Brent Miller Philosophy of Education In our classrooms, where we are looked to as sources of knowledge and care, we are faced

with a most serious responsibility as we find ourselves in the humbling and powerful position of a teacher. Yet it is in this recognition that we can see who we are. The first thing I must say about who I am is that I believe my life is not my own. It belongs to my Lord, Jesus Christ, and my life, my teaching, and my time belong to Him. For this reason my teaching will not be done merely for pay, but to serve God by giving compassion and commitment to my students. I believe my times of suffering as a student have helped me gain sympathy for all types of learners. There were many times in my K-12 experience when I was neglected, considered a nuisance, and bullied without teacher intervention. These experiences lead me to be one who is not quick to judge students. I also have come to love reading and learning and I believe I can impart this love to my students. Currently, I have been able to practice this by encouraging my kindergarteners to read, learn, and understand why they are pursuing this. While I grapple with the philosophies of teaching as I study and assist I reflect on my host of experiences in various classrooms over the years. Though I have much to learn and experience, these teaching opportunities, assisting and teaching in diverse K-12 classrooms (including ASD students and ELLs), provide much fodder for grappling with the teaching methodologies and philosophies presented through the GTC program. Currently, I am at Shawmut Hills and am learning the fundamentals of teaching in a kindergarten classroom. Each new day provided in the classroom and in the collegiate sphere refines my own philosophy for teaching and propels me to continue to learn. My desire to learn how to teach is no arbitrary decision. There are many different people and events that have led me to teaching. My college career initially headed in the relative direction of teaching, but I ended up at a different college and I majored in religious studies. However, the whole

time I was involved with teaching at local churches and at a Milwaukee summer camp where I had my first experience with urban youth. It showed me that I had a heart for teaching. Those children felt like family and I began to realize that children desperately need people to listen, understand, and lead them. The biggest part of my philosophy of education is to genuinely care for children through empathy, respect, and engagement. I believe that this quality is quite rare, actually, and for this reason I especially want to teach children.