My Educational Philosophy
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Utmost importantly, I believe that teaching comes from within, the heart, soul, mind and passion for promoting education for the well being of society! As educators, each student we help along the way, holds the future in their hands, as they learn to become civic, engaging and contributing members.
As part of my educational philosophy, which emerged out of my teaching, education, work, volunteer, and life experiences, I have learned to incorporate the following points into my practice. I find that it is important to continuously reflect on the following professional traits, skills and knowledge.
I believe that teachers need to:
Have skills to effectively communicate with students by incorporating motivation. Students should be energized, eager and attentive when learning.
Demonstrate up to date knowledge and understanding of the curriculum and Standards of Practice.
-Have classroom management strategies – e.g. seating plan, clear expectations, learning goals, respect and cooperation.
-Apply professional conduct – e.g. dress code and time management skills.
- Effectively implement formative feedback and summative evaluations.
- Be available to provide extra help after school. It is also important to keep in touch with parents – e.g. to keep them informed about the student’s progress / implement a study plan.
- Apply inclusive education by recognizing socio-economic, linguistic and cultural backgrounds to promote diversity and equality in the classroom.
- Plan a variety of lessons – e.g. incorporating technology, activities, outdoor educational field trips and arranging guest speakers.
Moreover, I believe that the most effective method for making sense of classroom experiences is to self reflect on strategies that work best. The classroom environment is comprised of multi-leveled students who come from different cultural backgrounds, languages and abilities.
I would like to share quote in regards to classroom experiences, and how it is also important to make notes / keep a journal:
“ While teacher research stems from teacher’s own desire to make sense of the classroom experiences, it is defined by ordered ways of gathering, recollecting, and/or recording information, documenting experiences both inside and outside of the classroom, and creating written records of the insights that emerge.” (pg.23, Jack Richards & Anne Burns, Second Language Teacher Education)
As a result, through my classroom experiences, in order to provide an inclusive classroom environment,
I have gained further insight into providing a meaningful and supportive environment. I have developed my educational philosophy in a way which meets the needs of all students and helps them achieve success. By gaining insight into my teaching practices and strategies, I have had the opportunity to continually shape my teaching philosophy, especially in regards to the above eight points.
By and large, communication also plays an important role in teaching. For example, the teacher’s tone of voice, intonation, expression, gestures and body language are important tools for effective communication. For example, I have learned to incorporate my uplifting, happy and positive attitude, which I noticed, boosts students’ confidence and helps them feel empowered when completing tasks in the classroom.
As a result, I have strongly come to believe in the famous expression: It’s Not What You Say, But How You Say It.
In conclusion, my teaching philosophy has helped me to create a safe and welcoming learning environment, where students are not shy to participate, develop their knowledge and make mistakes.
Furthermore, I have learned to closely keep in touch with parents, by writing in students’ agendas and sending parents emails, such as monthly progress reports.
Utmost important, my teaching philosophy has helped me to shape my teaching and learning strategies, to ensure that each student reaches his/her maximum learning potential.
I truly believe that ‘No Child Shall Be Left Behind,’ as I see the potential for success in each and every one of my students.
Reiki
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I sincerely believe that it is really important to teach from the heart, mind and soul. Moreover, in light of continuing this practice throughout the professional years of membership with OCT, in my opinion, one will need to incorporate some kind of spiritual / meditative guidance. For example, I strongly believe that educators should incorporate ‘Reiki’ into their daily lives and teaching practices. This special form of Japanese inspired meditation, will allow educators to become relaxed and will allow us to better enjoy our practice of teaching. This is a special method to rejuvenating the mind, body and soul, through a natural and harmonious healing environment. By and large, I believe that all educators should have free coverage / access to
Reiki sessions. Please feel free to visit their website for more information: http://reiki.org/
Reiki sessions. Please feel free to visit their website for more information: http://reiki.org/
Reflective Practice
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Surveys are excellent tools for teachers to develop feedback, as a means for critical reflection, as you have indicated: “To that end, surveying students about their experience in the course is also important. Since we serve them, we should be making sure that they feel that their learning needs are being served adequately.”
Moreover, having students complete a survey at the end of the school year, in June, is a good way to get feedback for the following academic year.
For example, just this past June, at the end of the final exams, each teacher administered a survey in the class they were supervising. This is a great tool, as it is best to hear from students, in order to get feedback about lessons and the school environment.
In addition, the school boards are expected by the Ontario Ministry of Education to conduct ‘School Climate Surveys’ to find out about possible areas for improvement. Here is the information from the Ministry’s website:
School Climate Surveys - “An anonymous school climate survey conducted on a regular basis can help schools:
1. Assess perceptions of safety – from students, parents and school staff
2. Make informed planning decisions about programs to help prevent bullying and promote safe and inclusive schools
3. Determine the effectiveness of their programs on an ongoing basis
4. Build and sustain a positive school climate
http://www.edu.gov.on.ca/eng/teachers/climate.html
Moreover, having students complete a survey at the end of the school year, in June, is a good way to get feedback for the following academic year.
For example, just this past June, at the end of the final exams, each teacher administered a survey in the class they were supervising. This is a great tool, as it is best to hear from students, in order to get feedback about lessons and the school environment.
In addition, the school boards are expected by the Ontario Ministry of Education to conduct ‘School Climate Surveys’ to find out about possible areas for improvement. Here is the information from the Ministry’s website:
School Climate Surveys - “An anonymous school climate survey conducted on a regular basis can help schools:
1. Assess perceptions of safety – from students, parents and school staff
2. Make informed planning decisions about programs to help prevent bullying and promote safe and inclusive schools
3. Determine the effectiveness of their programs on an ongoing basis
4. Build and sustain a positive school climate
http://www.edu.gov.on.ca/eng/teachers/climate.html