An existential teaching philosophy aligns closely with my own teaching philosophy. While I do not wish to reject all manner of authority in my classroom, and do understand subject matter still needs to be taught, I do think more focus needs to be placed on the child and their specific growth. Too many children are forced into rigorous test schedules and overloaded with homework. Rather than understanding how to learning and retain, they master the art of memorizing, only to dump the information after the test. There is no time to find themselves, and existential teaching philosophies allot for that.
As a child, I experienced more of a perrenialism teaching philosophy. While I became well versed on Western Culture, I also became burdened with too much homework for my age. As I grew, this caused me to develop anxiety and depression. Moreover, I discovered I was woefully inept compared to students at other schools when it came to matter of other countries, as well as myself. I aim to be a more open educator than those who taught me.
While there are many goals I would like to set for students, a few that will never change are as follows: I would like the students to think about one thing concerning themselves they would like to become better at academically, and work at it throughout the course of the school year until they are satisfied. My hope is to use this as a tool to show in education, as well as working on ourselves, it is a lifelong process of improvement. I would also like students to learn how to study and learn, rather than memorize. Critical thinking skills are crucial and will serve them better than the ability to memorize answers for a test, only to forget them. I would also set a goal for students to remain kind in the classroom at all times, and if they are unable to do so, to work out transgressions verbally and quietly.
Staying informed of teaching techniques and methods is a cornerstone to my growth plan. I think it is paramount to stay connected to the educational community, and to stay open to all philosophies, even those that are not my own. If something works for students, educators must try it on their behalf. Remaining open in this way, and continuing to try new things is also how I plan to stay connected with my curiosity. I can remind myself every day, as I do this, that education and growth are a lifelong process. As an added benefit, I can be an example to my students. Continuing to seek out new techniques and staying open to trying ones that are proven to be effective, but may be out of my comfort zone will only make me a more effective teacher and show students what happens when one tries new things and stays curious.
In sum, the most important thing about being a teacher is we are setting an example for students and sending them out into the world a little different than they were when we met them. Our philosophies may not be their philosophies when they leave, and the goals we set for them may not change them at all, but they have the capacity to do so. It is important we take this seriously and do what is best for each student. Right now, my philosophy is to create an environment that fosters curiosity, critical thinking, kindness, and most importantly, learning. I will remain open to the changes and challenges of teaching, and always try new things for the benefit of each student.
References
van Uden, J. M., Ritzen, H., & Pieters, J. M. (2015). I think I can engage my students. Teachers' perceptions of student engagement and their beliefs about being a teacher. Teaching and Teacher Education, 43-54.
