Teaching Philosophy:
A Statement of My Personal Teaching Beliefs and Values
Stephanie Gokarn
It seems to me that teaching is perhaps the most important profession there is, behind only parenting, which unfortunately is not a paid position. But in which other profession is so much entrusted to one individual? So much potential lies in each of the faces that look to you each morning: potential for strong habits or for frequent excuses, potential for great achievement or for squandered opportunities, potential for steadfast or challenging character. While parents hold the greatest early influence in these areas, teachers take a very close second, and in many instances quickly surpass even the parents as the most influential beacon in guiding young people to building quality habits, knowledge and character. The influence that a teacher makes in the lives of their students is undeniably powerful.
So it’s scary. Who would not be afraid of having such grave responsibility? If you aren’t a bit scared by it, you should be. After all, consideration of the consequences of shirking this responsibility should be enough to make anyone seriously question whether they are up to the challenge. This is a profession to aspire to, not settle for. So why do I feel up to this challenge? One reason above all others… I have kids. As previously stated, the only profession that is more important is parenting and in this regard, I am already fully employed. With three school-aged kids (18, 15, and 13), I want each of my kids to get a teacher that is up to the challenge. Every year, in every class. If my kids are precious enough to warrant this degree of quality, I can only assume every other parent out there is thinking the same way. So I want to be that teacher. Someone who will look for the best, find the best, and bring out the best in each student, pushing them to be all that they can be. My philosophy of learners is that a teacher should see the end result rather than the current state. Like a sculptor looking at a large non-descript chunk of clay, the artist in him sees through the layers of rubble in the way and sees only the finished product waiting to emerge. Similarly, a teacher should from day one treat each student as the person they wish to see them develop into, rather than who they are at that very moment. My experience as an educational assistant has been spent mainly in Kindergarten classes, so I will use them as my example. I have been blessed to be in classes with teachers that fit the above description very well. A group of Kindergarten kids have an incredibly wide range of ability, but it is safe to say that kindergarten kids are generally non-readers. If a teacher treats the kids as non-readers, they will see themselves reflected as a non-reader. Only by setting the bar high and holding the expectation steady, will children begin to reach the heights set before them. "Be the change you wish to see in the world"
-Gandhi |
I want my classroom to be a place where each person feels secure enough to speak honestly without fear of ridicule or malice from others, so respect is a chief expectation. Interaction is key, so I will encourage plenty of response and opinions, but within a structured, group friendly format. I don’t want my students to feel very comfortable. I know that a lot of thought and design and effort goes into making students feel comfortable in class. But I don’t agree. Now let me be very clear… I want students to feel very secure, yes, but very comfortable? No. Every student should feel welcomed, accepted and loved, which leads to a sense of security that school is a safe place. But within that feeling of security, each student should feel slightly uncomfortable, a feeling that more is being asked and expected of them. After all, too much comfort breeds complacency. A return to rigor is needed and I want to help bring it back.
I aspire to be a teacher that pushes each student, always expecting more until more is given, keeping goals ever ahead, but within reach. I want to wildly celebrate successes with kids and then move that bar immediately just a little higher. I know for a fact that so much more can be accomplished when there has been a struggle for more. So I plan to be that teacher who is proud of achievements, but never satisfied for long. I want to inspire ethical citizenship and social justice. My students should know that there is a world beyond our classroom and they are a part of it and responsible for it… now… not later. That responsibility must be taken seriously, if we are to protect our planet and its people. I will encourage them to seek out opportunities to serve others in the classroom, and in their community. I will encourage projects that teach them to respect their environment and to take action, even in small ways, such as picking up litter or recycling in the school. At any age, we all need to be people who see beyond their self-interests to the needs of others and the community. I want to create engaged thinkers. Students should not be comfortable sitting in their desks, getting ‘talked to’. They need to be motivated to think outside the box, to look for innovative ways to problem solve, to critically address issues that matter to them and their peers. I want them aware of the fact that the world will be theirs in a few short years. What are they going to do with that ownership? I want to build motivated, resourceful, self-reliant and tenacious young people. People who understand that excellence can be achieved with hard work, perseverance and discipline. People who are resilient and adaptable, ready to face adversity and take risks. Is all of this possible? If I did not think so I would not have had children. They are capable of everything we desire for them. When they understand that they are supported and valued they will be able to reach for the impossible and make it possible. |