This experience has stayed with me all through my schooling, and will remain within my future as an educator. As a student, I always enjoyed school, enjoyed learning and enjoyed the atmosphere. This feeling continued, and even when school required more studying and less exploration, I still saw its value. I do not know how this this appreciation came to me, if it was instilled in me by my family, my teachers, if it came naturally, or possibly a combination, but I was grateful it was there. Entering the field of education, and having gained experience working within schools, I have seen that this experience is not typical. I have met different students with many different stories, and not one of them is the same as another. As a child it is more difficult to see these discrepancies, but looking back on my experiences in school, as well as what I have learned since then, it is clear to me that there is no typical experience, no cookie cutter student and no one way to teach. Each teacher must forge their own path to discover how they will inspire each of their students. “It is the supreme art of the teacher to awaken joy in creative expression and knowledge” (Albert Einstein) and that is my aspiration as a teacher. 

How My Philosophy Helps My Students

The most vital, and foundational philosophy that any teacher, of any grade, demographic or subject area needs to consider is how the student views themselves within the classroom community that you have created. If a student feels that they are not valued as part of this community, or that they are not a positive contributor to this community, their success academically, socially and emotionally is compromised. Classrooms today represent a wide range of diverse learners, whether it be students with disabilities, English Language Learners, minority groups or students who may just feel ostracized or “different”. It is our job as teachers to awaken the joy in students within this community. Give students to opportunity to show what makes them special. Value their differences and celebrate them. Give every the student the opportunity to do something great, something that will make them feel proud of themselves, and feel that they are a part of the group of students around them. This will be different for every student and may be easy, or may take a lot of trust, support and encouragement. However, that one small moment of being included, involved, and belonging may be what makes the difference for a student to succeed and awaken the inspiration within them.  

Once a student feels comfortable and valued in their classroom community, the foundation of learning can begin. A student will be more open and willing to learning new things if they are comfortable. Students will be even more willing to learn and experience new things if they can see the value that the learning has to them. A student is more likely to see the value in learning and be actively involved if they can identify how the material can relate to and help them in their own lives. How do we expect students to blindly follow teachers and they teach lessons, but do not understand why they are learning what they are learning?

Tips: How What I've Learned Can Help Other Teachers, Tutors, and Students

Teachers need to take the time to explain to students on why what they are learning matters to them, and for each student, that may be different. This element does not need to be overtly repeated in every situation, it may be subtle and may be woven into the lesson or activity you area leading. What is important is that students can make connections to what they are learning in the classroom to real life experiences. This connection does not only inspire them to learn, but enables the learning process by making that connection and solidifying what that student is learning.  Furthermore, to ensure that a student’s interest and learning continues to grow, teachers must make the time to pursue topics that students find interesting themselves. With curriculum standards and state requirements, teachers often tend to avoid migrating from the strict curriculum.  Does that mean if a student or groups of students show a unique interest in a topic not specifically outlined in a framework that we, as teachers, should ignore it? Or does it mean that we, as teachers, should recognize this opportunity for curiosity and learning and allow students to pursue interests. It is not impossible. Any topic or idea can be adapted to work within a classroom setting. Teachers need to be flexible and adaptable. We need to gauge student interest and seize opportunities when we see them. Teachers need to “awaken joy in creative expression and knowledge” within their students to help ensure their futures are bright.