philosophy

My Teaching Philosophy

My Teaching Philosophy

Teaching is an art that requires patience, understanding, adaptability and excellent communication skills. My goal as a teacher is to encourage and nurture the entire learning life of the student. Becoming a teacher offers a method for being and of being entire, provides reason and guidance alongside an ethical establishing (Bullough, 2019). I hope to encourage students to be creative and willing to explore their abilities through classroom discussions, practical activities, and humor. I want the students to feel free to ask questions and engage with me. I am committed to assessing the comfort and engagement of students regularly to determine their material mastery. My personal philosophy of teaching is to provide an environment that is conducive to learning, that will enable my students to express themselves freely. Even though understanding the regular concepts is important for my students, I also ensure that I help them to develop other skill such as being confident and resilient. I recognize and praise student for their critical thinking, creativity, curiosity, efforts, and mastery of materials. I strive to foster critical thinking skills among students. I create an environment where I am committed to help them see their value, analyze situations and information, as well as solve problems effectively.

I ensure that I lead by example and strive to first improve my skills as an educator so that I can meet the needs of students and develop them adequately. My role as a teacher is not to provide answers to students but encourage them to also ask important questions. I focus on establishing a good rapport with them so that they can trust me. I also model their behavior so that they can become good communicators and develop a genuine interest in understanding different perspectives. I strive to be role model so that I can encourage my students to go beyond standardized assessment but also created a sense of capability and leadership in students so that they can add value in the community.

I consider the classroom to be a living community. The activities taking place in the classrooms are influenced by the students, teachers, and principal. All stakeholders must contribute adequately to maintain a positive learning atmosphere. In the class, everyone contributes as student, thinker, and teacher. As the students learn from me, I also learn from them. To achieve this, I emphasize on the philosophy of incorporate regular feedbacks from them. For example, I use regular evaluation of the concept they learn in class. During mid-term and end of semester, I require them to write their reflection about the goals covered in the course and how they can apply them in real life situation. The feedback on application of the concept learnt helps me to determine if we are in the right track towards achieving the desired goal. Evaluation also helps me to develop insightful understanding of the thing that work in class and what I should improve on so that I can capture their unique capabilities and needs.

I consider all students to be individuals with unique capability that determine their suitable learning methods. I apply multiple teaching methods including linguistic, auditory, visual, and kinesthetic so that I can reach all student and ensure none of them is left behind. I create an atmosphere that is welcoming and accessible to all students despite their diversity. I ensure that they are comfortable to come to class and they understand how they should use the learning resources provided. I ensure that I explain to them how they will use the materials. In case a class has students with special needs, I also plan how I will achieve their inclusion in the learning curriculum. I believe that a classroom should be interesting and decorated usefully with creative work of students, bulleting any interesting information about the topics being studied. I also ensure that the classroom is neat and organized to create a conducive environment for learning.

To accomplish this, I present information in a compelling manner through interactive teaching and experiential learning opportunities. I also strive to bring the real-world situation into the learning process to promote professionalism in the field. During the first class in a semester, I inform students that my expectations is to see them take active role in the process of learning by asking questions and learning beyond the materials provided in class. I also encourage students by giving them bonus points for their class participation, identifying students who provide creative ideas and ask questions. At the end of the semester, I required the students to present a problem and provide suitable solutions. These activities help students to enhance their self-directed research and promote their ability into formats that are understood by other students. I also provide them with traditional examination at the end of the semester to assess their content mastery. Some of the questions in the exam also test their ability to think beyond what they learn and apply those concepts in real life situations.

In my conclusion, I must dedicate my life to learning and make significant contribution to the student and colleagues in the education field. My teaching philosophy is developed through what I have learned and experienced in this career. I believe that this philosophy will change with time as I continue to learn and experiencing more in teaching filed. I am excited about the opportunities teaching has in future whereby I will learn through interaction with others, encounter problems and solve them to become better in this profession. As of late I have thought that it is valuable to think as far as getting our practices to make up for lost time to what we say and compose, and to get up to speed to what we say we understand to be true with respect to instructing and learning. It is likewise an issue of figuring out how to make our convictions impact our practices, perceiving meanwhile that the focal matter is 'paying attention to our practices'— realizing what words mean when we express them in our activities, and learning how thoughts deal with individuals we are instructing (Russell and Loughran, 1997).

References

Robert V. Bullough Jr. (2019). Essays on Teaching Education and the Inner Drama of Teaching : Where Troubles Meet Issues: Vol. First edition. Emerald Publishing Limited.

Tom Russell, & John Loughran. (1997). Teaching About Teaching : Purpose, Passion and Pedagogy in Teacher Education. Routledge.