Teaching Writing Philosophy
Assessments are easily one of the most frustrating elements of school life for both teachers and students. The argument that there is no way to tell how much a student is learning without assessments should prove false for a skilled teacher. An involved, interactive classroom should result in a keen awareness by the teacher of how much each student is learning. That being said, I still believe in assessment as a useful tool within teaching if it is done well and fairly. The principles of this nation are based on competition, whether that is something we like about our schools or not. There needs to be something to differentiate students based on ablility and work ethic. Yes, a skilled teacher should be able to attract student’s interest in a subject without the threat of a grade looming, but isn’t there something special about that perfect grade for a job well done? Even a devoted student may find him or herself willing to let assignments slide if there are no consequences for their actions. Ultimately I feel that the problem within schools is not that there are tests; it is just the way that these tests are formatted. Too often student’s face monstrous tests that are vaguely worded, seem to have numerous correct answers, or have unclear directions. Different students think about things in different ways and no one should be punished for that. My philosophy is fairly simple: I am on the student’s side, I want them to do well, and I intend to provide ample opportunity to do so. Hopefully my teaching style will attract them to the materials that I appreciate so much within literature and writing. If a student can honestly say that he or she worked hard in my class and took the options available to them, their grade should always be fair.
Grading essays or stories is a long process. Some students may produce a great final product that took less effort than another student who worked feverishly but is just not as skilled of a writer. There should be a way to reward both a great final piece and a strong effort within the writing process.
My Philosophy on Teaching Writing As someone who has always loved writing, I hope it won’t be too hard for me to relate to students who may not enjoy it. Recalling my own school days, I know there were always some writing assignments that I didn’t find enjoyable or downright disliked, and I hope to minimize these assignments in my own classroom. Sometimes they’re necessary, but a lot of times they’re not. While in my classroom, I want my students to learn to write, but more importantly I want
My Philosophy and Theory about English Teaching Teaching is a performance, a journey, and a battle. It is political, it is taxing, and its rewards are often not reaped until years later. A classroom requires quick thinking and reactions, and the modern teacher must succeed in lives of teenagers that are becoming increasingly more tenuous and complicated. All of these items factor into why everything a successful teacher does must have the firm backing of his or her own teaching philosophy and
Student-centered Teaching Philosophy What makes a good teacher? There are many factors that determined the answers to this question. The most dominant factor is the teaching philosophy. It plays a significant role in the teaching career because it determines what the teacher will teach and how he/she will teach. Personally, my teaching philosophy will be student-centered with the combination of three related theories, and emphasis on each student’s individual needs, and teaching multiculturalism
Philosophy of Education Relating my reasons for becoming a teacher was not a very difficult task for me; to accomplish this task I simply needed to reflect upon and describe some of my own personal experiences. I relied basically upon my memories and thoughts about my own educational experiences. However, describing my philosophy of education was much more difficult task for me to accomplish. First of all, before I could properly describe my philosophy, I realized I needed a working definition
Philosophy of Education Have you ever sat down and thought about who your favorite teacher was during your primary and secondary school years? Did you enjoy their class because it was exciting, educational, and unique? When I decided to become a teacher I sat down and asked myself these very questions. After graduation it was very difficult for me to decide on how to further my life, college or entering the work force. After looking back on my life and trying to decide what has made the
Teaching Philosophy Cicero said, "What noble employment is more valuable to the state than that of the man who instructs the rising generation?" He was correct in saying this because the young people of today will become the world leaders of tomorrow. The educators that instruct these children are important to this society because they will help shape the lives of these young people. When deciding upon a philosophy of education, I was torn between two: Progressivism and Essentialism. The idea
own situation of teaching philosophy in a more or less traditional undergraduate setting but in a way that is especially relevant to the theme of this Congress, namely, the theme of "philosophy educating humanity." In my case, I teach philosophy but from a perspective that is non-traditional and which undercuts the standard questions originating from and orienting around a "philosophia perennia." Specifically, I teach philosophy of religion from the perspective of Jewish philosophy, and even more specifically
I defend the practical value of teaching undergraduate philosophy courses in the Internet. Three important objectives of philosophical education can be achieved as effectively by electronic means as in the classroom. First, information about the philosophical tradition can be conveyed by hypertext documents on the World-Wide Web. Second, philosophical dialogue can be conducted through participation in an electronic forum. Third, close supervision of student writing can be achieved by means of e-mail
Teaching Philosophy The most important impact I want to have on students is that they remember me as a teacher who cares about their education. I want to leave an impact on each child’s life. My motivation to teach comes from a desire to help others and see student’s excitements as they learn new concepts. I believe teaching is my way to make a positive difference for each of my students. My approach to teaching is based on the belief that my purpose at any school is to serve
advantages. Although I know I want to teach there is more to the teaching profession than that. First, I have to learn the curriculum and then how to bring that material across to the students. The actual learning process comes naturally for me, but I had to stop and think about how I would bring it across once I become a teacher. This involves many aspects of my life and what I feel is important. I feel ones teaching philosophy pulls from every portion of an individuals belief system. These
My Philosophy of Education: Combining Progressivism, Essentialism and Behaviorism Upon being faced with the task of writing my philosophy of teaching, I made many attempts to narrow the basis for my philosophy down to one or two simple ideas. However, I quickly came to the realization that my personal teaching philosophy stems from many other ideas, philosophies, and personal experiences. I then concentrated my efforts on finding the strongest points of my personal beliefs about teaching and
Personal Statement of Teaching Philosophy I. Teaching Philosophy and Goals I have one goal for my teaching: helping students to think and learn for themselves. This goal is as simple as it is illusive. The more experience I have as a teacher, the more I understand that there is no one-way of achieving my aim. Clearly, the proper focus of education is learning, not teaching; but I know that it is within a teacher's power-and thus it is the teacher's responsibility-to create the conditions
My Teaching Philosophy I want to become a teacher, not only for the fun and enjoyment that comes along with being a teacher, but because I want to make a difference in children’s lives. I want to become a Physical Education teacher, to teach children the importance of being physically fit and physically active. In edition to teaching the importance of being and staying healthy, I want to give the younger generation the opportunity to play sports. Through playing sports a child may feel a
I Have the Moral Character to be a Teacher I was inspired to become a teacher for many reasons. Teaching will be a self-fulfilling career. It would give me the opportunity to help my community and have a moral and ethical impact on the students of this area. Also, I desire to be with my children as much as possible, and a teaching profession fits that mold. A teaching profession would be rewarding because it would allow me to fulfill many personal goals, including working with the youth of
Philosophy of Teaching Twelve years ago, I was not interested in becoming a teacher. I was content with my life. Then, I had two wonderful children. As they became school age, my opinion of teachers was immensely altered. I have spent countless hours within my children’s school, became personally connected to the wonderful individuals who were their teachers, and developed a respect for these tireless workers. These individuals have created a desire within me to enhance children’s lives and improve