Development of Teaching Philosophy

The teaching philosophy of learn, lead, and serve has immensely grown throughout student teaching, making me a better teacher and human being. Teaching students to embrace responsibility by noticing the different societal problems and striving to solve them has increased my awareness. I have enabled students to acquire vital values such as commitment, time management, and devotion to service to others. I instilled these values through interactive teaching approaches that involved making students practice in small groups, with each having different instructions. I also allowed the students regular breaks that enabled them process the content better and interact with their classmates effectively. I also initiated a class charter that recorded best behaviors amongst the students to reinforce positive behavior and rewarded the best students every Friday.

The practical aspect of performing the theoretical knowledge I have acquired has enabled me to integrate the information better. I have been able to commit myself to my work better and develop critical skills such as teamwork. The various exercises that involved me guiding students in their assignments have made me a better team player. I have realized that the role of a teacher goes beyond just imparting knowledge in a student to other things, such as leading them and showing them the right path. I understand that the teacher must take up the role of the parent when students are in their care to ensure they do not stray. Giving students breaks during classes has increased their retention capacity and made me understand their capacities better to avoid burdening them.

Technology for Better Learning Opportunities

Technology has revolutionized most aspects of 21st-century life, and education is no exception. Technology provides students with limitless access to information ensuring that the process of learning has been hastened. Students can also remotely access physical classes through the use of online meetings. This has severed the distance barrier that made it difficult for students far from the school to access classroom learning easily. Technology also eases the process of socialization amongst students as this is a crucial aspect of learning (Mercer et al., 2019). While being academically successful is vital, students must learn to exist in harmony with other students and members of society, and technology has eased this process.

Technology also eases communication between students and their teachers long after the class hours are passed. This means that students can seek clarification on unclear subjects after school instead of waiting until they can physically meet their teachers (Tatli et al., 2019). Technology has also eased the research for students who are enthusiasts as they can share their work with global scholars with ease. This guarantees that new information will be continually be discovered and effectively documented for posterity.

How to Implement Christian Worldview Values

Integrating Christian worldviews of compassion, promoting human flourishing, and behaving legally and ethically is crucial for a morally upright world. In future classrooms, I will promote these values through teaching about them theoretically clearly, and concisely. I will encourage the broad reading of the Bible as it is the source of Christian authority and encourage questions from the students. I will encourage them to ask questions by providing candies to those who can ask questions relevant to what they read. I will enhance the Christian values through the examination of their understanding and assignments. The assignments will be questions of the concepts already read to assess memory. I will require students to practice the values learned and provide evidence when they do. This will ensure that these values are fostered within them, and they become part of their daily routine to become reliable Christians. I will encourage the students to join credible churches and keenly follow the teachings of their preachers.


Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry. International Journal of Educational Research, 97, 187–199. Web.

Tatli, Z., Akbulut, H. I., & Altinisik, D. (2019). Changing attitudes towards educational technology usage in classroom: Web 2.0 tools. Malaysian Online Journal of Educational Technology, 7(2), 1–19. Web.

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