Teaching Philosophy
As a teacher, I aim to create an atmosphere that encourages curiosity and sheer determination. My classroom is a place where students feel important, respected, cared for and believed in. I am a teacher who makes it possible for her students to reach their full potential, ask questions, learn from their mistakes, give and receive feedback, create and try their best.
In order to address a wide range of skills and abilities in your classroom, a teacher must first understand that each student has a unique experience in the classroom. I strive to create student-centered classrooms, where students become united and empowered, playing a larger role in each day’s events, decisions and responsibilities. I impart this type of learning by working with individuals, recognizing their goals and values and creating opportunities for them to suggest topics of interest, or different approaches to learning. I believe that this type of classroom sparks critical thinking, as students create suggestions rather than becoming constant receivers of instruction.
Creating lesson plans and modifying assignments based on students’ skill levels and needs is necessary to do in order for students to achieve. It’s only fair that teachers implement different teaching styles into their lessons to cater to all students needs. When creating and designing lessons or projects, teachers must be aware of their students interests and activities in order to obtain a greater level of motivation. By creating activities that students find interesting, it is more likely that the students stay focused and work to their utmost ability.
In holding high expectations for students, we demonstrate our confidence in their ability to achieve their goals. While the expectations for my students remain high, my expectations for myself are even greater. In order to uphold these expectations, I have become a most reflective individual, often assessing my actions and methodology in order to improve. I try to impart this reflective behavior upon my students, as a tactic in management. If students, of any age, reflect upon their own actions in misdemeanor, they are more likely to understand the consequences and to think twice before repeating such activities. With my students I am gentle and forgiving. Thus it is out of compassion, rather than fear, that they decide to act respectfully, returning the respect that I evenly display. We create promises to ourselves, within our community, to fulfill our goals and respect one another – I have learnt over time that a student feels greater joy and aptitude for keeping their own promises and feel a larger tie to these undertakings, in order to preserve a level of self-respect.
In order to address a wide range of skills and abilities in your classroom, a teacher must first understand that each student has a unique experience in the classroom. I strive to create student-centered classrooms, where students become united and empowered, playing a larger role in each day’s events, decisions and responsibilities. I impart this type of learning by working with individuals, recognizing their goals and values and creating opportunities for them to suggest topics of interest, or different approaches to learning. I believe that this type of classroom sparks critical thinking, as students create suggestions rather than becoming constant receivers of instruction.
Creating lesson plans and modifying assignments based on students’ skill levels and needs is necessary to do in order for students to achieve. It’s only fair that teachers implement different teaching styles into their lessons to cater to all students needs. When creating and designing lessons or projects, teachers must be aware of their students interests and activities in order to obtain a greater level of motivation. By creating activities that students find interesting, it is more likely that the students stay focused and work to their utmost ability.
In holding high expectations for students, we demonstrate our confidence in their ability to achieve their goals. While the expectations for my students remain high, my expectations for myself are even greater. In order to uphold these expectations, I have become a most reflective individual, often assessing my actions and methodology in order to improve. I try to impart this reflective behavior upon my students, as a tactic in management. If students, of any age, reflect upon their own actions in misdemeanor, they are more likely to understand the consequences and to think twice before repeating such activities. With my students I am gentle and forgiving. Thus it is out of compassion, rather than fear, that they decide to act respectfully, returning the respect that I evenly display. We create promises to ourselves, within our community, to fulfill our goals and respect one another – I have learnt over time that a student feels greater joy and aptitude for keeping their own promises and feel a larger tie to these undertakings, in order to preserve a level of self-respect.