Teaching Philosophy Statement Example For Students

Teaching Philosophy Statement Teaching is a profession which allows one to influence many lives. It is because of this opportunity to touch lives that I have decided to enter the teaching profession. I understand that the benefits of this profession are mostly intrinsic as opposed to extrinsic, yet the thought of inspiring students to learn drives me closer to the teaching profession. Monetary gain from a certain profession is minimal compared to the feeling that at the end of the day you have touched someone’s life. To summarize, the reason that I am entering the teaching profession, is my conviction to touch lives. Full of life and well lit will be two ways of describing my classroom. Nothing is more depressing than working in a dimly lit room. I hope to fill the walls with a few bulletin boards and yet not make the room look crowded and cluttered. The clock will be placed at the front of the room so the students will be able to pace themselves and see it clearly. I will seat in a traditional manor but allow the students to sit were they like. Once in the classroom, I feel my teaching style will lean toward that of a traditionalist. If one was to ask any college instructor in America to compare the high school graduate of today with the graduate of twenty years ago, they would almost always reply, â€Å" The student twenty years ago was more equipped for college than the student of today.† Upon further exploration, I found that many college level math courses were taught in the eighth and ninth grades in the early seventies. What does this have to do with me being a traditionalist you ask? America has left behind many of the great principles of education which made this nation great. In general our society is struggling from a lack of absolutes values. Examples like the teaching of Ebonics in California and the lack of standards in education today reveal a weak backbone of many school boards today. I will at the beginning of each year lay out the rules very clearly. In my experience at a private school, students, when they know what is expected of them, will thrive under these kinds of strict guidelines. Be firm and be absolute yet show compassion to each student and success will be eminent. While I will adopt many of the views of a traditionalist, I also will be eclectic in many areas of the teaching process. I would like to implement positive discipline approaches for minor offences, assuming the position of a progressive teacher. Regarding minor offenses, such as throwing paper or talking out of turn, I would hesitate before using the office. I feel that involving the office in every violation would lead to the child becoming somewhat immune to the office. Also the idea of allowing stdents to assist in problem solving as opposed to straight plain lectures all the time wold seem beneficial to me. In this aspect my teaching style would lean toward more of afacilitating style. I wholly support standardized testing in the educational process. While understanding that many teachers feel limited in having a restricted curriculum, I think standards are the only real way of checking progress of students at different stages of development. It is a known fact that we have a certain percentage of high school kids who can not read, write, or articulate themselves in a manner that would be acceptable for their age. The opposition to standards is that some kids do not test well and that the curriculum is somewhat limited. Realizing the validity of this point, I still argue a student should not proceed academically until he or she has mastered a particular concept. Standards is a proven way to catch the child who needs extra help or has not mastered the concept. .u11f7fa1fdf7686062b1a0c0b59ee0028 , .u11f7fa1fdf7686062b1a0c0b59ee0028 .postImageUrl , .u11f7fa1fdf7686062b1a0c0b59ee0028 .centered-text-area { min-height: 80px; position: relative; } .u11f7fa1fdf7686062b1a0c0b59ee0028 , .u11f7fa1fdf7686062b1a0c0b59ee0028:hover , .u11f7fa1fdf7686062b1a0c0b59ee0028:visited , .u11f7fa1fdf7686062b1a0c0b59ee0028:active { border:0!important; } .u11f7fa1fdf7686062b1a0c0b59ee0028 .clearfix:after { content: ""; display: table; clear: both; } .u11f7fa1fdf7686062b1a0c0b59ee0028 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u11f7fa1fdf7686062b1a0c0b59ee0028:active , .u11f7fa1fdf7686062b1a0c0b59ee0028:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u11f7fa1fdf7686062b1a0c0b59ee0028 .centered-text-area { width: 100%; position: relative ; } .u11f7fa1fdf7686062b1a0c0b59ee0028 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u11f7fa1fdf7686062b1a0c0b59ee0028 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u11f7fa1fdf7686062b1a0c0b59ee0028 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u11f7fa1fdf7686062b1a0c0b59ee0028:hover .ctaButton { background-color: #34495E!important; } .u11f7fa1fdf7686062b1a0c0b59ee0028 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u11f7fa1fdf7686062b1a0c0b59ee0028 .u11f7fa1fdf7686062b1a0c0b59ee0028-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u11f7fa1fdf7686062b1a0c0b59ee0028:after { content: ""; display: block; clear: both; } READ: Comparing Billy Liar with Chicago EssayWhen I enter the teaching profession I will be apt to join a union, but not apt to hide behind the union to keep my job. In essence, I do not want any trail lawyer keeping me employed when I have lost the desire to do my job. I can remember the few bad teachers I had throughout school and the negative impact they had on the learning process. Ms. Jane Doe (who was so old that she allowed everyone to turn in the same essay paper) and Mr. Doe (who had the students write the definitions at the end of every social studies chapter while he tracked his favorite hobbies) had a traumatic effect on hundreds of students who passed through the sc hool system. They didn’t want to be there and yet no one could run them off because of seniority or fear of being sued. Why were these people in the profession? By teaching with passion and fire, I hope to inspire students to learn and be successful. In conclusion, teaching should be a passion to impart knowledge. My goal would be to give knowledge to my students and every day learn something from them. I’m not going in for fame or prestige but rather I am here for the love of knowledge and the tremendous reward of imparting that knowledge to others. When my student walks out of my classroom I pray that I change the way they view the world. My goal would be that each one feels my desire to enlighten them academically. Knowing that there are thousands of teachers out there doing there best in the struggle to educate, I still feel the urge to out and be the best I can be. Many of the oldtimers say, â€Å"Just wait until you get in the classroom with a bunch of thirteen year olds cussing and carrying on and whose parents don’t give a @!$#% and then we’ll see what’ll happen.† My reply to this is simply, â€Å"We’ll see, we’ll see.† So in every seminar I will attend or in every s taff meeting I am part of, I will be a continual learner. I will be faithful and do what I love.Teach! Teaching with fire! Teaching with passion! Teaching with compassion! I want to be a teacher.