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Introduction to Teaching: My Educational Philosophy
I think that many, if not all, of us can look back to our days in middle or high school and remember an exceptional teacher, a man or woman who changed our self-perception, a man or woman who inspired and challenged us, a man or woman who significantly impacted who we are today. It was teachers like this who inspired me to become an educator and who continue to be the definitive model for what I believe to be excellent teaching.

When I entered ninth grade, I despised English; it was my least favorite subject, and I rarely put forth much effort on my assignments. However, Mr. S, my ninth grade English teacher, did not allow that to continue. He designed a course that was extremely challenging, highly intellectually rewarding, and strikingly interesting. He fostered a passion for learning, and from him, I learned the deep-seated satisfaction that comes from dedicatedly working and striving for a high-quality product. His passion for English transmitted to each of his students, and I left his classroom with a new favorite subject and immense confidence in my abilities as a reader, writer, and analyzer. As a teacher, I want to impassion students in a similar way, teaching them to find enjoyment in learning and improving. Like Mr. S, I want my English classroom to be a place where learning, personal interests, and motivation collide and combine.

While Mr. S taught me valuable lessons on achievement and passion, one of my math teachers, Mr. P, exemplified a more personal aspect of teaching. Throughout high school, I had Mr. P for four math classes, one of which was independent study Calculus. When I was forced to enroll in independent study because of scheduling difficulties, few people thought I could succeed. My parents, friends, other teachers, and guidance counselor all warned me that I would probably fail the AP exam at the end of the year, but Mr. P never wavered in his conviction that I would pass. He spent several mornings, afternoons, and lunch hours tutoring me until I was ready. True to his promise, I passed. Mr. P was a model teacher who worked nonstop for the benefit of his students, and one day, I hope to become such a teacher. Like Mr. P, I never want to lose focus on why I am teaching. Therefore, my English classroom will be a place of support and dedication, a place where I tirelessly work until every student succeeds.

Using these two teachers as examples, I have formulated my personal beliefs about teaching. To begin, I believe that teachers ought to be passionate about their subject matter and teaching, transferring that energy and enjoyment to students through their demeanor. Students should want to come to class because they are appreciated, encouraged, and challenged. Relatedly, I also believe that excellent teachers should have high expectations for their students but support them on the journey to meet those goals. Giving students high, yet attainable, goals to reach, teachers can motivate students, give them ownership of their learning, and impassion them. Further, excellent teachers recognize that all students have the potential to learn and succeed regardless of race, nationality, ability, or socioeconomic status. They are responsive to the diversity in their classroom, looking at students not as cookie-cutter vessels that need filling but as unique people with countless potential.

Overall, I believe that students should be the focus of the educational process; therefore, I favor a constructivist approach to learning rather than the traditional teacher-centered model. When students are active participants in instruction, they are more motivated and engaged compared to the traditional model of teacher transmission. However, constructivism does not only engage and motivate students but it also encourages higher-level thinking and increases student learning. Constructivism allows students to act as professionals in the field as they learn to think, analyze, read, and write in that discipline, engaging in the higher levels of Bloom’s Taxonomy through analysis, synthesis, and evaluation. Because I want my students to leave my classroom confident in their abilities in the language arts, it is my intention to treat them as budding professionals in the field, asking them to complete rigorous tasks that are pertinent to real world reading, writing, and speaking.

Overall, my goal as a teacher is to improve not only each student’s academic knowledge but also their self-efficacy. After spending a year in my classroom, I want students to exit filled with passion for reading and writing, knowing that they can be successful in whatever career they choose because they have the ability to effective communicate their ideas and understand the ideas of others.