Educational Goals and Philosophy
Making a career choice can often be a tormenting decision, and many people choose a profession or line of work that may not satisfy their creative abilities, but only pays the bills. I have known, specifically since the first day I spent in kindergarten class, that my purpose is to teach, and for that knowledge I am especially fortunate. The philosophies that I support have been part of my educational beliefs and standards for the majority or my lifetime, and are qualities that, I feel, make an effective and touching teacher.
My first opportunity to display my desire to teach was an experience that changed my life, and will continue to shadow my teaching career, whether it is in a classroom or in my personal life. My grandmother was my childhood teacher, as well as my closest friend. Her home was my haven when the stresses of my eight-year-old life became too unbearable to face. She sang with me, prayed with me, and taught me to appreciate the sweet smells of flowers and the simple warmth of sunshine. To my utmost sorrow, my grandmother suffered a massive stroke when I was nine, which impaired her capacity to use the right side of her body, and robbed her of her ability to speak. My family was heartbroken as well, and I noticed that they had begun to care for her as one would treat any physically or mentally impaired person. I could look into her eyes and see that she only lacked the gift of speaking her coherent mind, so I felt gladly convicted to rehabilitate her. We played hours of games, and I took every opportunity to help her with simple words. Eventually, she spoke a few words before her death, over a year after her unhopeful diagnoses. As I watched her self-confidence grow, my assurance of my ability to teach grew as well. That experience guides me through every instance during which I help someone learn new concepts, and my philosophies are increasingly evident.
As I observed in a ninth-grade English class, I found that there were several different types of students. Several of the students were very eager to learn, attentive, and thoughtful. They raised their hands, asked intelligent questions, and completed all assignments to the fullest of their potential. A few other students were very outgoing and outspoken. They were eager to answer questions, but they didn’t put forth the effort required to master the subject. These students performed adequately well; however, they progressed more slowly than did the more passionate students. Finally there was the group of students who make learning more difficult for others by interrupting or disrupting the classroom discussions. I believe implementing an effective classroom philosophy or philosophies can successfully reach, to some extent, each of these types of students in a way that enables them to grasp a specific topic and utilize it in their future educational endeavors.