Teaching Philosophy :: Education Teachers Essays

teaching method Philosophy I was held back in fourth grade, because my teacher failed to commit that I was struggling. My parents tried everything from money incentives to grounding me until my work on was done. Nothing seemed to work with me I didnt understand what I was supposed to be eruditeness and no amount of pressuring, grounding, or incentives were going to help. The second time around, my teacher didnt put as untold pressure on me and do the class a weeny more interesting. The following social class, my teacher Mr. Barger, told us on the first day that hed make us besides enough rope to hang ourselves. I often found myself in such a position. This teacher is the best teacher I pitch ever had, because he made the class fun. By the end of the family I was on the B honor roll. It wasnt until my senior year in high school that I decided I cute to be a teacher. I realized that I wanted to give something back to the students. I wanted to become the t eacher that students would remember for reservation a difference in their life. I believe that the nature of intimacy is constructed and dependent upon person, place, or time. Knowledge depends upon the teachers teaching styles, foundations, and how very more than time the teacher can allow for certain subjects. With the student, it depends on his/her age, their instruction 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 fry in a class, but if you spend just a little longer on that math problem they just may stomach 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 in all likelihood 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 habitual education was established so that all people could get an education.