Free Essay About Teaching With Passion:

Type of paper: Essay

Topic: Students, Teaching, Learning, Motivation, Teacher, English, Practice, Exercise

Pages: 2

Words: 550

Published: 2020/12/13

My Teaching Philosophy

I. Introduction
My personal best achievement is to realize my potential as a teacher through the serious learning achievement of my students. It is my personal best achievement because deep within me, I am delighted to see my students perform well in their academic and social life. So far, the best teacher I have ever known is my senior high school English teacher. She starts the class with an energizer, which makes our class lively and motivated. The personal qualities that make this person a great teacher are her passion for teaching coupled with her personal “touch” (that is, professional charisma). In our school, most students like the way she teaches students.
II. My Detailed Teaching Philosophy
The qualities of the best teacher I knew appear in my instruction because I have been mentored by those whom I consider as my best teachers. In their own little ways, I learn great things from them. Consequently, I also do the same. I provide students motivational activities before starting with the lesson proper. I make sure my students have the inner drive to study while I facilitate their learning. Because of the way I handle my class, students are aware of how I am passionate teaching them by heart and mind. Contrariwise, if I could give others a gift-wrapped box that contained the best qualities of my teaching style, I will also use key motivational techniques (e.g., energizers, quote for the day) so that students have the inner drive to learn with zest. I will call my students by their learning strengths, such as ‘king of grammar,’ ‘queen of vocabulary,’ ‘prince of tenses,’ and so on.
Morevoer, if I could put the worst qualities I have as a teacher in the trash, I would throw away being a strict and one-sided teacher. This is because I always want to act as a guide and facilitator to students’ learning and not an authoritarian one. I do not want to dictate to them the best possible approach in learning a subject matter. Instead, I like being entertained with their ingenuity, creativity and skills in English because I know how good students are given the chance to showcase it in class. Hence, one action I need to take to give up one or more of the latter qualities is by listening by heart to my students. It is not enough that students learn with their heads, they should also feel that I love them the reason I want them to learn, and not the other way around.
If I wrote a book about teaching, the title would be: “Teaching with Passion Using Both Heart and Mind.” The three points that I would make about instruction are: teaching and learning must be fun, practical, and productive. Prior to discussing at length the three points, I will share first why teaching is important to me. Possible answer would be: Teaching is important to me because it is the noblest of all professions. All professions, no matter how great or small they are, have been made possible by the generous, untiring and heroic act of teachers. Second, I will also present my fundamental belief about how people learn. For me, I fundamentally believe that people learn through proper motivation, resources, and practice.
In order to demonstrate how people learn, I will have to explicate what “good teaching” (teaching that promotes learning) is and how it can be achieved as a student, colleague and teacher. Teaching that promotes learning qualifies to be a good one when students do not simply recall what they learned by heart and mind, but can actually transfer their learning in their everyday transactional lives. What resonates then with my experience as a student is the type of teachers who believe in what their students can achieve even without their assistance once proper scaffolding has already been provided to students. Additionally, teaching is not just about learning but also maintaining positive relationships with your students and colleagues.
In reiteration to my fundamental belief, good teaching that promotes learning employ proper motivation, resources and practice for it to resonate or flow freely from the basic context, theory and skills required for learning in my discipline. Learning English is learned best when learners have the self-motivation to positively reinforce their own learning. The use of language acquisition resources of various types can greatly influence to students’ learning pace. With regular communication or language practice, the Royal Road to English is not that hard.
In addition to the ideas I already presented above, good teaching looks exactly like good learners. Whether in or out of the classrooms, you can perceive what good teaching the way students use English proficiently. For instance, students would probably describe my teaching as “motivational.” Motivational teaching, in the sense that, it arouses in my students the desire to learn at their own pace toward the attainment of their personalized goal with our lesson objectives. They mix their reason for action because I have inculcated in them the purpose and direction as to why they should learn for learning’s sake.
When it comes to assessing student learning, I assess my students’ learning using authentic assessment. Not only I use quite a bit of objective type of assessment, but I am more on the practical side. Students should demonstrate to me what and how they learned from the lesson by means of English skills informal and formal practice test. For instance, when I converse to them, they should at least express their thoughts clearly, concisely and meaningfully. In terms of my teaching effectiveness, I assess my teaching effectiveness not only based on students’ evaluation of me but more on the achievements of my students. Students should perform well in my class while some of them win in various levels of competitions.
There are times I have to modify my teaching in response to my student feedback through self- re-planning, re-execution, and re-evaluation. When I receive a feedback that some students are having difficulty catching up with the topics, I slow my pace and reconsider how best to handle slow learners. Thus, the way I respond to students’ feedback is a reflection of my teaching philosphy put into practice (that is, learning by doing). I ensure that each of my students are not only learning through pen-and-paper tests, memorization, inter alia, but through practical learning applications. Students should met the desired level of competency and proficiency in any given lesson. At the juncture, I would say that the metaphor that would best describe my teaching is: Teaching is like a heart, which offers an unlimited space for lifetime learning.
In view of my teaching method, I sometimes rely on Communicative Language Teaching Approach where students have to express themselves in the target language correctly and fluently. I also use the Direct Communicative Skills Technique wherein students express themselves using resources, avenue, or media they are comfortable with. Because of that, the outcome of my teaching becomes better considering that students are enjoying doing independent or collaborative works.
In line with the ideal outcome of my teaching in terms of a student’s behavior, it is when he or she learned to become self-reliant. I can sense from a student the interest and commitment to complete tasks on time while having fun. Such a student most often has the initiative to ask me what else he should do to perform more in class. In my discipline, it is tied directly as to how far a student goes from learning enrichment or advanced materials. Some students are good at English because they like it well. As such, it is important to sustain the interest of my students in the subject.
Thus far, I feel I have to change in how I teach a bit on class routines. The difference will be more on flexibility. Students desire flexibility because they want learning outcomes favorable to them. The underlying values being students will learn better if they have a sense of self-direction. They want to regulate their own learning given prior teaching support resources.
III. Conclusion
In conclusion, what makes me feel good about teaching is having in class the passionate learners like me. I am a lifelong professional learner. When I see my students learn efficaciously at their own pace, I am delighted that I have positively influenced them. For me, the feeling is mutual in the sense that students love good teaching that is why they keep on learning from me. Concisely put, for me, good teaching begets good learning. Despite anything to what I said, my teaching philosophy is still a basic one. It is tied directly with people learning at their best when given the right mix of motivation, resources and practice, which is what good English teaching is most likely about.

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