• Welcome
  • Welcome
• Background
  • Why Teaching?
  • Teaching Philosophy: College Not a Goal but a Fact
  • Professional and Educational Background
• Experiences in Education
  • Introduction
  • Breakthrough Collaborative Sacramento
  • A Better Chance Program
  • Boston Collegiate Charter School
• Academic Work at Hamilton College
  • Introduction
  • Mathematics Major
  • Hispanic Studies Minor
• Educations Studies at Hamilton College
  • Introduction
  • Issues in Education
  • Curriculum and Decision Making
  • Ethnography and the Learning Enviornment
  • Education Practicum
• Resources
  • Inspriring Instruction and Pedagogical Techniques
  • Bibliography

Teaching Philosophy: College Not a Goal But a Fact

Teaching has been my passion for 8 years now. Many people do not know what they want to do until college, after college, or sometimes they never figure it out. However, the first time I stepped in front of the classroom I reaffirmed my passion for education and teaching. I became interested in education when a teacher completely changed my life by bringing to my attention my mathematics ability and also my bad attitude towards school. She asked me why I was faking being dumb.  While this might seem unreasonably harsh it was exactly what I needed. Her one comment brought me to realize that I was actually good at Math. I have gone on since then to win the Math award in high school and I am now continuing my math studies at Hamilton College as my major.

That experience with my teacher showed me that teaching is not only about giving students an education but it is also about mentoring students. Thus, I have always believed that I am not just a teacher but a mentor as well. My goal in my classrooms is always to make my students feel comfortable enough with me to be able to share their lives with me. I have had multiple experiences where students have come to me with problems or I have gone to them when I see they are not on a good path.

I have learned that I can make this comfortable environment by having students enjoy my class, which means they are engaged for an extended period of time. I surround all my lessons with active participation, kinesthetic activities, and collaborative work. With these active and engaging lessons, students seem to enjoy my class even if they despise math. In my past research, I have seen the parallels between keeping an active classroom, engagement, and an overall high student achievement rate.

Another big thing that I bring into my classroom is my personality. I am a very enthusiastic, outgoing person and I continually try to keep my students entertained. My joking nature and determination help me keep a good balance of strictness and warmth in the classroom. I believe this balance is extremely important because it maintains the boundary between teacher and student but also lets the students feel comfortable in my class.

Lastly, setting equally high standards for all students and putting in an immense amount of effort into my lessons has proven successful in my classroom. For example, at Breakthrough Collaborative I would work 7am-10pm days. During those hours if I was not in the classroom I was talking with my mentor teachers on how to make the most successful lesson plan. I researched activities and figured out what students liked and disliked. Creating those lesson plans helped mold my knowledge of creating fun, exciting and engaging lessons. Working long days will help students to be successful, and when they are successful, they gain confidence and tend to enjoy school more. 

Thus, I believe there are many factors that go into a thriving classroom. However, all these aspects build from each other and can continually create successful students who ultimately go onto higher education. My mission in every classroom is for students to not make going to college a goal but a fact. Through mentorship and participation in an engaging classroom, I believe my students and their future achievements in higher education, will be evidence of how I have achieved my mission.