Teaching Philosophy
Contrary to the common belief, most school's requirements, and legal regulations, being born in an English-speaking country is not all that it takes to be able to teach overseas. When you give it a second thought, those of us who were born in a non-English speaking nations yet were extensively exposed to the English language and thus have acquired native fluency, had to work way harder to reach greater lengths. I hope that at one point employers will start considering one's strive to achieve coupled with their genuine passion in making a positive difference in childrens' lives and futures as the prime determinant of one's ability to guide children in their learning not only by delivering knowledge but also by being an inspirational role-model.
Overall, I try to design and implement lesson plans that help children develop holistically and promote values of respect for all. I support them to meet social and emotional challenges as a prerequisite to meeting academic ones. To me, learning is a mere by-product of our interactions with ourselves and with others. Therefore, the role of parents is not only to create strong interpersonal relations between themselves and the children but to view their children as separate entities and encourage them to interact with others.
Above all, I try to create comfortable, safe, and supportive learning environment where mistakes are valued and work as a trigger for exploration and experimentation. The way I induce relaxed and enjoyable atmosphere is by recognising it as the ground for experimentation, fun, and creativity when students do not understand the task or the lesson. This approach also lessens the emotional stress and anxiety caused by the inability to understand and communicates confidence in students' ability to learn. Once the open and enjoyable environment is created, children are encouraged to express how they feel through different creative and artistic means and try to make sense of their feelings and emotions. The lesson can begin or continue only when we are all clear about how we feel and why we feel the way we do. Then, I put emphasis on student interaction and interpersonal communication which supports inquiry and expression of ideas and enables the social development of children.
The most crucial thing for me as an educator is to put children's learning (cognitive development) into context. To make learning relevant for students, I draw upon childrens' interests and current stage of development. If done within the context of childrens' interests, learning turns out to be quite effective. Children need to understand how every lesson relates to their experience in the broader sense. Learners' perceptions of the relevance of what they are learning acts as mediators of learning experiences. To accomplish this I seek to understand every single child by asking questions, observing, and gathering information from secondary sources - other teachers and parents. I tend to adopt the role of a friend and be accessible and approachable when students need or want to talk with someone and share what's on their mind or in their heart. Children do not see me as an authoritarian figure to be feared or obeyed but rather as a friend who is there to help them answer their own questions. At the end of the day, I try to help children discover that they have power and self-control within themselves and be independent in their thinking, acting, and living. For this reason, I try to present children with challenging activities and give them the freedom to experiment and choose their own course of action while taking responsibility for it.
To bridge the teacher-student gap I interact with children during their lunch time or break time. I also try to visit some of them during their extracurricular activities. In this way not only that I can learn more about their character and interests but I can also assist them in making sense of some of our classroom lessons or create new learning opportunities for learning takes place during any of the children's interactions - in the playground, canteen, classroom or at school trip. Learning is put into practice out of the classroom at the end of every lesson when students apply what they have learned in a real-life situation.
Overall, I try to design and implement lesson plans that help children develop holistically and promote values of respect for all. I support them to meet social and emotional challenges as a prerequisite to meeting academic ones. To me, learning is a mere by-product of our interactions with ourselves and with others. Therefore, the role of parents is not only to create strong interpersonal relations between themselves and the children but to view their children as separate entities and encourage them to interact with others.
Above all, I try to create comfortable, safe, and supportive learning environment where mistakes are valued and work as a trigger for exploration and experimentation. The way I induce relaxed and enjoyable atmosphere is by recognising it as the ground for experimentation, fun, and creativity when students do not understand the task or the lesson. This approach also lessens the emotional stress and anxiety caused by the inability to understand and communicates confidence in students' ability to learn. Once the open and enjoyable environment is created, children are encouraged to express how they feel through different creative and artistic means and try to make sense of their feelings and emotions. The lesson can begin or continue only when we are all clear about how we feel and why we feel the way we do. Then, I put emphasis on student interaction and interpersonal communication which supports inquiry and expression of ideas and enables the social development of children.
The most crucial thing for me as an educator is to put children's learning (cognitive development) into context. To make learning relevant for students, I draw upon childrens' interests and current stage of development. If done within the context of childrens' interests, learning turns out to be quite effective. Children need to understand how every lesson relates to their experience in the broader sense. Learners' perceptions of the relevance of what they are learning acts as mediators of learning experiences. To accomplish this I seek to understand every single child by asking questions, observing, and gathering information from secondary sources - other teachers and parents. I tend to adopt the role of a friend and be accessible and approachable when students need or want to talk with someone and share what's on their mind or in their heart. Children do not see me as an authoritarian figure to be feared or obeyed but rather as a friend who is there to help them answer their own questions. At the end of the day, I try to help children discover that they have power and self-control within themselves and be independent in their thinking, acting, and living. For this reason, I try to present children with challenging activities and give them the freedom to experiment and choose their own course of action while taking responsibility for it.
To bridge the teacher-student gap I interact with children during their lunch time or break time. I also try to visit some of them during their extracurricular activities. In this way not only that I can learn more about their character and interests but I can also assist them in making sense of some of our classroom lessons or create new learning opportunities for learning takes place during any of the children's interactions - in the playground, canteen, classroom or at school trip. Learning is put into practice out of the classroom at the end of every lesson when students apply what they have learned in a real-life situation.
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