Qualities of a Good Teacher
Produce a teaching philosophy of 500 words in which you reflect on how
you possess the professional dispositions of a good teacher.
The teaching philosophy should be in the form of several paragraphs. The
teacher dispositions you reflect on can be explained and exemplified by
addressing some of these points:
· Your goals as an educator
· Your motivation to become an educator
· The theories, methods and/or beliefs that influence your
teaching
· Your beliefs about education, teaching and/or learning
· Your strengths as an educator
· Your views on classroom management
· Ways you assess learning
· Your style of interaction with parents, children and other
stakeholders
· Your views on the role of professional development in your
career
· The type of classroom activities, homework and other learning
resources you create and use
· Your use of technology in teaching and learning
Be specific in your answers. Give examples of activities and tasks that
demonstrate a point you make.
Make sure your in-text citations and reference list are complete and
accurate in APA style.
Solution
My goals and motivation as an educator
As a professional educator, my main objectives are to work smart to ensure learners are
confident in the skill of mastery learning and impact learners with relevant and quality
information. It is also my aspiration to make sure that I help my learners develop critical thinking
skills and encourage them to adapt and accommodate a long-lasting form of education that will
benefit their future lives. Finally, I aspire to be a wise and trusted teacher to my learners (Sawers
et al. 2016).
I understand that to achieve my goals, certain factors have to be put in place, which
revolves around a conducive environment for learning. Therefore, it is my role to guide the
learners effectively, expose them to technical activities, allow them to participate in skill
development activities, and incorporate technology in the learners' curriculum. Therefore, it is a
significant motivation to me when I witness my learners being able to apply technology in their
technical skill development during learning. I also get motivated when my students attain the
required mastery level in each subject (Sawers et al. 2016).
Theories and Beliefs that Influence my Teaching
As a professional educator, I believe that every student possesses unique qualities and
capabilities in understanding what they are taught in school and its application to daily activities.
Therefore, I will dedicate my time and focus to understanding different students' capabilities and
help them manifest their abilities confidently without discrimination (Merkel, 2020).
To make all students feel confident about their unique abilities, I will group them into
different classrooms. Each group will consist of students who share a common understanding. In
TEACHING PHILOSOPHY 3
each student group, I will use different learning styles with a curriculum that includes all the
learning styles (Merkel, 2020).
How I will access students learning
I believe and understand that an instructor should access the level of understanding of the
learners from time to time. The assessment is expected to influence the decisions that the teacher
is likely to take. I understand that the learners' level of understanding is, to some extent, directly
proportional to the methods of teaching that the instructor uses to deliver knowledge to students.
Therefore, accessing the learners regularly also helps me access myself on how effective I am in
teaching learners (Yeom et al.2018).
Therefore, I will present assessment tests and papers to my students after completing a
specific topic of study. Additionally, I will employ other methods of assessments, such as
assignments and homework. Involving the learners in group discussions and technical skills
development activities will also be useful in the assessment process (Yeom et al.2018).
My Interaction with Students
Personally, I understand that attitude is a contributing factor when it comes to how I
interact with my learners. My attitude when am impacting knowledge, advising and mentoring
learners should be one that is admired even by other teachers, parents and other stakeholders.
Therefore, to positively impact the learners, I will make sure that I am passionate about the
services that I offer to them. I will accomplish this through free interaction with students and
allowing them to express themselves without judging any of them (Beatty et al., 2020).
My Views on the Role of Professional Development in my Career
TEACHING PHILOSOPHY 4
Teachers' professional growth is equally important as learners' growth. Therefore, to
protect the growth of a learner academically, the teacher's growth in the teaching profession has
to be put into significant consideration. With continuous and commendable student growth, the
teacher is also assured of growth professionally. Therefore, my goals will be to provide learners
with quality education and I plan to achieve this through consistent improving teaching methods.
I will also use students' evaluations to improve my professional growth (Beatty et al. 2020).
TEACHING PHILOSOPHY 5
REFERENCES
Sawers, K. M., Wicks, D., Mvududu, N., Seeley, L., & Copeland, R. (2016). What Drives
Student Engagement: Is it Learning Space, Instructor Behavior or Teaching Philosophy?.
Journal of Learning Spaces, 5(2). Extracted from:
http://libjournal.uncg.edu/jls/article/view/1247
Merkel, W. (2020). “What I Mean Is…”: The role of dialogic interactions in developing a
statement of teaching philosophy. Journal of Second Language Writing, 48, 100702.
Retrieved from:
https://www.sciencedirect.com/science/article/abs/pii/S1060374319303935
Yeom, Y., Miller, M. A., & Delp, R. (2018). Constructing a teaching philosophy: Aligning
beliefs, theories, and practice. Teaching and Learning in Nursing, 13(3), 131-134.
Retrieved from:
https://www.sciencedirect.com/science/article/abs/pii/S1557308717302883
Beatty, J. E., Leigh, J. S., & Lund Dean, K. (2020). Republication of: Finding Our Roots: An
Exercise For Creating a Personal Teaching Philosophy Statement. Journal of
Management Education, 44(5), 560-576. Retrieved from:
https://journals.sagepub.com/doi/abs/10.1177/1052562920912916
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