MY PERSONAL PHILOSOPHY OF TEACHING STATEMENT 6
MyPersonal Philosophy of Teaching Statement
I believe that being a teacher for children aged five years through12 years I have the responsibility of offering these kids withpositive learning behavior. For every child that I teach, I believethat the child would become a great person in the future. I focus onensuring that all the children that I teach can live a meaningfullife now and in the times to come because I mold them to becomeresponsible individuals. I am a teacher because I desire to changethe world having the zeal to change the world, I believe teachingthe young individuals is where I would have the greatest impactbecause young individuals have the potential of being moldedaccordingly, and prepare them for the future responsibilities ofmaking the society a better place to live in (Loase, 2011). I desiremy learners to have an understanding that in the professional worldthat they will inhabit, a school cannot be avoided as it plays acritical role in transforming individuals and making them better(Bryk & Schneider, 2002). I desire my learners to know thatpersonal values are of immense importance in making the leaders thatthe society deserves.
Ihold a strong principle that every child is a special individual whodeserves a caring, secure, as well as stimulating atmosphere, wheregrowth and maturity intellectually, socially, emotionally, andphysically are supported. It is my desire, as a teacher, to assistlearners to accomplish their full potential in these areas throughproviding an environment that supports taking risks, is safe, andallows sharing of ideas. I support the philosophy of L.S. Vygotskythat learning is a socially constructed process (Derry, 2013). Thus,I believe that my learners need to collaborate with each other, andwith me, in gaining expertise concerning the act of teaching. Iusually encourage my students to take an active role in sharing witheach other what they discover or learn. I believe in teaching thelearners in full that is, the affective, cognitive, as well asbehavioral dimensions of an individual.
Childrenare usually motivated when they learn together and from each othertherefore, the philosophy that I support motivates students to learn.Also, through the philosophy, learners collaborate with each other,and this makes the learning of new ideas a fast process. Also,through collaborating with each other, students are in a position tocreate a strong bond with each other, despite their culturalbackgrounds. Thus, this philosophy supports diversity. Furthermore,as students collaborate with each other, they have the ability toengage with each other more. This makes the learning process easierbecause ideas can be easily shared among the learners.
AlthoughI desire to have my students know many things, I let them understandthat I cannot be a solution to everything that they want to know.This implies that I usually encourage my learners to go beyond what Iknow so as to acquire more knowledge. Thus, every student is notexpected to rely fully on my knowledge alone, but they are encouragedto learn on their own so as to add to what I know and have providedto them. Therefore, giving learners assignments, which they need tocomplete by their own, as part of the learning process, is animportant aspect that I use in teaching. Also, in my classes, I valuediscussions where learners are organized into various groups thishelps in ensuring that learners get to learn what they do not knowfrom each other (McCann, 2006). Also, from the discussion groups thatthe learners form, diversity is highly encouraged since students workas one team. Apart from using discussion groups in class, I value theuse of continuous assessments in class this helps the learners tohave a constant reminder of the things that they learn.
Emanatingfrom the benefits that technology has in education such asfacilitating the learning process by allowing quick learning, andmotivating learners, I integrate the use of technology in thelearning process. Technology is a significant part of my work since,as an instructional tool, it helps in bringing up contradictions forteachers concerning their ideas of what it means to learn and teachin the information age (Johnson et al., 1997). Also, through the useof technology, I am in a position to handle teaching problems withease. For instance, I use the internet in searching for newdevelopments in the area of teaching.
Asa teacher, I have the responsibility of ensuring that every learnerhas an open environment which supports the learning, as well assharing of ideas. This is critical in ensuring that learners get thebest out of learning and become better individuals in society. Mygoal as a teacher is to provide every learner with a safe and caringenvironment, which offers an opportunity to express ideas, and shareknowledge. I believe in forming close relationships with the learnersin an attempt to provide a collaborative learning environment.
Bryk,A. S., & Schneider, B. L. (2002). Trustin schools: A core resource for improvement.New York: Russell Sage Foundation.
Derry,J. (2013). Vygotskyphilosophy and education.Hoboken: Wiley.
Johnson,D. L. M., Maddux, C. D., & Liu, L. (1997). Usingtechnology in the classroom.New York: Haworth Press.
Loase,J. (2011). TheSigfluence Generation.Cork: Publish on Demand Global LLC.
McCann,T. M. (2006). Talkingin class: Using discussion to enhance teaching and learning.Urbana, Ill: National Council of Teachers of English.