Teaching Philosophy :: Education Teachers Essays

Teaching ism I was held put up in fourth grade, because my instructor failed to realize that I was struggling. My parents tried of all seasonything from money incentives to grounding me until my work was done. Nothing seemed to work with me I didnt understand what I was supposed to be encyclopedism and no amount of pressuring, grounding, or incentives were going to help. The second cartridge clip around, my teacher didnt put as much pressure on me and made the differentiate a little more interesting. The following year, my teacher Mr. Barger, told us on the first day that hed give us just plenteous rope to hang ourselves. I often found myself in much(prenominal) a position. This teacher is the best teacher I have ever had, because he made the class fun. By the end of the year I was on the B honor roll. It wasnt until my senior year in high school that I decided I wanted to be a teacher. I realized that I wanted to give something back to the students. I wan ted to be dumbfound the teacher that students would remember for making a difference in their life. I believe that the nature of knowledge is constructed and underage upon person, place, or time. Knowledge depends upon the teachers teaching styles, foundations, and how much time the teacher can allow for certain subjects. With the student, it depends on his/her age, their submiting process, and their learning environment. How well he/she does can depend on how much time the teacher spends on the subject. You could have a slow child in a class, but if you spend just a little overnight on that math problem they just whitethorn get it. You may have a six-teen year old boy who chooses not to learn and goofs off, but if you keep trying to capture his interests hell probably come around. The nature of knowledge is relative it just depends on how much the teacher and the student want to put into it. I believe that public knowledge was established so that all people could get an education.