Teaching Philosophy :: Education Teachers Essays

Teaching Philosophy I was held back in fourth grade, because my teacher failed to realize that I was struggling. My parents tried everything from money incentives to grounding me until my work was done. Nothing seemed to work with me; I didn’t understand what I was supposed to be learning and no amount of pressuring, grounding, or incentives were going to help. The second time around, my teacher didn’t put as much pressure on me and made the class a little more interesting. The following year, my teacher Mr. Barger, told us on the first day that he’d â€Å"give [us] just enough rope to hang ourselves†. I often found myself in such a position. This teacher is the best teacher I have ever had, because he made the class fun. By the end of the year I was on the B honor roll. It wasn’t until my senior year in high school that I decided I wanted to be a teacher. I realized that I wanted to give something back to the students. I wanted to become the teacher that students would remember for making a difference in their life. I believe that the nature of knowledge is constructed and dependent upon person, place, or time. Knowledge depends upon the teacher’s teaching styles, foundations, and how much time the teacher can allow for certain subjects. With the student, it depends on his/her age, their learning process, and their learning environment. How well he/she does can depend on how much time the teacher spends on the subject. You could have a slow child in a class, but if you spend just a little longer on that math problem they just may get it. You may have a six-teen year old boy who chooses not to learn and goofs off, but if you keep trying to capture his interests he’ll probably come around. The nature of knowledge is relative; it just depends on how much the teacher and the student want to put into it. I believe that public education was established so that all people could get an education.