my teaching philosophy and objectives
What does it mean to be a teacher? The job of a teacher is to teach. Simple enough; practically anybody can become a teacher. An effective teacher’s job, however, is more complex. To be an effective teacher, one must have passion, drive, patience, wisdom, an insatiable thirst for knowledge, humor, and countless other traits. An effective teacher must be able to put up with the relentless questioning of a curious first grader or the defiant attitudes of rebellious teenagers who aren’t bothered by not being able to graduate. Constantly learning, an effective teacher should not be stubborn or biased while grading work, and should be open to student’s opinions. Being an effective teacher also means being a mentor; the impact a teacher has on a child’s life will stay with them for years to come; whether it be because they taught them how to add and subtract, or because they simply made themselves available to the child when there seemed to be nobody else to turn to. An effective teacher should always set time aside to be available to the students, both during school hours, and after. In order to establish a positive relationship with the student, a teacher must first let the child know that they are confident in them, and that they care. One can measure if they are an effective teacher if in the end, the class not only has respect for the teacher, but if the students give back and truly demonstrate that they understand what they’ve been taught.
Why do I want to be a teacher? I have a thriving passion for art. I love the fact that I can create something out of nothing; that I can express myself freely without having to impress anybody but myself, and that I can create something that is my own. This creative expression was nurtured by my high school art teacher. She is the one who opened my eyes to the bachelor of Fine Arts Education. Personally, I find that children are more willing to express themselves, and are more open to trying new things, whereas most adults feel as though they are out of their realm of comfort when asked to express themselves in something as simple as a line drawing or a painting. Children are hands on, sporadic, and compulsive, while adults either stick to their norm or go with the flow. I want to evoke a passion for art and creativity in children, aiding them in self-discovery before their creativity is dimmed out by the burdens of society.
Aside from my love of all things art related, I find that I know how to handle children. From age twelve onward, I was always working with children. My weekends during high school were dedicated to babysitting neighbour’s children, or friend-of-the-family’s children. The summer, winter and Easter breaks during the school year were always quickly filled with volunteer work (and eventually employment) at a day camp. It was at this day camp that I learned to properly assess negative situations, how to get down to a child’s level, how to deal with angry parents, and overall, how to have a fun time while promoting a safe and enriching environment. I also learned how to plan daily activities, played fun games, sang songs, and built strong relationships with the children. Though being a leader at a day camp is nothing like being a full time, well-seasoned teacher, I believe that the experience I gained over these years will benefit my plan in becoming a teacher.
During my practica, I developed relationships with a few of the students in the classes I was observing. I opened up on a personal level, I helped them with their schoolwork, and by building a positive relationship with them, they began to trust me. These were the students that I found listened to my instructions, got their work done quickly and quietly, and always asked questions on a deeper level. When I was at the front of the class, they didn’t fool around. I want to be able to have my own class one day, and reach out to every student like I did to the few in my practicum. I know that if I treat my future students with respect, they will willingly return the favor.
Why do I want to be a teacher? I have a thriving passion for art. I love the fact that I can create something out of nothing; that I can express myself freely without having to impress anybody but myself, and that I can create something that is my own. This creative expression was nurtured by my high school art teacher. She is the one who opened my eyes to the bachelor of Fine Arts Education. Personally, I find that children are more willing to express themselves, and are more open to trying new things, whereas most adults feel as though they are out of their realm of comfort when asked to express themselves in something as simple as a line drawing or a painting. Children are hands on, sporadic, and compulsive, while adults either stick to their norm or go with the flow. I want to evoke a passion for art and creativity in children, aiding them in self-discovery before their creativity is dimmed out by the burdens of society.
Aside from my love of all things art related, I find that I know how to handle children. From age twelve onward, I was always working with children. My weekends during high school were dedicated to babysitting neighbour’s children, or friend-of-the-family’s children. The summer, winter and Easter breaks during the school year were always quickly filled with volunteer work (and eventually employment) at a day camp. It was at this day camp that I learned to properly assess negative situations, how to get down to a child’s level, how to deal with angry parents, and overall, how to have a fun time while promoting a safe and enriching environment. I also learned how to plan daily activities, played fun games, sang songs, and built strong relationships with the children. Though being a leader at a day camp is nothing like being a full time, well-seasoned teacher, I believe that the experience I gained over these years will benefit my plan in becoming a teacher.
During my practica, I developed relationships with a few of the students in the classes I was observing. I opened up on a personal level, I helped them with their schoolwork, and by building a positive relationship with them, they began to trust me. These were the students that I found listened to my instructions, got their work done quickly and quietly, and always asked questions on a deeper level. When I was at the front of the class, they didn’t fool around. I want to be able to have my own class one day, and reach out to every student like I did to the few in my practicum. I know that if I treat my future students with respect, they will willingly return the favor.