Philosophy of Education
Our contribution in guiding today’s generation is essential to witness successes and failures that will shape the future of our society. It is our role, as educators, to incorporate social justices to our pedagogies. Our education system may not be perfect to produce an ideal society but we can move to a better path by showing our students the treasure within education through continuous learning, differentiation, and with the help and support of connected educators.
Learning is a continuous process that requires a SAFE space as base for students’ growth and development. This begins with my own acceptance of all students as a whole distinct individual, instead of asking them to create a separate identity—by leaving all their baggage outside my class—for exclusive school purposes. Recognizing my students as a person will allow me to not see them as vessels that must be filled but to perceive them as beings that have emotions, achievements and complications. Learning is a daily dual process that brings improvement to both students and teachers by challenging what we perceive, overcoming negativity, and celebrating improvements—even small victories count.
I believe that differentiation is an essential part of our pedagogies. The use of different instructional strategies allow students to explore and thrive in a variety of learning environment/strategies, no matter where their learning levels are. However, it is my responsibility to reveal Jesus Christ in any subject that I will teach. I want my students to feel that they have more worth than any summative of their grades. With this in mind, I am aware that there are also numerous ways of learning assessments. Learning has to be engaging because students learn better with interactions.
I believe that everyone is gifted with unique potentials and it is my responsibility, as a teacher, to help them understand and enhance their full potentials. This will guide my students to listen for their calling, for what God has created for them. I will initiate the creation of special bond within the classroom to associate attaining knowledge with happiness so that students can feel comfortable and passionate about learning. With this in mind, I will openly share that teachers are not just authoritative figures but also an advisor, a supporter, and a mentor who will guide them with their life. Educators have to recognize our students’ lives outside our classrooms, consider their personal life, acknowledge that they are capable of having problems of their own and we need to offer an open approach to communicate instead of jumping into criticism. I have to be mindful with my physical presentation, word choices, and interactions to try being conscious about the direct messages that I am giving them, as well as to problematize the hidden messages within. Over-preparation and clarity may be clichés but they are few of the keys for successful classroom management. However, lesson plans are just class guides and it is acceptable if the lecture did not end up as how I wanted it to be. Nevertheless, I still have to keep an open space for mistakes, for both my students and I, because it will be a constant proof that we are both learning. All of these beliefs may seem ambitious to achieve and I will be honest to say that I cannot fulfill them easily. However, I know that extending my personal learning network will help me gain further knowledge and support from connected educators with experiences, as well as being an active participant to various professional development events.
Learning is a continuous process that requires a SAFE space as base for students’ growth and development. This begins with my own acceptance of all students as a whole distinct individual, instead of asking them to create a separate identity—by leaving all their baggage outside my class—for exclusive school purposes. Recognizing my students as a person will allow me to not see them as vessels that must be filled but to perceive them as beings that have emotions, achievements and complications. Learning is a daily dual process that brings improvement to both students and teachers by challenging what we perceive, overcoming negativity, and celebrating improvements—even small victories count.
I believe that differentiation is an essential part of our pedagogies. The use of different instructional strategies allow students to explore and thrive in a variety of learning environment/strategies, no matter where their learning levels are. However, it is my responsibility to reveal Jesus Christ in any subject that I will teach. I want my students to feel that they have more worth than any summative of their grades. With this in mind, I am aware that there are also numerous ways of learning assessments. Learning has to be engaging because students learn better with interactions.
I believe that everyone is gifted with unique potentials and it is my responsibility, as a teacher, to help them understand and enhance their full potentials. This will guide my students to listen for their calling, for what God has created for them. I will initiate the creation of special bond within the classroom to associate attaining knowledge with happiness so that students can feel comfortable and passionate about learning. With this in mind, I will openly share that teachers are not just authoritative figures but also an advisor, a supporter, and a mentor who will guide them with their life. Educators have to recognize our students’ lives outside our classrooms, consider their personal life, acknowledge that they are capable of having problems of their own and we need to offer an open approach to communicate instead of jumping into criticism. I have to be mindful with my physical presentation, word choices, and interactions to try being conscious about the direct messages that I am giving them, as well as to problematize the hidden messages within. Over-preparation and clarity may be clichés but they are few of the keys for successful classroom management. However, lesson plans are just class guides and it is acceptable if the lecture did not end up as how I wanted it to be. Nevertheless, I still have to keep an open space for mistakes, for both my students and I, because it will be a constant proof that we are both learning. All of these beliefs may seem ambitious to achieve and I will be honest to say that I cannot fulfill them easily. However, I know that extending my personal learning network will help me gain further knowledge and support from connected educators with experiences, as well as being an active participant to various professional development events.