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My Teaching Philosophy

A good teacher is a lighthouse standing tall, shining a light to guide his students coming

via jet ski, dinghy, helicopter, yacht, speed boat or swimming, across the sea of darkness at their

own pace in search of knowledge. As the metaphor suggests teachers are facilitators of learning

who help students move from where they are to where they need to be using strategies best

suited to their abilities. Reflecting upon my initial teaching philosophy I realize how much it has

been influenced by my experiences as a student and a teacher over the years. Past classroom

experiences, my interactions with students and other teachers, the curriculum and societal

expectations have all contributed to shaping my philosophy about teaching and how I teach.

My teaching philosophy encompasses a combination of both traditional and conventional

approaches to education. My initial philosophy was perennialist in nature because I focused on

teaching the curriculum in a unilateral manner through rote learning to ensure that students’

performance met society’s traditional expectations of education. Throughout the years however

in response to changing student and societal demands I refined this approach. My current

philosophy and approach to teaching is now more closely aligned to progressivism because I

have a better understanding of the value of engaging students through interactive sessions and

teaching the curriculum in manner they can relate to through their everyday experiences.

One characteristic of perennialism that I have maintained however is the need for an

ordered classroom where the teacher is the authority figure. Throughout Secondary School it was

difficult for me to concentrate and learn in classes where teachers adopted laissez faire attitudes

because teaching was constantly interrupted by disruptive behavior. Learning from this

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experience my philosophy is that even when sessions are interactive and engaging, order should

be maintained and the teacher should always be respected. I use my interactive sessions to get to

know my students, bond with them and gain their trust and respect.

My philosophy has and continues to be focused on creating the best environment for

learning to take place. It is my belief that a classroom must be a safe and positive environment

where students can feel comfortable asking questions and engaging in lessons without being

ridiculed or scolded. Because of my past experience as a student in Primary School where I

found it difficult to learn in classes where teachers were overly strict and intimidating I am

committed to ensuring that students always feel comfortable and nurtured .

Another philosophy of mine is that students should be continuously assessed to determine

whether they have learned and how much they have learned. In the past there have been

instances where I recognized students misunderstood a concept only while marking exam scripts

at the end of the term. In order to prevent this from recurring I now conduct formative

assessments during lessons to measure the extent to which students are learning.

My teaching philosophy is characterized by a combination of both perennialist and

progressivist approaches to education and is reflective of my past experiences and interactions

within the education system. This philosophy translates into my emphasis on the need for

interactive classes within a safe and positive environment. Respect for the authority of teachers

within classrooms and continuous assessment are also hallmarks of my teaching philosophy.