Teaching Philosophy and Goals

I see learning as a nonstop journey we all embark upon, and teaching as the channel which waters our paths along the way. As such, I believe that much of a learner’s most authentic learning takes place outside the confines of a school building, and yet, the most formative equipping of learning occurs within schools, second only to a learner’s home setting. This intellectual equipping and socio-emotional character building is expected of and ideally continues through academic institutions as they essentially serve as meeting places of the mind and a vast spectrum of experiences, impressions, perceptions, emotions, styles etc. Why is this important, you may ask? I believe in what developmental psychologist Lev Vygotsky is quoted as saying regarding our overall cognitive and socio-emotional formation: “Through others we become ourselves.” It is through these types of opportunities of interacting with others and ourselves that we ultimately establish life foundations to build upon, and teachers are the mentors strategically placed along the way to further this progression.

How do we strive for excellence in guiding our future generations within the confines of our school buildings? I believe that intentional and purposeful organization within the classroom environment is not just practical but essential for setting oneself and others up for success. A classroom that is sectioned off to allow for group and individual work, while providing the aids, materials and adequate space for movement are the most essential qualities of any place of instruction. A classroom arrangement that is not too distracting and allows for the posting of relevant and timely signage, sufficient organizational elements, clear labeling, adequate lighting and such is ideal, as the classroom should be set up to promote engagement among students and with staff. Striving for excellence by considering students’ learning space and taking personal ownership for one’s ongoing learning to improve upon one’s teaching and behavior management strategies reflects my broader goals of constantly growing as an educator and mentor to my students. In my opinion, these goals are only possible through self-initiative and effort, specifically ongoing content research to build upon, self-reflection, appreciation for professional development, and remaining open to feedback from one’s peers and students.

As students prepare to enter an ever-changing reality socially, academically and professionally, they must become more aware, and able to understand and handle the needs and demands of not just organizations and their required skill sets, but of individuals and the various cultures that shape the world around us. As a future TESOL educator, I would approach this reality by establishing an exchange of trust and respect with my students early on, to allow students to see their own unique value as vessels of purposeful experiences, knowledge, skills and talents that need to be explored and drawn upon, so that learners can become the socially and academically proficient speakers, listeners and writers they are meant to be in and out of the classroom. This endeavor may require much and gradually less of my grammar and comprehension scaffolding along the way, but it will always acknowledge and build upon each learner’s set of schemas, cultural assets and personal interests and strengths. These hidden treasures will also more fully come to the surface by facilitating learning from a multicultural perspective that acknowledges a diversity of backgrounds, perspectives and learning styles of learners while providing an equitable quality of education where students are exposed and engaged in various facets of learning through a variety of research based strategies and mediums, whether that includes a wider range of literature, discussion topics, video and audio presentations, field trips etc.

In closing, to sum up my thinking and heart for teaching, I seek to inspire students to look forward to learning on their own and with others by helping them realize that education is so much more than just schedules, books and instruction. It is a dynamic process that can be exciting and unexpected, that requires their attention, their opinions, their developing input to bring it all together, to create a different window in history, a different vision in ELA and a creatively more precise solution in math and the sciences. Learning is also the understanding and insight one constructs as one interacts with others, and most importantly, the wisdom and character that blossoms as a safe and stimulating atmosphere is created for minds and hearts to blossom. This is my desire and vision for teaching now and always.