Philosophy

During my time in Japan, I developed a profound fascination with omamori, symbolic good-luck charms that embody positive intentions and serve as a representation of my educational values—respect, effort, and positivity. These values are at the core of my ever-evolving educational philosophy, shaping how I craft my lessons and guiding learners to become active citizens in the communities they are a part of.

As an educator, I understand the importance of thorough preparation, not only for specific subjects or classes, but for the entire educational process. This preparation encompasses careful planning before lessons, ongoing learning during lessons, and honest reflection afterward. By embracing these principles, I aim to create an environment that fosters respect for all, effort to improve, and positivity towards the journey.

Effective planning establishes a confident and comfortable atmosphere in the classroom, setting the tone for meaningful engagement. Powell (2009) emphasizes the significance of cognitive and social interactive learning environments and the preparation required to facilitate holistic connections for learners. As an educator, my role is to act as a facilitator, encouraging learners to make their own connections and share their thoughts within a collaborative and socially interactive context. By understanding learners' prior knowledge and tailoring the content accordingly, I can engage and challenge learners appropriately, promoting a confident and comfortable learning environment.

While thorough preparation contributes to a positive and engaging classroom atmosphere, it is essential to recognize that external factors can impact learners' receptivity to learning on any given day. Effective lesson management considers these factors and emphasizes consistency, as discussed by Chick (2013). Encouraging learners to express their thoughts and providing opportunities for reflection and brain breaks throughout the day keeps them fresh and mindful of the learning process. Intrinsic rewards, rather than relying solely on external rewards, foster self-awareness, self-regulation, and interpersonal skills. Creating a safe and supportive emotional and educational environment allows learners to flourish academically while developing crucial skills.

Self-reflection and self-awareness are key in fostering empathy and establishing genuine relationships with both peers and educators. Noddings (2006) offers valuable insights into reflective practices, prompting thoughtful considerations such as the presence of genuine conversations, being a positive role model, clarity of expectations, and the embodiment of positivity and imagination throughout the day. By honestly reviewing my lessons using these criteria and addressing any areas for growth, I commit to continuous improvement.

I strive to create an environment that nurtures kind hearts and frees imaginations. By setting clear expectations and providing opportunities for meaningful dialogue, I aim to empower learners to explore content, imagine possibilities, and achieve their best outcomes. Through meticulous preparation, ongoing assessment, and sincere reflection, I aspire to model traits such as respect, effort, and positivity. My lessons serve as my personal omamori, guiding the learners I interact with on their journey toward becoming active citizens.

References:

Chick, N. (2013). Metacognition. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/metacognition/

Noddings, N. (2006, March 1). Handle with Care. Greater Good. https://greatergood.berkeley.edu/article/item/handle_with_care

Powell, K.C., & Kalina, C.J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250.