Learning is a life long journey that is entirely integrated to an individual’s personal life. Teachers play an integral role in fostering a good learning environment that builds motivation and develops insight. Teachers must reflect upon their own personal identity, values, and beliefs to determine the shape of their own teaching philosophy. Collaboration between teachers is playing a vital role in molding society and improving human conditions for students. The education process is based on both psychological and sociological aspects. As a teacher, I must apply both concept dynamics in the classroom context to enhance the learning process. I believe in being fully invested in my students and ensuring my classes engage students and respect culture. Through personal experiences, key inspirations, personal identity, ideas, beliefs, current social and educational circumstances, I learnt how to accomplish the KEEPS claims.
In my first encounter in class, I realized that I had not determined my true inspiration of becoming a teacher. Initially I thought it was because my childhood community had inspired me. Later on, I realized there was more to my teaching inspiration. The tragic death of my mother drew me closer to school. It became a place I could escape the suffering I was enduring in my life. School allowed me to reconnect with that part of me that still desired to be a child. The school community became the family that I never got to fully experience. As Dewey (1897) reiterates, “the school is primarily form of community life in which numerous agencies combine to impart knowledge on education being a process of living and preparation for future life.” This quote led me to comprehend that many other children required the same community support that I received. Without the school community, children living with single parents and foster parents are more likely to experience difficulties balancing their home situation with schoolwork. Becoming a teacher established a direct setting in which I could integrate with different students and achieve social commitment. Notably, my schooling experiences as a child shaped my resilience as I pursued higher education and later, my career.
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Teachers hold diverse values and beliefs on their teaching profession based own personal schooling experiences, teacher preparation and early years of practice. Palmer (1997) asserts, “Without personal identity, teachers end up teaching in ways that are inconsistent and contradictory to their pedagogical beliefs.” This quote resonates with me because I value self-understanding and its application in my teaching pedagogy. My experience with a disrespectful boss, in my previous job as a counsellor, showed me the importance of developing self-awareness. In addition, I believe in continuous self-learning. Every encounter that has culminated into my current position has taught me that learning from mistakes and experiences are crucial for self-growth. The classroom is a small society in which teachers can learn from different cultures and beliefs (Dewey, 1897). Upholding dignity drives me towards being the kind of educator that students want to idolize. Dignity in my classroom involves assigning individual expectations for each student in both academic and personal development. In addition, I respect that “no two students are alike.
Martin Buber indicated that teaching is an endless meeting where one has to stay open to new encounters and distinguish those that facilitate and impede personal growth (Palmer, 1997). Initial “meetings” in my teaching career, taught me the importance of being cautious about people aiming to deconstruct our self-identity. My journey on self-awareness commenced after enduring torment from an unappreciative boss. Dewey (1897) asserts that the image portrayed to students is a great instrument of instruction. Despite tough personal experiences, I always aim to present myself in a way that my students can reap maximum benefits. I source the value of dignity from the concept of always treating others with utmost respect for stronger relationships. This aspect of my self-identity has changed through my struggles as a child and working for people who lack dignity. I am determined to learn from my experiences and grow beyond them.
I understand my personal identity as a collection of experiences that influence my relationship with the student beyond curriculum requirements. According to Palmer (1997), “teaching is different from other professions because it occurs at a dangerous intersection of personal and public life.” It took me a while to understand how I could develop my students using my own personal experiences and balancing emotions at a professional level. By understanding my own personal life, I could help motivate students struggling with losing a parent. “The society considers teachers as effective if they become selfless and generous with their personal resources.” (Alspup, 2004). This quote resonates with me because I believe in being fully invested in any problem a student presents to me, whether academic or personal. Failing to recognize students’ problems creates negative perceptions because a learner’s behavior is often a reflection of their teacher’s identity.
The graduate program has exposed me to improved teaching skills and an overall understanding of the teaching profession. Along with a better understanding of teaching philosophy, I identified that a humanistic teaching approach works best for my students. Through a humanistic approach, I aim to develop the whole being and instill values such as self-actualization and motivation. The graduate program brought together individuals from multiple identity strands. Alspup (2004) indicates, “Borderland discourse creates an environment in which individuals from different neighborhoods can discuss their personal encounters and beliefs.” Through interactions with fellow students, I have collected different personal ideologies that are essential in developing the professional self. Every teacher has special beliefs that are a culmination of their experiences and values. Collaboration in the master’s program became the borderland discourse, where students shared beliefs to learn more from each other.
Current social and educational circumstances support my values and beliefs, through the concept of identifying the school as a community setting or a social process. According to Watson (2011), urban school settings expose teachers to racially diverse students. Masking any biased feelings is necessary to avoid negative learner attitudes. My values and beliefs prioritize on making students feel that I have invested in them. Through my humanistic approach, I respect racially diverse classrooms by recognizing the importance of every culture. My practice not only involves teaching the curriculum but also integrating my lessons with diverse cultures. Teachers must refrain from using any discriminative language that separates low and high achieving students (Watson, 2011). Reflecting on my self-identity, allows me to stay focused and centered on my student’s needs.
Students develop trust in a teacher whose interest goes beyond the confines of the curriculum. By designing my classes towards reflecting positivity, I ensure that my students are motivated and cooperative. Current education fails by neglecting schools as a form of community life. Schools are a place where certain life lessons are taught. The teacher’s role in school is interpreted on a similar basis. Teachers are members of the community who impart various influences that affect the child in their current and future lives. As such, my experiences have been vital in developing a self-identity that makes my teaching profession more fulfilling.
References
Alspup, J. (2004). Am I a Teacher? Exploring the Development of Professional Identity. Language Arts Journal of Michigan , 20(1), 35-39. https://doi.org/10.9707/2168-149X.1245
Dewey, J. (1897). My Pedagogic Creed . E. L. Kellogg & Co.
Palmer, P. (1997). The Heart of a Teacher Identity and Integrity in Teaching. Change: The Magazine of Higher Learning , 29(6), 14-21.
Watson, D. (2011). What Do You Mean When You Say Urban? Rethinking Schools , 48-50.
