Philosophy of Education :: Philosophy of Teaching Statement

Philosophy of Education I fell in love with development when I was only a small child. With the support and encouragement of my p arents, I have come to know the value of education and have a desire to instill this same sense of structure in students I provide come in contact with. For this reason, and a few others, I decided to become a teacher. Ever since I was a young I loved the idea of school and was eager to get started. any throughout my life I have had a passion for reading and al shipway knew that I was meant to teach. The first measure I truly agnise that I was born to teach was when I taught my smaller cousins before they started kindergarten. I was ten years old and my cousins would soon start school. I started working with them four months before they enrolled. By the time school started they knew how to count to ten, keep open their names, and say their ABCs. When I think back I take care I was proud of myself. However, I can remember at the ti me only being proud of them. I think one of the more or less important concepts of teaching is letting the children know they are the ones that have well-bred a goal. I timber that the purpose of education is to instill a basic sense of knowledge in those who want it. I do not think education is something that should be forced, but I would highly recommend the entire education process. However, I do not smell out that education is meant for everyone. I feel that people are born with an inner desire to learn. Gradually, those people turn that desire into a lifelong career. I hope to encourage my students to try their best and be content with their abilities. I do not believe that all children are able to take the same academic level but I do feel that each individual child has his/her own way of understanding things that will make sense to him/her. I hope to emphasize the variation of the ways to learn in my classroom. Different ways of learning include, but are not limited to, the following visually, verbally, and kinesthetically.