Nursing and Community (Due 24 hours)

My Philosophy of Teaching

Every child is unique in his or her way. I believe that they require an environment that is secure, caring, and a motivating atmosphere where they can grow and develop emotionally, physically, intellectually, and socially. As an educator, I desire to help my students achieve their maximum potential in the areas I have mentioned by giving them a safe environment. This environment supports taking risks and encourages idea-sharing. I believe five components are favorable to creating such an atmosphere for learning. They include acting as a guide, allowing the inherent curiosity of a student to guide his or her education. The third is that I must enable my students to have access to practical activities, including technology in the school days, and encourage respect for everything.

Since every child is unique, I believe they have something extraordinary to convey to their education. I believe my responsibility is to help my students express themselves and acknowledge themselves for who they are, and accept how others are different (Kimber, 2016). Moreover, since each classroom has a unique group of students, I am confident that it is my responsibility to help every child develop their potential and learning styles. I am supposed to create a teaching curriculum that should include every distinct learning style and make the subject relevant to my students' lives. I believe that if I include practical learning, collaborative learning, theme, projects, and personal work that involve and stimulate student learning.

I believe that every teacher is ethically obliged to go in a classroom with only the maximum expectations for every student. Hence, the teacher makes the best of the positive gains that come naturally accompanied by any self-rewarding prophecy. Having dedication, hard work, and perseverance, a teacher helps their students rise to the occasion (Ahmad, 2017). My primary aim is to convey an open mind, a confident attitude, and maximum expectations to my students every day. I believe that I am indebted to my students and society to effect diligence, reliability, and friendliness to my profession in the expectation that I can inspire and encourage such personalities in the students as well in the long run.

I also believe that a classroom environment should be secure and a community that cares, where students have the freedom to speak out their minds, thrive and grow. Every teacher must utilize strategies to ensure that the classroom environment flourishes and instills problem-solving skills (Kimber, 2016). I consider that teaching is a learning process where a teacher can learn from the students and vice versa, and students can also learn from other colleagues, the community, and parents. It is a lifetime process where we learn new approaches, new philosophies, and new beliefs.

A teacher's role is to guide their students by giving them access to information instead of standing-in as the primary basis for the data (Vinales, 2015). I believe that teachers must ensure that they meet the student's pursuit of knowledge as they discover how to get answers to the questions they have. For every student to fabricate knowledge, they require the opportunity to ascertain themselves and exercise skills in real situations. I believe teachers must provide students with practical classes and give them enough time and space where they can use the learning materials, which strengthens the lesson the students are studying to create an opportunity for the students to discover and construct their knowledge.

Similarly, vital to self-discovery is getting the opportunity to learn things that are meaningful and critical for an individual's life and interests (Ahmad, 2017). Regarding the development of a teaching curriculum, I believe that creating a teaching curriculum in the area of student’s interest nurtures intrinsic inspiration and stimulates the desire to learn. One method I can take learning in a path that is relevant to students' interests is to encourage student exchange of ideas regarding the units and lessons they are studying.

When teachers allow their students to participate in the classroom, they can generate their ideas and establish goals, which sets many fun activities than I, as a teacher, could have established or imagined (Vinales, 2015). I believe that when students are given the proprietorship in the curriculum, they become motivated to put more effort into their studies and master the proficiencies essential to achieve their goals.

I also believe that as a teacher, it is vital to help students develop profound love and respect for themselves, their environment, and others, which can only happen through an unrestricted sharing of philosophies and a sensible attitude to discipline. Every teacher should create a conducive environment where every student can express themselves, and they can use the classroom meetings to provide students with the opportunity for dialogue (Kimber, 2016). Even though students respect their teachers, lessons, and peers so much, I believe that they can be taught to have self-respect. Also, respect for their environment and respect for others by establishing fair and reliable rules and declaring each activity's essence. This shows that the teacher shows the students respect for their time and presence within the classroom environment.

In conclusion, I believe that teaching offers students a chance for constant growth and learning. One day as a teacher, I hope to impart the love of studying in my students as I share my hunger for learning with them. I believe there is a necessity for compassionate, resilient, and devoted people who are enthusiastic about working with children.

References

Ahmad, C. N. C., Shaharim, S. A., & Abdullah, M. F. N. L. (2017). Teacher-student interactions,

Learning commitment, learning environment, and their relationship with student learning comfort. Journal of Turkish Science Education, 14(1), 57-72.

Kember, D. (2016). Motivating Students through Teaching and Learning. In Understanding the

Nature of Motivation and Motivating Students through Teaching and Learning in Higher Education (pp. 79-97). Springer, Singapore.

Vinales, J. J. (2015). The learning environment and learning styles: a guide for mentors. British

Journal of Nursing, 24(8), 454-457.