Philosophy

Reminiscing on the outstanding teachers that enticed my thoughts, molded my character and
touched my heart, I remember being motivated to soar to new altitudes, being immersed in a passionate
learning environment, being stimulated to think both critically and analytically and being interwoven with
moral and ethical fibres of social etiquettes and deportments. I aspire to emulate this type of educator.
In order to prepare a cauldron of successful learners I truly believe that the process of learning should be
an active and engaging one. As an educator, I am a constant exemplar who portrays an image of
confidence and accomplishment that aids in the fullest possible development of each learner for living
morally, creatively and productively in all dimensions of the human experience. Exhibition of
good morals and values, display of proper manners, teaching respect, correcting inappropriate behavior,
mediation of peer conflicts, employment of effective and impartial listening and showing support to my
students are all components that demonstrate that discipline does not rest solely on the students but is also
influenced by the class as a whole, especially the atmosphere of my classroom. Hence, my classroom will
be managed in an orderly fashion to ensure students can maintain focus, productivity and
facilitate their learning.
My responsibility is to guide the feeding process, not merely by supplying essential information
but by nurturing the acquisition of independent knowledge and the utilization of assimilation and
accommodation processes. I understand that in order to challenge and support my learners three (3)
essential learning goals must be achieved: (1) the diffusion of any misconceptions about essential
biological ideas; (2) the learning of foundational biological concepts; (3) the cultivation of interest in
science and an understanding of how science works.
I am fully cognizant that the majority of my students will have to make decisions about biological issues
and for this reason; I want them to leave my classroom with the fundamental biological skills, which will
enable them to engage concepts, making careful and thoughtful choices. The most important ingredients
to stimulate the firing of their neurons and to motivate their passion and creativity are (1) my mastery of
and (2) my enthusiasm for the Sciences. Using these ingredients, I strive to set the stage for lifelong
learning by encouraging critical thinking skills and intellectual growth. So how will I accomplish this? I
simply, start with an intricate, yet significant idea and gather learner’s initial thoughts. Then, I challenge
them to discuss any questions they may have both in groups and openly as a class. They will
be encouraged to explain their answers. Why do you believe what you believe? Does what you believe
hold firm to the basic biological principles? This exercise allows me to assess how their ideas have
changed or was modified and permits me to correct any misconceptions while assess their understanding
of fundamental biological concepts. To conclude the interactive stage experiments are developed to test
their hypotheses.
Traditionally, there exists a major discrepancy between “how science is done” and “how science
is taught.” In the majority of science laboratories students execute lab activities by following systematic
directions written in a lab manual. They essentially are raped of the pleasures of discovery. Within my
lab, the central principle is permitting the learners to do the science themselves. This demands defining a
biological problem, examining the problem through experimentation and interpreting the outcomes. This
approach offers the opportunity for students to instantaneously immerse themselves in all aspects of
science. It fosters active learning in small groups and the exchange of extensive discussion where they
collectively design and conduct experiments. As a result, the birth of an atmosphere in which learners
have a level of responsibility for their learning and students ultimately reassess the common
misconceptions. This is how science should be done!
When each student’s everyday language is modified to incorporate the biological concepts and
when the fundamental knowledge and skills are used as building blocks to tackle multifaceted and
complex problems, the learning objective has been achieved, minds have been nurtured, characters have
been shaped and hearts have been imprinted upon. In the words of Martin Luther King Jr. (1947)
“The function of education is to teach one to think intensively and to think critically. But education which
stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the
man gifted with reason but no morals. …We must remember that intelligence is not enough. Intelligence
plus character—that is the goal of true education.” (King Jr., 1947)
Education should not only give one the power of concentration, but worthy objectives upon
which to put their concentration.