the theories that try to make sense out of research. However, when students are able to understand psychological and educational theory, they are better able to construct the story of the human experience

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    Statement 1 Why did I want to become a teacher 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

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    They have to love teaching children. Far too many times have I heard of people not enjoying their jobs. This should not be the case for an educator. The people who are passionate about teaching are the ones who are going to get through to the children. From personal experience, I have had some passionate teachers. Their love for their job just radiates from them and it makes the students eager to learn.

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    (quoted in Danielson). My instructional goal is to explain, display, AND inspire, and my teaching style would combine structure with flexibility. Relationships with students matter as do active learning and engagement. It’s crucial to promote thinking skills. I plan to urge my students to challenge me and challenge each other, in a respectful way. Why? Because I don’t want them to just learn what I am teaching them. I want them to consider what they are learning, ask questions, and challenge things

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    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

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    growth and job skills and improving one’s job performance in order to contribute to outstanding educational results for students. Ongoing professional development is important to teachers because it makes teachers better at their jobs. To renew a teaching license, teachers have to complete an Individual Professional Development Plan (IPDP) every five years. A Local Professional Development Committee (LPDC), which is a group of teachers and administrators that oversee the licensure process for teachers

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    day. When I sit down to create a lesson plan, I try not to just rely on the provided materials that a school provides. Generally, teachers are given a textbook, a workbook, and a teacher’s toolbox that has aids that can assist them when teaching.

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