My Philosophy of Education As An Aspiring Teacher

My Philosophy of Education as an Aspiring
Teacher
Why I Teach:
My philosophy has been manifesting itself, and growing over years of

exposure in the public and private school atmosphere, experience in the
business world, and by personal events that have impacted my own
academic strengths and weaknesses. I believe that you are called to teach. I
began my love for teaching, and entered college do so. After putting aside
education for a lucrative business venture soon after, I soon realized that
you cannot run from your true motivation and passion. Every promotion or
any advancement that I made landed me in the role of a teacher, trainer, or
motivator. I loved my calling and being able to open doors for people.
Education is the mastery of knowledge, and the mastery of knowledge is
the key to success. Success is first being able to envision goals and where
life can take you, and then achieving those goals through the skills and
ladders that you have climbed through education. My call into teaching,
and drive for knowledge was sparked and was only strengthened by my
environment as I grew up traveling the world as a Military Dependent. I
know what its like to not be able to relay something to someone, or to have
a language barrier. Academics is much like that to many students. They
cant speak the language and become frustrated, scared, and lack self-
confidence in academic endeavors. Many times it takes a teacher, a special
teacher, to show a student how to use their knowledge as a key to unlock
the door and peer out into vast world of adventures that an education can
provide. I realized that I could not deny my desire and joy in being a
teacher. You become driven to be in the classroom, and to be successful at
it. Achievement in delivering your own knowledge successfully to the future
is reward without boundaries.
Whom, How, and What I Teach:
I believe that children learn best when they are engaged and
motivated to learn. Each child has their own love language, and is
motivated in different ways. I strive to decipher and decode each students
language to cater content and lesson delivery to them. Children learn best
when they are allowed to be children, and play, children of all ages. A
teachers enthusiasm and passion are apparent in his/her lessons and most
importantly in her delivery of them. I also believe as Ron Clark of Ron Clark
Academy in Atlanta, GA states in his book The Excellent 11, that you have
to have compassion with that passion. In his closing, Ron Clark states that
Of all the wonderful qualitiesno word better personifies a teacher than
the word passion. Passion is why teachers teach Incorporating the other
principles outlined in his Excellent 11; adventure, creativity, reflection,
balance, confidence, humor, common sense, appreciation, and resilience
help to provide the most engaging lessons for student mastery, and puts an
end to Molasses Classes as Clark also speaks to. Therefore, I will maintain
a set of fundamental principles: 1. My attitude is respectful of students and
their learning; 2. My classroom and my lessons are inclusive and cater to
the diverse nature of students; 3. I use different passionate teaching
techniques and assessments adapted to a variety of learning styles; 4. My
classes are conducted in a relaxed and safe atmosphere to encourage
learning; 5. My lessons are creative yet challenging, oriented towards
preparing students to gain problem-solving expertise and think creatively
and critically; 6. I am committed to the community, offering students real-
world experiences by placing them where they can meet and work with
local entities; and 7. I use up to date and appropriate technology relevant to
students lives and lessons.
I believe in clarity, and a passionate active approach to teaching for
mastery. I desire to place learners in the position to love learning, not to
love my lessons. An unknown author once said: A Teachers purpose is not
to create students in his own image, but to develop students who can
create their own image. To supply this to my learners, I offer vigor and
creativity. I plan to achieve this goal by keeping lessons biological. I mean
that they need to be active, engaging, and breathing. Like fire, its alive, its
a light. I want my students to be on fire. I want my lessons to be bright and
engaging, so that my learners are drawn to them like a moth to a flame. I
aim to accomplish this by being proactive with and about technology, hands
on learning, chanting, and integrating liberal arts whenever possible. My
goal is to always be striving for new techniques and strategies to engage
even the most challenging behaviors. Success can be measured in my
ability to teach students how to communicate and apply their knowledge in
the classroom, but also outside of the classroom and school environment. I
believe in formative assessment and monitoring much more so than
rigorous testing. I believe that as an engaged teacher and educator, you
can assess your students through observation and review, testing only at
the point you as a teacher feel confident in mastery of a skill. I believe that
you pay close attention to your learners and their abilities, and then cater
curriculum to their needs. My philosophy of teaching dictates that students
are entitled to quality instruction, in an active and stimulating environment.
Textbooks are an abstract way of learning, and I want to provide engaging
kinesthetic and multi-sensory opportunities in each and every lesson to aid
in a students retention and comprehension of the content. I want to teach
to the student, not at the student. Catering lessons by ability in small group
settings is a strategy that I love. You can manipulate the groups to meet
many desired objectives; either for teacher instruction to learners of the
same skill level, or scaffold so that more advanced learners and struggling
learners can benefit from each other. I also believe that students are the
best motivators for each other. I want to foster independence and hands on
learning, promoting social and team work skills.
Where I Teach:
My desire is to be able to teach across the K-12 landscape. I have a

passion for all ages, and feel as though I would enjoy teaching in many
different scenarios, employing many different strategies. I also want to be a
motivator for fellow teachers and educators. Teaching is hard. Teaching is
rewarding, but more rewarding with a healthy motivated team across the
school and district. I want to accomplish this by being positive in the
classroom and delivering results with my students. My methods may be silly
or unconventional at times. However as Albert Einstein once said The
woman who follows the crowd will usually go no further than the crowd. The
woman who walks alone is likely to find herself in places no one has ever
been before. My aim is to challenge students and peers alike to be
ingenuitive, creative, and passionate.
Students and educators should be community and globally involved
and at the least locally and globally aware. As a dependent of an army
officer, I had the opportunity to travel. This offered me a global education,
but it is more the norm for students to not have this advantage. I am a fan
of having sister schools and pen pals for students to correspond with. It is
also imperative to incorporate current event content into curriculum and
instruction. I use current events and technology across the curriculum.
There are virtual experiences and online classroom to classroom
experiences that can be tapped into as well. I am committed to being
partners with the community, offering students real world experiences
through collaboration with local businesses, non-profits, other grade levels,
and the outside world in general.
Finally, as teaching is a process, not merely an activity, my teaching
philosophy offers an invaluable reflective view on how to strive for
instructional improvement. This means open, consistent, relevant, and
timely communication from teacher to student, teacher to parents, teacher
to colleagues, and teacher to administration. I will implement a class
newsletter, always being sure to highlight and include students and their
achievements. I also feel that it is imperative that the teacher takes on an
active role in documenting and reporting student progress on a frequent
basis to parents and any administrators or school personnel involved in
their success and learning process. I feel it is crucial to use a rubric or
system to evaluate and corroborate with students on their behaviors,
successes, and in areas that they need to improve. All in all, the purpose of
an education is to mold our students into productive citizens of the future.
Students all come from diverse backgrounds, diverse environments, and
with diverse and unique perspectives. It is their teaching that grows our
knowledge, and is the key to our educational growth. We just have to listen
and share our passion.
_____________________________________________________________________________
_
Clark, Ron. The Excellent 11: Qualities Teachers and Parents Use to
Motivate, Inspire, and Educate Children. First edition. Hyperion,
2004.

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My Philosophy of Education As An Aspiring Teacher

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My Philosophy of Education as an Aspiring

My philosophy has been manifesting itself, and growing over years of

Whom, How, and What I Teach:

My desire is to be able to teach across the K-12 landscape. I have a

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