Teaching Philosophy

Countless times, I look back and am amazed to find myself back in school. I was an academically struggling student and a teenager who had other things on her mind. I remember what it was like for me - in my private thoughts, quiet struggles, and fruitless efforts. Nonetheless, it is my personal experience as a student as well as the teachers who have impacted my life that have greatly influenced my teaching philosophy.

The following three principles provide the fundamental structure for me as a teacher:

• Every child is somebody worthwhile whose value is not determined by his academic achievements.
• A good teacher is a life-long student.
• Education has a greater purpose than merely getting students to pass their exams.

In my fairly short five years of teaching, I have been privileged to work at both the primary and secondary levels in the private and public sector respectively. There are huge differences ranging from the curriculum and pedagogical styles to parental involvement but one thing remains the same: there are always children who struggle with the demands of school.

I empathize with these children and imagine the personal challenges they are faced with within and out of school. As they may face many years “struggling”, I set it as one of my priorities to make their time in school worthwhile. I do this by shifting my students’ focus, through positive reinforcement and celebrating any improvement such as progressing from 8% to 32% in the subject. The point being I don’t just acknowledge the As. Any effort made should be valued. I want my students to feel good about themselves and not dread going to school. As a result, I work hard to create and sustain a supportive learning environment. I constantly remind my students that the school is a place to learn and that mistakes are welcomed. Within this environment, my students are more willing to try and less afraid to fail. I want them to find the joy not in possessing the knowledge but in getting there.

Developing good rapport with my students is also one of my main concerns. I make an effort to remember their names and find out their hobbies and interests. To me, every child is somebody worthwhile. When I take time to know who they are, I am able to “see” them better and appreciate them beyond their academic performances. An added benefit is that it also helps me to identify the best ways to teach them and incorporate their interests in classroom activities.

As a teacher, I view myself as a life-long learner not just as a student of students but also, as a student of other educators. I frequently refer to teaching resources, talk to my colleagues, and participate in peer observations to further develop myself as a teacher. At the end of each lesson, I spend time reflecting and work on areas I could do better the next time. For the sake of my students, I am dedicated to exploring innovative ways of enriching their learning experiences.

Through daily interaction with my students, I also consider myself fortunate to be in a position to nurture them and prepare them for life. I believe that my role and influence as a teacher extends beyond the books and the confines of the school. I deem these precious opportunities as being the greater purpose of the education system. These opportunities presented in lessons could go as far as to teach them to appreciate and tolerate diversity. Teaching children resilience, accountability and more are important life lessons whether you’re an A student or a struggling performer.

Teaching, to me, is more than delivering content. It is all about the students and my commitment is towards creating opportunities for them to find purpose and joy in school and whenever possible, ‘surprise them into doing something they thought they couldn’t do’ as quoted by Tim Brighouse.