Philosophy of Teaching
“Michelangelo, the great Renaissance artist and poet, knew the value, power, and need for dreams when he wrote, “The greater danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.”
Matthew Kelly, author of The Rhythm of Life: Living Every Day with Passion and Purpose
Commitment
I believe in a profession that is frequently criticized. Seeing the need for great minds in our world, I want to be a catalyst for shaping the next generation. To teach is to instill in my students a passion for learning. I do this through facilitating learning to transform a standard person into a vibrant individual. I want to teach high school because it is a crucial time where many changes occur. Being present to my students as they discover their passions, personalities, and abilities, I will help them reach their potential by always challenging them higher. Commitment to my students will be crucial for growth in education, relationship, and skills that will enable them to be successful.
Purpose
I have a problem with the world’s definition of success. The accomplishment of one’s goals is an incomplete effort to define such a powerful word. In my classroom, success will be found in the cultivation of authenticity, trust, empathy, and knowledge. I will give my students the tools to develop these virtues through practice and repetition, which will in turn give them a sense of identity and confidence. Instilled with purpose, my students will learn more, love more, and live more. This is success.
Strengths and Weaknesses
I will use my direct access as a teacher to dive into professional relationships with my students. Creating these relationships will be one of the most important things that I do. This relationship will promote emotional and intellectual independence. They will be trusted, given the fullest respect, and free to discover their self-worth. I will learn their strengths and weaknesses. I will use their strengths to improve upon weaknesses. For example, if a student loves math, and despises art, I will incorporate math into an art lesson. This is crucial because I want my students to be well-rounded individuals.
Choice
My classroom environment will be formed and molded to what the students need at that time. I will be flexible, constantly tweaking the classroom environment to meet these needs. The students will create the class rules and designate consequences for broken boundaries. They will hold themselves accountable because of their commitment to one another. I am confident in promoting a classroom where learning is engaging, participatory, and enjoyable. I will ensure that my classroom is a safe place by addressing issues before they happen, recognizing the underlying issues behind disruptions. Following through with students will pronounce my authority as teacher and respect as a fellow learner.
Expectations
I expect myself to be...
Held to the same expectations that I ask of my students
Intentional about our purpose and the learning that takes place
Forward and honest when it is prudent
Proactive in my life-long learning
An unconditional teacher and avoid placing judgment
Open, patient, supportive, and dedicated to advocate for my students
I expect my students to…
Challenge me both with the content knowledge and as a person.
Have rough days
Be human with their own struggles, and sufferings
Learn how to fail because that is how they will learn how to succeed
Be real with me because we have a relationship of trust
Not have all the answers but work to improve everyday
Understand the consequences that accompany their actions
Learning
I will embrace failure as necessary for learning, allowing students the space to make mistakes. I am committed to know the content well enough to have the ability to connect it with student interests. I will learn each student’s learning style and teach to it, enabling me to reach each and every child. I will use interdisciplinary lessons to teach critical thinking. We will use metacognition to open up a new understanding of how learning takes place. I am committed to never give a lecture. Only 5% of information is retained from this teaching style. This is not teaching. Therefore, I refuse to fall into this trap. I will use simulation, repetition, activities, imagery, brain breaks, and chunking to maximize learning.
Michelangelo
I will encourage my students to be dreamers. I want them to be empowered by the potential they see in themselves. They will be able to move out of my classroom and have the courage to chase their desires, making their hopes a reality. My students will be strong enough to take risks, and wise enough to accept failure. My students will never say the words, “Not good enough,” “Can’t do it,” or “Impossible.” I will give them the tools to learn because it is unrealistic for me to give them the entirety of knowledge they will need for their entire lives. That is not my purpose. My passion is to give them the desire to fight for themselves, for their beliefs, and for their dreams.
“Michelangelo, the great Renaissance artist and poet, knew the value, power, and need for dreams when he wrote, “The greater danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.”
Matthew Kelly, author of The Rhythm of Life: Living Every Day with Passion and Purpose
Commitment
I believe in a profession that is frequently criticized. Seeing the need for great minds in our world, I want to be a catalyst for shaping the next generation. To teach is to instill in my students a passion for learning. I do this through facilitating learning to transform a standard person into a vibrant individual. I want to teach high school because it is a crucial time where many changes occur. Being present to my students as they discover their passions, personalities, and abilities, I will help them reach their potential by always challenging them higher. Commitment to my students will be crucial for growth in education, relationship, and skills that will enable them to be successful.
Purpose
I have a problem with the world’s definition of success. The accomplishment of one’s goals is an incomplete effort to define such a powerful word. In my classroom, success will be found in the cultivation of authenticity, trust, empathy, and knowledge. I will give my students the tools to develop these virtues through practice and repetition, which will in turn give them a sense of identity and confidence. Instilled with purpose, my students will learn more, love more, and live more. This is success.
Strengths and Weaknesses
I will use my direct access as a teacher to dive into professional relationships with my students. Creating these relationships will be one of the most important things that I do. This relationship will promote emotional and intellectual independence. They will be trusted, given the fullest respect, and free to discover their self-worth. I will learn their strengths and weaknesses. I will use their strengths to improve upon weaknesses. For example, if a student loves math, and despises art, I will incorporate math into an art lesson. This is crucial because I want my students to be well-rounded individuals.
Choice
My classroom environment will be formed and molded to what the students need at that time. I will be flexible, constantly tweaking the classroom environment to meet these needs. The students will create the class rules and designate consequences for broken boundaries. They will hold themselves accountable because of their commitment to one another. I am confident in promoting a classroom where learning is engaging, participatory, and enjoyable. I will ensure that my classroom is a safe place by addressing issues before they happen, recognizing the underlying issues behind disruptions. Following through with students will pronounce my authority as teacher and respect as a fellow learner.
Expectations
I expect myself to be...
Held to the same expectations that I ask of my students
Intentional about our purpose and the learning that takes place
Forward and honest when it is prudent
Proactive in my life-long learning
An unconditional teacher and avoid placing judgment
Open, patient, supportive, and dedicated to advocate for my students
I expect my students to…
Challenge me both with the content knowledge and as a person.
Have rough days
Be human with their own struggles, and sufferings
Learn how to fail because that is how they will learn how to succeed
Be real with me because we have a relationship of trust
Not have all the answers but work to improve everyday
Understand the consequences that accompany their actions
Learning
I will embrace failure as necessary for learning, allowing students the space to make mistakes. I am committed to know the content well enough to have the ability to connect it with student interests. I will learn each student’s learning style and teach to it, enabling me to reach each and every child. I will use interdisciplinary lessons to teach critical thinking. We will use metacognition to open up a new understanding of how learning takes place. I am committed to never give a lecture. Only 5% of information is retained from this teaching style. This is not teaching. Therefore, I refuse to fall into this trap. I will use simulation, repetition, activities, imagery, brain breaks, and chunking to maximize learning.
Michelangelo
I will encourage my students to be dreamers. I want them to be empowered by the potential they see in themselves. They will be able to move out of my classroom and have the courage to chase their desires, making their hopes a reality. My students will be strong enough to take risks, and wise enough to accept failure. My students will never say the words, “Not good enough,” “Can’t do it,” or “Impossible.” I will give them the tools to learn because it is unrealistic for me to give them the entirety of knowledge they will need for their entire lives. That is not my purpose. My passion is to give them the desire to fight for themselves, for their beliefs, and for their dreams.