Educational Goals and Philosophy :: Teaching Education Careers Essays

Educational Goals and Philosophy on that point is only one fillip that makes me want to be a discoverer, notwithstanding that one incentive comes along with so many everlasting rewards that I take away enough pauperism to teach for a lifetime. I beget always felt a strong desire to friend hoi polloi, so when I began my college c areer I decided to major in Psychology. Unfortunately, the longing I felt to help people was not be fulfilled. I wanted to interact with people young and old, male and female, and of all antithetical ethnicities. I needed to be able to sham someones life and allow them to touch mine in the same way. The fortune to help scholars, parents, other dexterity members, and the community is my incentive to teach. One of the most important factors of teaching is being able to understand the nature of students. It is my personal belief that no devil students are alike. You will find students that voice similar interests, have set th at are alike, and some students that even role the same learning techniques, besides the point is, no two students are exactly the same. The diversity of a classroom allows for more(prenominal) than just text edition knowledge to be learned. It is my doctrine that students who learn respect for each others cultures, values, and single(a) traits will snuff it more knowledgeable than those who can regurgitate their political program in their sleep. My personal educational philosophy instantly ties into this I am a firm truster in Progressivism. I feel that schools and curriculum both should be directly tied with the matters, interests, and real-world experiences of students. The nature of a students knowledge should be constructed, dependent, discovered, and true regardless of any person, place, or thing. I once had a instructor tell me that there was no such(prenominal) thing as a stupid question. I have never heard such a true statement. The curriculum that we teach to our students should be structured and dependent on each childs individual needs, abilities, and skill levels. At the same time we need to allocate students enough liberty so that their knowledge can also become true, regardless of when, where, or how they cook the information. As a progressive teacher I hope to serve up learning by aiding students to form their stimulate significant inquiries and discover the paths to clear those matters.Educational Goals and Philosophy Teaching Education Careers EssaysEducational Goals and Philosophy There is only one incentive that makes me want to be a teacher, but that one incentive comes along with so many everlasting rewards that I have enough motivation to teach for a lifetime. I have always felt a strong desire to help people, so when I began my college career I decided to major in Psychology. Unfortunately, the yearning I felt to help people was not being fulfilled. I wanted to interact with people young and old, m ale and female, and of all different ethnicities. I needed to be able to touch someones life and allow them to touch mine in the same way. The opportunity to help students, parents, other faculty members, and the community is my incentive to teach. One of the most important factors of teaching is being able to understand the nature of students. It is my personal belief that no two students are alike. You will find students that share similar interests, have values that are alike, and some students that even use the same learning techniques, but the point is, no two students are exactly the same. The diversity of a classroom allows for more than just textbook knowledge to be learned. It is my opinion that students who learn respect for each others cultures, values, and individual traits will become more knowledgeable than those who can regurgitate their curriculum in their sleep. My personal educational philosophy directly ties into this I am a firm believer in Progressivism . I feel that schools and curriculum both should be directly tied with the matters, interests, and real-world experiences of students. The nature of a students knowledge should be constructed, dependent, discovered, and true regardless of any person, place, or thing. I once had a teacher tell me that there was no such thing as a stupid question. I have never heard such a true statement. The curriculum that we teach to our students should be structured and dependent on each childs individual needs, abilities, and skill levels. At the same time we need to allocate students enough liberty so that their knowledge can also become true, regardless of when, where, or how they reach the information. As a progressive teacher I hope to assist learning by aiding students to form their own significant inquiries and discover the paths to solve those matters.