Philosophy of Education :: Philosophy of Teaching Statement

Philosophy of preparation I fell in love with learning when I was just now a small child. With the support and incitement of my parents, I have receive to know the value of education and have a desire to discipline this same scent out of structure in students I will shape up in contact with. For this reason, and a few others, I decided to bring into existence a teacher. Ever since I was a younger I love the idea of school and was eager to get started. All throughout my spiritedness I have had a passion for learning and always knew that I was meant to teach. The first time I truly realized that I was born(p) to teach was when I taught my smaller cousins onwards they started kindergarten. I was ten old age old and my cousins would soon start school. I started working with them four months before they enrolled. By the time school started they knew how to count to ten, write their names, and say their rudiments. When I hark back back I realize I was noble- minded of myself. However, I can remember at the time only being proud of them. I think one of the most important concepts of pedagogy is letting the children know they are the ones that have accomplished a goal. I feel that the purpose of education is to instill a basic spirit of knowledge in those who want it. I do not think education is something that should be forced, but I would highly recommend the completed education process. However, I do not feel that education is meant for everyone. I feel that good deal are born with an inner desire to learn. Gradually, those people turn that desire into a lifelong career. I hope to encourage my students to try their best and be content with their abilities. I do not believe that all children are able to reach the same academic level but I do feel that each mortal child has his/her own way of understanding things that will make sense to him/her. I hope to emphasize the variation of the ways to learn in my classroom. D ifferent ways of learning include, but are not limit to, the following visually, verbally, and kinesthetically.