Teaching philosophy

Introduction:

As an under teaching training teacher, I believe that the education domain is the foundation to achieve the
brilliant position in all other fields in the country. As the teachers are the basic of having that success.
Therefore, constructing the fundamental basis of teaching in the UAE thrust it to be one of who regularly
records the first places. Thus, I emphasize that teach children in the schools and have educated youth is
the real wealth of a nation progression (Etemad, 2016). In this philosophy statement I anchor my
pedagogical core beliefs in three principles:

Refinement better than punishments:

Cultivate the young students has its benefits in acquiring learning better than punish them.
Once you teach the students what they have to do is superior than directly judge they are guilty. I insist
that as a teacher I have to take in my consideration that in my classroom I have children essentially need
to nurture their personalities on morals before just give them a lesson. In my teaching practice I do that I
start the session with reminding the students about what they have to follow and do, which calls the
classroom rules. However, sometimes I see some of learners are not committed to my policies. As a
result, my mentor school teacher was usually proactive where she fired them out of the class, which I
entirely consider that is a huge crime in the right of childhood. Therefore, my strategy is Do that better
than dont do this which means be a positive teacher by encourage, reward, reinforce good students
behaviors. This strategy can occur if students feel honestly inspired by the teacher praising made within
the class time and that will enhance their confident in their personalities by treat them respectably to seek
towards the good behaving (Belsky, 2008).

Paper and pencil:

All of my appreciation to the advanced techniques and other teaching strategies. However, I strongly
accredit that getting young students to learning by fundamentally use pencils and papers. Where it is one
of the traditional successful methods that still has the high effectiveness of gaining knowledge, practice
the skills, identifying the information. For instance, for grade one learners learn the English letters; they
wont distinguish the letter or install it in their minds until they write it on the paper, color it, draw it,
which enlighten the picture of that letter on their brains. Further, they will understand today what do they
have to learn. Moreover, handwriting contributes to cognitive development and improves their mental
involvement (Spear-Swerling, 2006). Thus, alongside with appearing the use of technology in schools
like the smartboards and iPads, I strive to endure handwriting as not independent skill that requires to be
employed for the most activates and specify time to practice it every day. As we must understand that the
hand-writing is a multitasking skill where it plays on improving several other skills such as the fine motor
skills, and develops the ability of brains concentrating.

Productive discussion:
At the core of my pedagogic philosophy is the belief of the consequence of discussion during the session.
It promotes the critical inquiry and logical reasoning. I will just respond to the student answer, then
quickly wait for other students comment, resulting in asking again who has another against perspective,
then enquire for analyzing and give logical reasons from the rest of students. In this argumentative
process, I postulate that most students will be involved in completing the conversation and competing to
offer their concepts. However, I affirm that all learners will elaborate their critical thinking even if they
did not participate apparently by saying their opinions that time. As a methodology, it supports the
exploration of cases and their structures of intelligence and evidence, all in applying regular
conversational routine in class-time. The positive influences of this approach has shown systematically
improvement in students rational articles, where show a broad range of different ideas and well-
evaluating of students thinking (Swan, Shea & Fredericksen, 2000). Moreover, this strategy will
promote the social interaction. Nevertheless, my goal is to enhance the natural route of students critical
thinking overcoming the small titles to reach the higher investigations in other fields.

Conclusion:
I have realized that the most efficient method that makes my class time valuable and viable to everyday
experience is my interaction with students throughout the mental growth process. Therefore, through my
positive constructive feedback to my students I will be able to make this approach so productive of
critical thinkers. On the other hand, through my planning of choosing the instructional principles that
draw my teaching style and strategies, I am ambitious to show how these beliefs establish a powerful
structure for the teaching. I teach by these principles because of my devoted persuasion that they provide
a path for enhancing oneself and ones society.
References:

Belsky, J. (2008). Rewards are Better than Punishment: Heres Why. Psychology Today. Retrieved 15
September 2017, from https://www.psychologytoday.com/blog/family-affair/200809/rewards-are-better-
punishment-here-s-why

Etemad, H. (2016). The changing global economy and its impact on international entrepreneurship (1st
ed., p. 265). Gheltnham: Edward Elgar.

Spear-Swerling, L. (2006). The Importance of Teaching Handwriting. Reading Rockets. Retrieved 15

September 2017, from http://www.readingrockets.org/article/importance-teaching-handwriting

Swan, K., Shea, P., & Fredericksen, E. (2000). Building Knowledge Building Communities: Consistency,
Contact and Communication in the Virtual ClassroomJournal of Educational Computing Research - Karen
Swan, Peter Shea, Eric Fredericksen, Alexandra Pickett, William Pelz, Greg Maher,
2000. Journals.sagepub.com. Retrieved 16 September 2017, from
http://journals.sagepub.com/doi/abs/10.2190/W4G6-HY52-57P1-PPNE