To begin with, I would like to devote the first two opening paragraphs of this paper to narrating my story as a surviving irregular education student, who, incidentally, aspires to become a passionate teacher in the future. This, I believe, is necessary since my teaching philosophy is deeply rooted in how I currently perceive things coming from my personal experience. Quoting Billie Eilish's "My Future," where she sings, "I'm not here, I'm just a mirror," it's important to take a minute to reflect because what we do and who we are today eventually reflects what and who we are tomorrow. Looking back on my journey, it's safe to say that hope and the path to passion are where my thoughts are.
I embarked on my journey into education without a clear plan or purpose. I have very little background knowledge of my chosen major, and my direction remains uncertain. Throughout my initial two years in college, I showed no interest in any subjects, except when professors really took the time to create engaging and meaningful learning experiences. Unfortunately, this lack of engagement resulted in academic probation due to incomplete grades and late submissions. This puts me where I am now—an irregular student with a schedule like a Rubik's Cube in constant flux – attempting to align classes is like herding cats with conflicting agendas. I've also become a master of the swift classroom switch, an art form where sprinting from one classroom to another is a daily cardio routine. So if Chaos had a student handbook, I'd be the cover model. On the plus side, I find merit in this situation. I openly acknowledge that I am currently far behind my batchmates in terms of teaching proficiency, recognizing that I am in the initial stages of embracing this profession that I am pursuing. However, I see this as an opportunity for continuous growth and development, viewing each step as a chance to refine and enhance my teaching abilities. Embracing the learning curve, I am committed to actively seeking knowledge, refining my skills, and evolving as an educator. This self-discovery and self-reflection opened a new perspective and greatly influenced my philosophy in teaching.
The idea of my philosophy is rooted in the belief that education is not a one-size-fits-all model (as believed by many). I aspire to be the kind of teacher who sees potential in every student, irrespective of their unconventional academic journey. Drawing inspiration from my own struggles, I emphasize the importance of perseverance, resilience, and the ability to adapt to change – skills that go beyond the confines of traditional academic settings. In my classroom, I want to instill a sense of hope and possibility, echoing my own journey of finding passion amid uncertainty. Encouraging students to reflect on their paths and understand that setbacks can lead to growth, I hope to inspire them to navigate challenges with determination. Ultimately, my teaching philosophy revolves around creating an inclusive space where every student's unique story is not only acknowledged but celebrated, fostering a love for learning that extends beyond the conventional boundaries of education.
Particularly, my philosophy in teaching centers on adaptability, empathy, and personalized learning. It underscores the understanding that every student's journey is unique, and flexibility is key in catering to diverse needs and circumstances.
Recognizing the unpredictable nature of education, I believe in adapting teaching methods to accommodate various learning styles and paces. The dynamic classroom environment requires a nimble approach, allowing for the incorporation of different techniques and strategies to meet the evolving needs of students. I, myself, as an educator, should learn to be adaptable to fit the time and evolving set of learners. In my classroom, this adaptability means more than just words – it means trying different things to see what works best for each student. For example, if I notice some students struggling to understand a topic, I might use visual aids like pictures or diagrams to make it clearer. On the other hand, if some students are more hands-on learners, I could organize activities or experiments to help them grasp the concepts. In a real-life scenario, let's say I'm teaching a history lesson about a significant event. Instead of just using traditional textbooks, I might bring in multimedia resources like videos or interactive online content. This way, students with different preferences and learning styles can engage with the material in ways that suit them best. Being adaptable also means adjusting my pace. Some students might pick up things quickly, while others may need more time to fully understand. To cater to this, I'd be flexible with the speed of my teaching, ensuring that everyone has the chance to grasp the information at their own comfortable pace. In essence, being adaptable in teaching is about being open to change, ready to try new methods, and always paying attention to what works best for the unique mix of learners in my classroom. It's a bit like being a chef who adjusts the recipe based on the tastes of the people at the table – always ready to tweak and refine for the best learning experience.
Having walked the path of being an irregular student myself, empathy is at the core of my philosophy. Understanding the challenges students may face outside the classroom, I strive to create a supportive and inclusive space. This involves actively listening to their concerns, valuing their diverse backgrounds, and fostering an environment where every student feels seen and understood. While there is no certainty that I can utilize this for each of my students, I'll make sure to instil a sense of belonging and understanding in my classroom. Recognizing the diverse backgrounds and experiences students bring, I aim to celebrate this richness by incorporating inclusive teaching practices. This involves integrating a variety of perspectives in the curriculum, ensuring that each student can relate to and find relevance in the materials we cover. Additionally, fostering open communication is paramount. I encourage students to express their thoughts, questions, and concerns freely. This not only empowers them to take an active role in their education but also strengthens the teacher-student relationship. Through regular check-ins and feedback sessions, I hope to create a collaborative atmosphere where students feel comfortable sharing their academic and personal experiences. While there's no magic formula to guarantee success for every student, my commitment is unwavering—to cultivate a space where empathy, flexibility, and open communication form the pillars of a supportive educational journey. By embracing the unique challenges and triumphs each student brings, I aspire to contribute to their growth, helping them navigate the intricate path of education with resilience and confidence.
As cliche as these teaching ways may get, I genuinely think these are what students really need — social reconstruction of the idea of how we think about learning, making it more about understanding and less about remembering facts. Imagine we're building a fort together. Each student is a unique brick, and together, we construct something interesting. So, instead of just throwing information at them, I want to involve students in creating their own understanding. Like, if we're talking about Araling Panlipunan, it's not just about knowing facts; it's about exploring, asking questions, and figuring things out together. I know it sounds like something out of a superhero movie, but it's true: students are the heroes of their own learning journey. They require resources and assistance in order to become problem solvers, critical thinkers, and, most importantly, curious individuals. That's where my teaching philosophy comes in: I want to give them the tools they need to build their own forts of knowledge while recognizing their journey as a student and as a person.
Going back to the reason why I am able to make this philosophy paper as it is, I like to think that there are many other kids at home feeling the same way, taking this time to make something good, to be excited about what happens on the other end of the present moment. I would like to end this by leaving a message to my future self with Billie Eilish's My Future one last time, where in the final lines, which builds into a groove like waking up on a sunny day, she sings "I'll see you in a couple of years."
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