My Teaching Philosophy

By Glenn Arimas, BSED-English II

EDUC 221 │October 28, 2020

WELL ATWOOD H. TOWNSEND once said,

No matter how busy we may think we are, we
always find time to read or surrender ourselves to self-ignorance.”
Not long ago, I came across this statement at a website. From then on, I dreamt of
becoming a teacher because I want children to learn; I want to teach; and guide young learners
when they give-in to self-ignorance. As much as blind people need their walking crane in
navigating the streets, to teach as a guide and agent in explaining different concepts is quite
valuable and worthwhile. Part of me does not seem so interested in the rewards of teaching like
certificates. I’ve learned this from my teacher in sixth grade when she bragged about her
certificates that could easily promote her. She said she just wanted to stay in her position a little
longer because she loved that kind of teaching. The challenges, however, are what I look forward
to. It seems as if dopamine rushes through my veins when I want to understand a topic just so I
could clearly teach it to other; at the same time serotonin sooths my mood when I see that they
understand what I am teaching.

As my high school teacher always say, forget the mistake, remember the lesson. Primarily,
aside from the prescribe syllabi, I want my future students to always look beyond things and learn
both direct and implied lessons. Most preferably, after I skillfully elaborate to my futures the
reasons why not-so perfect to non-erroneous grammar structures matter in day-to-day
conversations, I will introduce them to different virtues and ethical standards in life but at the
same time not undermining – rather developing – their morals.

Since expectations do not often meet reality, my objectives for learner learning will be
focused on at least at the maximum comprehension of my students. I cannot force them to
understand the lessons in just a day enough for daily quizzes to take place, rather constant
practice and collaborative classroom interaction should be observed. Objectives like these come
in very handy since it gives importance to the learners. Learner should also gain moral
development as they come to school every day so that their trips to the classroom will be
valuable.

Inspired by the eclectic approach in educational philosophy, I look forward to a child, content,
and teacher centered. This way, I think, we can achieve a harmonious learning atmosphere
because all elements are of equal importance. Assignments could be essay writing and research
 based activities since English subject usually involved these things. In assessing my students, I
will use oral recitation more often than the tradition quiz and summative tests. I also want to use
short item quizzes at every end of the lesson, especially after reposts to see who paid attention.

In dealing with the differences of my students, taking a closer look on which concepts of
the lesson they find hard to understand and examining there different learning styles are important
responsibilities to attain t so that they will not be left behind in the class standing. Meanwhile,
learners with exceptional mental abilities are best approached with the same treatment as to the
others so that the level of confidence of the latter will not be overshadowed by the constant
rewards and praises given to the former; the same as to those who show too much level of
interest. To those who display the least interest, however, might be called more often to share
some insights so that on the succeeding lessons, their interests in the lesson will increase. Using
instructional technologies is what I also look forward to do in my classes. With the rise of gadgets
in the near future, students might find difficult to still be using traditional visual aids when they
can easily project their presentations, with more creativity, using laptops and projectors and
whatever gadget might come along. Knowing that I have met my objectives for the day will be
based on my satisfaction and a fully-accomplished standardized learning checklist at the end of
the day. In telling that my learners are learning the syllabi, scores are mainly the key indicators.
If they learned the implied lessons, however, I might tell based on their behavior in the
classroom.

Learner evaluations are important in developing teaching strategies. Constant monitoring

of the students, in actual and in records, will allow me so see their weaknesses, strengths,
attitudes, attention span, etc. This way, from evaluation summaries, I can formulate different
techniques like using magic tricks that are implicitly related to the topic to have their attention;
or presenting different stories that end up right in the discussion. Demographic backgrounds, like
ethnicity and languages, of the students ae also helpful information so that I can adjust, as much
as necessary, to their own mother tongues if using pure English will just only slow down their
comprehension.

To conclude, it is best that teachers will use different teaching strategies; apply various
remediation tasks; and follow important chunks of the numerous teaching philosophy so that both
students and the teacher will be under a classroom atmosphere that gets more worthwhile as the
school year ends.