"I cannot teach anybody anything, I can only make them think." - Socrates
Philosophy of Teaching
As a young professional working within the field of education, I have over time and in corroboration with my own experiences developed a personal philosophy toward teaching. More specifically, my philosophy of teaching pertains to social studies. This philosophy permeates every aspect of my professional practice.
My goal as an educator is to prepare students to reach their full potential by becoming responsible citizens, informed consumers, and global thinkers. I believe firmly that learning is experiential – not a passive noun, but an active noun that involves deep and genuine student engagement. Student learning involves not only knowing but also applying concepts and procedures in their daily lives. It is through this practical application that it becomes evident that students have understood the principles that underpin historical trends. It is not enough to merely tell students about the rise and fall of empires, but ask students to recognize the characteristics that indicate a healthy political economy, and also recognize those characteristics that would indicate a declining one. I want students to develop historical thinking skills, such as identifying patterns, questioning sources, and corroborating multiple resources. In addition, I wish to foster an investigative spirit among my students that will continue to serve them through high school and beyond. Not only do I want students to know what has happened in the past, but I want students to be able to link the past to modernity by recognizing how it affects the world we live in today.
Despite finding my niche in study of history, I believe that ALL learning is valuable. In my role as a teacher, it is my work to provide as many opportunities and avenues for learning as I can. The types of learning I wish to foster in my classroom are development of critical and analytical thinking skills and recognition of cause and effect relationships – skills that are transferable across academic curricula and provide a foundation for lifelong learning. Within the classroom, I want to create a stable, warm environment that serves each type of learner who enters. It is to be a place of collaboration and respect, where fear of failure is nonexistent. I believe each so-called failure is only an opportunity for improvement. I will measure effort and improvement as much as mastery of the material. In grading, I believe progress is importance to measure – not simply achievement. Achievement is the ultimate goal, however, the journey towards mastery mandates feedback along the way. Classroom lessons will be filled with creative and interactive discussions, student-led small-group discussions, leveraged technological resources, and many formative assessments. I believe that formative assessments are among the most useful type in assisting me to become a more effective practitioner. I will provide multiple opportunities for students to give me feedback on their learning and my teaching through a variety of surveys and informal discussions. I believe in the importance of establishing classroom routines and consistency to ensure students are aware of my expectations.
I wish to connect with my students in a positive, supportive way by being a stable role model of poise, intellect, creativity, and wit. I wish to establish a supportive but firm classroom management style that maximizes learning opportunities for all students. I believe it is essential to hold students to unfaltering high expectations. I wish to inspire my students to crave learning. Not only do I have high expectations for my students, but I am also committed to becoming an excellent, influential, and effective professional. I want to continually improve my practice, and never be complacent with my current skill set. I believe in the timeless axiom ever to excel. I wish to apply this principle within my classroom as a standard not only for students, but also for myself.
As a young professional working within the field of education, I have over time and in corroboration with my own experiences developed a personal philosophy toward teaching. More specifically, my philosophy of teaching pertains to social studies. This philosophy permeates every aspect of my professional practice.
My goal as an educator is to prepare students to reach their full potential by becoming responsible citizens, informed consumers, and global thinkers. I believe firmly that learning is experiential – not a passive noun, but an active noun that involves deep and genuine student engagement. Student learning involves not only knowing but also applying concepts and procedures in their daily lives. It is through this practical application that it becomes evident that students have understood the principles that underpin historical trends. It is not enough to merely tell students about the rise and fall of empires, but ask students to recognize the characteristics that indicate a healthy political economy, and also recognize those characteristics that would indicate a declining one. I want students to develop historical thinking skills, such as identifying patterns, questioning sources, and corroborating multiple resources. In addition, I wish to foster an investigative spirit among my students that will continue to serve them through high school and beyond. Not only do I want students to know what has happened in the past, but I want students to be able to link the past to modernity by recognizing how it affects the world we live in today.
Despite finding my niche in study of history, I believe that ALL learning is valuable. In my role as a teacher, it is my work to provide as many opportunities and avenues for learning as I can. The types of learning I wish to foster in my classroom are development of critical and analytical thinking skills and recognition of cause and effect relationships – skills that are transferable across academic curricula and provide a foundation for lifelong learning. Within the classroom, I want to create a stable, warm environment that serves each type of learner who enters. It is to be a place of collaboration and respect, where fear of failure is nonexistent. I believe each so-called failure is only an opportunity for improvement. I will measure effort and improvement as much as mastery of the material. In grading, I believe progress is importance to measure – not simply achievement. Achievement is the ultimate goal, however, the journey towards mastery mandates feedback along the way. Classroom lessons will be filled with creative and interactive discussions, student-led small-group discussions, leveraged technological resources, and many formative assessments. I believe that formative assessments are among the most useful type in assisting me to become a more effective practitioner. I will provide multiple opportunities for students to give me feedback on their learning and my teaching through a variety of surveys and informal discussions. I believe in the importance of establishing classroom routines and consistency to ensure students are aware of my expectations.
I wish to connect with my students in a positive, supportive way by being a stable role model of poise, intellect, creativity, and wit. I wish to establish a supportive but firm classroom management style that maximizes learning opportunities for all students. I believe it is essential to hold students to unfaltering high expectations. I wish to inspire my students to crave learning. Not only do I have high expectations for my students, but I am also committed to becoming an excellent, influential, and effective professional. I want to continually improve my practice, and never be complacent with my current skill set. I believe in the timeless axiom ever to excel. I wish to apply this principle within my classroom as a standard not only for students, but also for myself.