Teaching Philosophy Statement

Teaching Philosophy Statement
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Teaching Philosophy Statement
“No significant learning occurs without a significant relationship.” Dr James Comer
The evidence presented in the quote related to my lived pedagogy of fostering interrelationships, which creates “significant relationships” (see Comer quote above). The statement's relevance is revealed by my professional and personal life balance in nourishing relationships and interaction amongst learners and instructors. The relationships enhance critical thinking and teamwork as the learners develop their abilities and talents in the wrestling arena.
I believe that it is a moral obligation for an instructor to come to class with nothing but the highest hopes for every learner. As a result, the instructor gets the most out of the good that comes from self-fulfilling prophecies. As long as they put in the perseverance, time and effort, the learners will eventually rise to the occasion and succeed.
My initial understanding of coaching and learning was quite basic when I began my career in 2010 at Hanford Joint Union High School. For a coach to be considered a good one, they had to communicate effectively with students. The students digested the knowledge and subsequently abstracted and applied it to new situations. When I started teaching, I put a lot of effort into structuring my lectures, presenting pertinent examples and working hard to show learners the quickest and most efficient way to grasp the information. I couldn't figure out why what I stated in class didn't stick with them despite coaching wrestlers at the National wrestling team for a year. I began to ponder why specific individuals could not grasp the fundamental concepts of the wrestling content and skills.
With an extensive background in early childhood education, leadership and sports management experiences, my passions include wrestling, education for sustainability, and socializing. I now believe that a good instructor aims to create a conducive environment and provide necessary resources that inspire learning in students. Practice and application make learners actively engage in developing their skills and enhancing their knowledge. As my teaching skills improve, I'm more comfortable handing up more classroom control to my students and allowing them to take greater responsibility for their education. I've changed my perspective on my role in education. I now see it as intentionally and thoughtfully creating an environment conducive to student learning through the t...