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Teaching for the past ten years has taught me a lot about education.  I began to see my educational philosophy change from firmly held beliefs to the application of my beliefs in the classroom.  I firmly believe that one purpose of education is to inspire students.  Education is not just about acquiring knowledge or information, but about bringing about change in the way students see the world around them.  Another purpose of education is to guide one’s life.  As educators, we have the privilege and responsibility to guide students to the wonderful world of learning.  We, as educators, need to teach our students to love to learn.  Students need to see the value of education.

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I believe that our students are to be our focus when it comes to teaching.  Only then can we see our students learn better.  When they become the focus then students realize that they are cared for and believed in.  I respect my students and try to model my beliefs. I value learning and still get excited about teaching. I see every single day as a day full of possibilities. I see each lesson as a treasure to uncover No lesson is repeated because my students do not remain the same.

 

I remember teaching at Simon Sanchez School (SSHS) as both a Chemistry and Physics Science teacher back in 2013.  At SSHS, we have a curriculum binder that integrates information from various sources.  I view the curriculum as a process and not as the end result. I teach Science.  Science is the study of learning about the world around us.  I help my students grasp the idea that I cannot teach everything that I can about Science, but that they can learn it.  I consider my students as I enter the classroom. I view them as I contemplate the lesson planned and the "outcome desires" (Wiggins & McTighe, 2004). I interact with my students as I assist and guide them in their learning journey. I prepare a guideline but I am flexible in my approach.  My students and I determine which way the lesson will go.

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As a teacher, I wear different hats.  I sometimes see myself as a facilitator and not as a teacher. This is important, especially during group collaboration activities.  As a teacher-facilitator, there are techniques and skills that need developing such as time management, team collaboration, reading, writing, and higher-order critical thinking strategies. I help my students understand the importance of reflecting during the process of learning. Here is a quote from Richard Bach, which corresponds to my belief about learning.  According to Richard Bach, "Learning is finding out what we already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers, and teachers” (Bach, 1970). This is the type of learning environment our students should have.  They need to be respected and believed in.  Students need to have a learning environment where they feel they are respected; a place where they have the opportunity to grow emotionally, intellectually, and socially.

 

I believe that learning leaves a mark on every student. Everything we experience goes to creating a conception of the self that is dynamic and constantly changing with new experiences (Pratt, 2001). When it comes to learning, I believe that I learn with and from my students. That is what makes teaching exciting for me. It is an ongoing process of learning. I do not consider myself the sole provider of information.

 

These past two school years as a DoDEA educator I have integrated technology into my teaching. I teach my students how to use information as a means and not an end. They learn to solve both social and personal problems with facts.  Learning should empower further learning.  At SHAPE American Middle School, our mission as an educational institution is to educate, engage, and empower our students to become lifelong learners and productive citizens in the 21st century.

 

I firmly believe in collaborative learning.  I teach by conversation, encouraging my students to participate and share their ideas with their peers. I think it is essential for learners to express themselves to others to grow and develop. I use positive and supportive words to teach my students. I believe in discussions. I think they help develop a better understanding of how to learn about the world around them. I believe each of us needs to learn from one another so we can solve problems and cope with the day-to-day living.

 

My experiences as a part-time minister at our local Church in Guam have helped me understand the importance of personal development and have given me practical tools for in and out of the classroom.  This experience taught me what type of qualities and behaviors teachers should have.  Teachers should have qualities and behavior that promote a safe, learning environment for our students.  Teachers should have good communication skills.  Teachers should grow in the way they communicate with others.  They must also have a positive attitude and expect it from others.  Above all, teachers should be passionate.  If one is not passionate about the students and their educational needs, then one will grow tired, weary, and unmotivated.

 

My past teaching experiences have strengthened my personal philosophy of education. I have not swayed from my original idea of the value of education. I am determined to grow in my profession as a teacher. I am very excited to learn as I educate my students.  I look forward to growing in my ability to teach as I guide my students and myself on the journey to self-development and growth.  Every teacher needs to inspire students to love to learn.  We need to guide them to the wonderful world of learning. We need to bring about change in the way students see the world around them.

 

References

Bach, R., Munson, R., & Rouben Mamoulian Collection (Library of Congress). (1970). Jonathan Livingston Seagull. New York: Macmillan.

 

Kellough, R. D., & Carjuzaa, J. (2009). Teaching in the middle and secondary schools. Boston: Allyn & Bacon.

Pratt, D. D. & Collins, J. B. (2001). Teaching perspectives inventory. Retrieved June 23, 2013, from http://www.teachingperspectives.com/html/tpi_frames.htm

 

Wiggins, G. & McTighe, J. (2004). The Understanding by design professional development workbook. Association for Supervision and Curriculum Development (ASCD). Retrieved June 23, 2013, from http://www.ascd.org/publications/books/2004mctighe/intro.html