EDUCATIONAL PHILOSPHY

From Student to Teacher

To understand my philosophy, you should first understand what led me to become a teacher in the first place.  I grew up in a household that placed heavy value on education and on receiving high marks in every subject. While I enjoyed learning, and many of my classes, I found myself struggling and falling behind at certain points. I became very discouraged as my grades started to decline. My motivation as a student wavered as I moved on through school and many teachers wrote me off as lazy or unintelligent. However, I was lucky to find a few middle school teachers who helped me find my way.

It is because of my relationships with them and their commitment to seeing me through my years of indifference, that I find myself striving to be the teacher that they were for me. They showed me that there are teachers who are patient and kind, and whose goals are to help students develop as individuals instead of fitting into the typical student mold. They are sincerely invested in my wellbeing and success. I realized that the educational system built by society, was not the right fit for every student and that it was okay to reach my academic goals via a different route.

Because of my experiences as a student, one significant aspect of my philosophy is valuing each pupil, and recognizing his or her contribution to the classroom and school community. By focusing on each student individually and their unique skill set, I can incorporate their interests into my curriculum. The ultimate goal is to help students build confidence, develop a love for Judaism, and acknowledge their ability to effect change and become leaders in the many environments they will face in the future.

In my student teaching, I have come across students from a variety of different religious backgrounds. Despite the differences in religious affiliations and other variables, I consistently approach the classroom with the same love and enthusiasm for Judaism. I value honesty and strive to answer the difficult questions about faith that can rattle a student’s Jewish foundation. I feel it is important to acknowledge the difficulties we face as Jewish people living in a secular world and use relatable approaches to alleviate such predicaments. I want students to feel comfortable being Jewish and functioning as leaders in the secular communities, in their respective colleges and afterwards. My goal is for them to be able to defend their opinions as Jewish adults and see that they can incorporate their religious beliefs into secular and American societies.

Another aspect of my philosophy is incorporating a range of assessments to determine a students understanding of our learning. Since my time as a student, teachers and schools more widely accept the prevalence of test and performance anxiety, and realize students can display their knowledge of subjects in a number of ways. By using a variety of assessment methods I can help to alleviate the pressure from a test centered environment and allow them to confidently display their mastery of the subject matter

Perhaps the most important part of my educational philosophy is that as a teacher, I must 'practice what I preach'. If I want my students to be growth oriented then they need to view me as being dedicated to growth myself. I am always asking myself if my actions are something I want my students to replicate. Am I speaking in a way I would allow my students to speak to me? Am I spending my time in a way I would recommend my students spend their time? I believe that I cannot expect growth from my students, if I am not continually growing as a teacher and an individual.

Through these ideas, I feel that the goals I have set out in this philosophy statement are achievable. I am constantly reminded of the extensive responsibility teachers have as mentors to society's youth, and it is one that I feel is immensely important. Keeping in mind these practices and the skills I have attained from Azrieli, I hope it is a job I am worthy of doing.