My Personal Philosophy of Education :: Philosophy of Teaching Statement

Philosophy Teachers have been a part of my demeanor for as far back as I can remember. diverse individuals have shown me so much in a variety of capacities some(prenominal) worked in a classroom, some coached me outside of it, and some individuals have only when been a model for how to live a rich life. I call up them all teachers. My decision to become a teacher is founded in the estimation that it is one of the most direct ways to influence young people. I believe that school-age childs do account upon teachers as role models, sometimes veritable(a) as they pledge dislike for teachers to their classmates. I have already been running(a) with youth of various ages for several years in the capacity as a tennis coach. I thoroughly enjoy participating in the development of each students quest to improve. One of the illumination moments of the job is when a student has successfully attained a scientific discipline that has been difficult for them. Instantl y they understand that effort and intellect have have to bring them success, a model they can follow far beyond the court. That experience is something that I intend to bring to a classroom and a school system in general, combining the personal growth of a student with the ability to improve ones grasp of base matter. For a student to achieve genuine personal growth is non always a simple process, nor is it for any individual, including myself. It is one that I suffer will be more difficult when I am not dealing with a student alone or in a small group but with a class of twenty or more students. It is important to both challenge the actively involved student and to draw in the shy or disinterested one. Especially as an English teacher, I feel that it is important to make myself relatable to students early in the year. That being said, it is also important to establish a certain taproom of expectation right away. This is a delicate balance as students who look a t a teacher (particularly a young one) too personally are likely to attempt to take advantage of the bond. Meanwhile, students are abandoned very little incentive to work hard when the teacher comes across as uncaring or highly authoritarian.