Teaching Philosophy

Education is a transformational process that goes beyond the classroom. It is an ongoing affair that people have to go through at all times, where their knowledge, skills, and character are constantly being tested. My teaching philosophy is thus based on the belief that learning is a lifelong endeavor, and as an educator I see it as my role is to create an environment that encourages students to reach their full potential be committing to that endeavor. This really means that they have to form their characters through grit and determination. For that reason, I am committed to holding students to high expectations, and instilling in them values that contribute to their character development.

Learning in my view should ignite curiosity and challenge students to seek the skills they need to gain knowledge independently. This means cultivating a love for learning and encouraging critical thinking and problem-solving skills. I try to integrate real-world applications and interdisciplinary approaches, and I like to make learning relevant and engaging, because this is what can spark curiosity that goes beyond the classroom. I believe that education can be a process that starts in one place and continues on in another. The student is the engine; the teacher is just a messenger showing the way.

Setting high expectations is important in challenging students to push their boundaries and achieve excellence. Part of my goal is to use differentiated instruction and formative assessments, because I want to meet students where they are and guide them towards achieving their personal best. I believe that every student is capable of excellence, and it is my responsibility to help them realize their potential.

However, academic success should not be pursued at the expense of character development. Character education is in many ways the most important part of education, period. I try to integrate character education into my teaching, and to do that I put focus on values such as integrity, empathy, responsibility, and resilience. I have discussions and reflections, and try...…achievement. Dweck distinguishes between a fixed mindset, where individuals believe their abilities are static, and a growth mindset

Noddings, N. (2005). The Challenge to Care in Schools: An Alternative Approach to Education.

New York: Teachers College Press.

Noddings work on care ethics highlights the importance of nurturing relationships in education and the role of schools in character development. Noddings explores the role of care and relationship in the educational setting, and offers a model of education that prioritizes the nurturing of students as whole individuals. She emphasizes the importance of empathy, compassion, and mutual respect in the teacher-student relationship

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms.

Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson provides practical strategies for differentiated instruction, so that high expectations are accessible to all students. It is a practical guide for educators on how to implement differentiated instruction in diverse classrooms. Overall, she gives a lot of good strategies and examples on how to tailor teaching to meet the varied needs, interests, and abilities…