Philosophy of Education
Philosophy of Education
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My beliefs on teaching are ever changing, which I have come to appreciate as a positive, trying not to hold tightly to anything, as the nature of this profession demands flexibility. In the same way that the IB curriculum has helped to mold the students into being inquisitive, global citizens, I feel the effects of this may be compounded onto us as the teachers.
My beliefs on teaching are ever changing, which I have come to appreciate as a positive, trying not to hold tightly to anything, as the nature of this profession demands flexibility. In the same way that the IB curriculum has helped to mold the students into being inquisitive, global citizens, I feel the effects of this may be compounded onto us as the teachers.
I am still very much so a systems based educator, and I like my routines, but I feel this allows more opportunity for that flexibility I mentioned. When I was in school myself, I would do all my schoolwork immediately so I had more time to do other things. I called this procrastinating my procrastination. I feel like the general feeling of that is alive and well with having strong routines in the classroom. By keeping to those systems, it allows us more time and brain space to focus on the core of the lesson, and the skills being developed.
I am still very much so a systems based educator, and I like my routines, but I feel this allows more opportunity for that flexibility I mentioned. When I was in school myself, I would do all my schoolwork immediately so I had more time to do other things. I called this procrastinating my procrastination. I feel like the general feeling of that is alive and well with having strong routines in the classroom. By keeping to those systems, it allows us more time and brain space to focus on the core of the lesson, and the skills being developed.
Whereas once I felt confused at the concept of even jumping into a classroom, likening it to a game of double dutch, I am now very confident in my abilities to teach anything based on the pedagogy I have developed, especially around Vygotsky’s ideas around constructivist social learning, and find that the majority of my lessons center around collaboration and learning through the lens of cultural context.
Whereas once I felt confused at the concept of even jumping into a classroom, likening it to a game of double dutch, I am now very confident in my abilities to teach anything based on the pedagogy I have developed, especially around Vygotsky’s ideas around constructivist social learning, and find that the majority of my lessons center around collaboration and learning through the lens of cultural context.
My philosophy in life and, by extension, in teaching, is that luck is the intersection of opportunity and preparation. Not only do I feel that I have prepared myself for my own opportunities, but I am preparing my students for opportunities to come, as well. I am a lucky teacher, ready to create lucky students!
My philosophy in life and, by extension, in teaching, is that luck is the intersection of opportunity and preparation. Not only do I feel that I have prepared myself for my own opportunities, but I am preparing my students for opportunities to come, as well. I am a lucky teacher, ready to create lucky students!
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