My Personal Philosophy of Education :: Philosophy of Teaching Statement

Philosophy Teachers have been a part of my breeding for as far back as I can remember. diametrical individuals have shown me so much in a variety of capacities round worked in a classroom, some coached me outside of it, and some individuals have but been a model for how to live a rich life. I cover them all teachers. My decision to become a teacher is founded in the root word that it is one of the most direct ways to influence young people. I believe that pupils do bearing upon teachers as role models, sometimes blush 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 flare moments of the job is when a student has successfully attained a science that has been difficult for them. Instantly they understand that effort and intellect have combin e 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 flying field 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 comport 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 banding of expectation right away. This is a delicate balance as students who look at a teacher (particularly a young one) too i n person are likely to attempt to take advantage of the bond. Meanwhile, students are inclined very little incentive to work hard when the teacher comes across as uncaring or highly authoritarian.