Jessica Cameron's Philosophy of Education

It has often been said that ‘those that can’t do, teach.’ Since becoming immersed in the teaching process, I have come to realize how ridiculous this phrase is, as my desire to become a teacher did not originate from the notion that I cannot ‘do.’ I believe that those who elect to become teachers are simply passionate learners, and they possess the desire to help others to learn as well. As a passionate learner myself, it was natural to me to pursue a career in education. Teachers continue to learn throughout their careers, through their interactions with their students. In this respect, I learn from my students as much as they learn from me.

I first decided to become a teacher because of my desire to travel and to experience new cultures. This mentality has since evolved, as since I began my career, I have discovered how much I enjoy teaching, and how important it is to me that I strive to be an effective and enthusiastic educator. I simply owe it to my students. I believe that the teacher does not serve as simply a dictator of facts and grammar rules, rather the teacher acts as a conduit for students to develop learning skills based on their own background knowledge. Once the students have established their own learning techniques, they can effectively absorb the language skills needed to become proficient speakers of English.

I create an atmosphere of mutual respect and patience in the classroom between the students and myself. If the students are not comfortable in their learning environment, it will be more difficult for them to comprehend the skills being taught, wasting both their time and mine. By being compassionate and approachable, I can make the students feel at ease inside the classroom.

I hope to inspire in my students a desire to learn independently, as well as motivate them to apply their acquired skills outside of the classroom. Learning to speak a new language often begins as a quest to achieve a specific goal. However, I have found with my own language learning experience that acquiring a new language is a process that filters into every aspect of a student’s life. I always design activities and lessons that my students can refer to in other learning situations that they encounter, while at the same time encouraging critical thinking skills that are driven by the students’ desire to communicate in their new language.

In addition, I not only teach my students to acquire a new language, but to appreciate new cultures as well. In the case of teaching English, as there are many different countries and cultures in which English is spoken, it is important that learners of English understand that there is no ‘correct’ way to speak a variety of English, and the language does not connote a specific culture. I hope to educate my students about my own Canadian culture, while integrating aspects of other English-speaking cultures. Teachers have a responsibility to adapt their teaching methods to the specific class of students that they have.

I do not believe that people are born to become teachers. Through my own soul-searching, as well as my observations of my own past teachers, I am convinced that the choice to become a teacher results from the desire that people possess to make an positive impact on others, that lasts for the rest of their lives. Teachers are in the unique position to not only act as an educator, but to serve as a mentor and advisor to their students in different areas of their lives. It is my firm belief that teaching is not simply a job, and the responsibility of the educator does not end when the students leave the classroom. The passion that I have for teaching will undoubtedly translate into my lessons, and enable me to effectively create a classroom environment of both teaching and learning that it mutually beneficial to both myself and my students.