My Philosophy of Teaching

MY PHILOSOPHY OF TEACHING

Education is a lifelong process with no true beginning or end. Education includes

experience, environment, socialization and communication. Education feeds natural

curiosity and enhances creativity. These thoughts begin my philosophy of education.

John Dewey believed that "all genuine education comes through experience." I agree

that education does not begin and end in a classroom. The extent of education we receive

is the sum of experience we allow ourselves to be exposed to. I believe that an educated

person knows that he/she doesn't know everything, that we in fact know very little and

there are always more questions to be answered. This is what I think the attitude of an

effective teacher should be. An effective teacher knows the value of questions and

exploration. The question is as relevant as the answer. Getting to the answer is the

journey. This is how learning begins, with a question.

Children generally enter the classroom ready to learn, especially in the primary

grades. It is the responsibility of the teacher to motivate and enhance that desire to learn

by the classroom environment that he/she creates. A teacher is educated in methodology

and technique to pass on knowledge, but is that enough? Is there more to the profession

than simply passing on what we know and present it how we've been taught? If this is

the case, then teaching is a job where we are more concerned with how the students

reflect our own performance rather than the progress of our students.

An effective teacher teaches from the inside out. A teacher has strong convictions

about what is taught and to who is learning what is taught. A teacher is a model for

learning. We set the example of what we expect from our students. We need the ability

to communicate at their level of understanding and be consistent in our own behavior and

tolerance. If a classroom rule states a particular behavior receives a certain consequence,

then we need to follow through. The same goes with positive behavior, and being

consistent with feedback. A teacher's strong moral behavior and belief system is

reflected in consistency and confidence in classroom management.

Where do these beliefs come from? They come from a keen self-awareness. This

awareness comes from the courage to ask oneself key questions. Who am I? Where have

I been? Am I the right person to lead this classroom? The strength of a teacher comes

from the exploration of getting to know the answer to questions such as these, even if the

answers aren't the ones we'd like to put with them. Are only the good past experiences

positive reflections of who we are? It's not the experience or mistake we made, it is what

we've done to recover, develop our inner strength, and to see it as knowledge gained. It

is the ability to turn those negatives into positives by transforming our past pain and

imperfections to create empathy and understanding to those experiencing something

similar, with the awareness of how to respond to it. These experiences can be thought of

a piece of the educational process. This