Philosophy of Education :: Philosophy of Teaching Statement

Philosophy of Education I fell in love with teaching when I was only a small child. With the support and encouragement of my parents, I have come to know the value of education and have a desire to instill this same sense of structure in students I ordain come in contact with. For this reason, and a few others, I decided to become a teacher. Ever since I was a younger I love the idea of school and was eager to get started. All throughout my life I have had a passion for learning and always knew that I was meant to teach. The original time I truly realized that I was born to teach was when I taught my smaller cousins before they started kindergarten. I was ten years old and my cousins would in short start school. I started working with them four months before they enrolled. By the time school started they knew how to count to ten, write their names, and say their ABCs. When I think spikelet I realize I was proud of myself. However, I can remember at the time only b eing proud of them. I think genius of the most important concepts of teaching is letting the children know they are the ones that have accomplished a goal. I feel that the purpose of education is to instill a basic sense of knowledge in those who want it. I do not think education is something that should be forced, but I would highly preach the entire education process. However, I do not feel that education is meant for everyone. I feel that mountain are born with an inner desire to learn. Gradually, those people turn that desire into a lifelong career. I hope to encourage my students to try their best and be content with their abilities. I do not conceptualise that all children are able to reach the same academic level but I do feel that each individual child has his/her induce way of understanding things that will make sense to him/her. I hope to emphasize the variation of the ways to learn in my classroom. Different ways of learning include, but are not limit ed to, the following visually, verbally, and kinesthetically.