My Teaching Philosophy

 

My teaching philosophy is grounded on the belief that every child is special, possessing unique individualities, diverse learning styles, and untapped potential.

            As a teacher, I believe my role is to serve as a facilitator, mentor, guide, nurturing a love for lifelong learning, and fostering critical thinking skills. I am driven by the belief that every child is a unique learner with diverse learning needs and styles, with untapped potential waiting to be unleashed. I will ensure to provide a safe and inclusive learning environment where students feel valued, cared for, and empowered to explore their capabilities. I want to create a classroom that feels like a “home”, a welcoming and safe space for every learner. A home where making mistakes is not a failure but an opportunity to learn and grow. Free to share their knowledge, skills, learning experiences, and feelings. A place where everyone can be who they are, accept their unique qualities, appreciate one another, and see silver linings in the challenges they encounter inside or outside of schools.

            My goal is to empower my students to become active, engaged, and fulfilled individuals, not only academically but also in their pursuit of becoming the person God intended them to be, the best version of themselves, and fulfilling life’s purpose. I envision them having a passion for learning, the drive to thrive under pressure, and the ability to think critically, and solve problems creatively. I desire them to become individuals with good character and leadership in all aspects of their lives, demonstrating compassion and empathy, and displaying an excellent character in their actions and studies.

 To achieve my goals, I will foster a student-centered classroom where students’ interests take center stage. This approach will promote active learning, student choice, and personalized learning experiences through project-based learning, and differentiated instruction. I will also use the constructivist approach, where learners are encouraged to construct their knowledge and understanding through experiences and reflections. This will be achieved by providing real-life examples, inquiry-based learning, discussions of concepts, and the application of knowledge. Furthermore, the humanist approach supports my belief that every child is special and a unique individual. This theory will help me build strong relationships with my students and create a classroom atmosphere that promotes self-esteem and autonomy. Lastly, connectivism supports my belief in appreciating one another and recognizing the value of diverse perspectives and experiences. I will foster empathy and understanding through collaborative activities, group discussions, and team-based projects related to the topics.

In assessing my students’ progress and achievement, I believe that grades reflect more than just numerical values. I will use journaling as reflection of learning, think-pair-share, class discussions, quizzes and observation of students’ participation as my formative assessments, and examinations for summative assessments. I will use this assessment data to continuously improve my instruction and provide support to my students.

I will promote discipline in my teaching. By involving students in creating classroom rules, I will allow them to take accountability for their actions and behavior, emphasizing that every action has consequences. I will provide positive reinforcement and feedback, and acknowledge student achievement.

I welcome, appreciate, and accept student feedback, which will shape my teaching improvements and strategy enhancements. In a tech-driven world, I'll pursue new skills, collaborate with colleagues for better teaching, and commit to ongoing professional and personal growth, guided by the belief, 'When you stop learning, you start dying.”