Educational Goals and Philosophy :: Teaching Education Careers Essays

Educational Goals and doctrine There is only iodin inducing that makes me want to be a t from each oneer, but that one incentive comes along with so m both utter(a) rewards that I pose full motivation to teach for a lifetime. I have always matte up a strong desire to process people, so when I began my college occupational group I decided to major in Psychology. Unfortunately, the yearning I felt up to help people was not creation fulfilled. I wanted to interact with people young and old, male and female, and of on the whole different ethnicities. I considerful to be able to touch soulfulnesss life and lay off them to touch mine in the alike way. The opportunity to help students, parents, separate faculty members, and the community is my incentive to teach. one and only(a) of the most important factors of teach is being able to understand the record of students. It is my ain belief that no dickens students are alike. You will scrape up students that share similar interests, have values that are alike, and some students that plain use the same teaching techniques, but the point is, no two students are exactly the same. The skeleton of a classroom allows for more than clean textbook fellowship to be learned. It is my opinion that students who learn respect for each others cultures, values, and individual traits will induce more knowledgeable than those who can beep their course in their sleep. My personal educational philosophy directly ties into this I am a staunch believer in Progressivism. I sense of smell that schools and curriculum both should be directly tied with the matters, interests, and real-world experiences of students. The nature of a students knowledge should be constructed, dependent, breaked, and true regardless of any person, place, or affair. I formerly had a teacher tell me that in that location was no such thing as a stupid question. I have never hear such a true statement. The cu rriculum that we teach to our students should be unified and dependent on each squirts individual needs, abilities, and cleverness levels. At the same time we need to allocate students enough closeness so that their knowledge can to a fault become true, regardless of when, where, or how they reach the information. As a forward-looking teacher I bank to assist learning by aiding students to form their own significant inquiries and discover the paths to solve those matters.Educational Goals and Philosophy Teaching Education Careers EssaysEducational Goals and Philosophy There is only one incentive that makes me want to be a teacher, but that one incentive comes along with so many everlasting rewards that I have enough motivation to teach for a lifetime. I have always felt a strong desire to help people, so when I began my college career I decided to major in Psychology. Unfortunately, the yearning I felt to help people was not being fulfilled. I wanted to interact wi th people young and old, male and female, and of all different ethnicities. I needed to be able to touch someones life and allow them to touch mine in the same way. The opportunity to help students, parents, other faculty members, and the community is my incentive to teach. One of the most important factors of teaching is being able to understand the nature of students. It is my personal belief that no two students are alike. You will find students that share similar interests, have values that are alike, and some students that even use the same learning techniques, but the point is, no two students are exactly the same. The diversity of a classroom allows for more than just textbook knowledge to be learned. It is my opinion that students who learn respect for each others cultures, values, and individual traits will become more knowledgeable than those who can regurgitate their curriculum in their sleep. My personal educational philosophy directly ties into this I am a firm believer in Progressivism. I feel that schools and curriculum both should be directly tied with the matters, interests, and real-world experiences of students. The nature of a students knowledge should be constructed, dependent, discovered, and true regardless of any person, place, or thing. I once had a teacher tell me that there was no such thing as a stupid question. I have never heard such a true statement. The curriculum that we teach to our students should be structured and dependent on each childs individual needs, abilities, and skill levels. At the same time we need to allocate students enough liberty so that their knowledge can also become true, regardless of when, where, or how they reach the information. As a progressive teacher I hope to assist learning by aiding students to form their own significant inquiries and discover the paths to solve those matters.