MYTEACHI

NGPORTFOLI
O

APar
ti
alFul
fi
ll
mentf
ort
heCour
se:
EDUC202
TheTeachi
ngPr
ofessi
on

Fi
rstSemest
er,
A.Y.2020-
2021

Pr
epar
edby
:
Cor
tes,
Ant
onyP.
219-06612
EDUC202(MWF10:
00-
11:
00AM )

Pr
epar
edf
or:
Mr
s.Adeel
leJ.Gal
ani
da
I
nst
ruct
or

0
 TABLEOFCONTENTS

Page#
Teachi
ngPhi
losophi
es
VennDi
agr
am …………………………………………….
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
2
Resear
chWor
k:Mor
ePhi
losophi
es…………………….
..
..
..
..
..
..
..
..
..
..
..
4

TeacherAcr
ost
ic………………………………………….
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
.16
Per
sonalPhi
losophy……………………………………….
..
..
..
..
..
..
..
..
..
..
..
..
..
..
17
Ref
lect
ion………………………………………………….
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
.18

Val
uesandMor
ali
ty
Act
ionPl
an……………………………………………….
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
.19

Vocat
ion,
Missi
on,
andPr
ofessi
on
Desi
der
ataRef
lect
ion…………………………………….
..
..
..
..
..
..
..
..
..
..
..
..
..
..
20

1
TEACHI
NGPHI
LOSOPHI
ES

VennDi
agr
am
Si
mil
ari
ti
esbet
weenessent
ial
ism andper
enni
ali
sm

 hasrati
onal
andmoral
Essent
ial
ism powers Per
enni
ali
sm
 rat
ional
ani
mal

Di
ff
erencesbet
weenbehav
ior
ism andexi
stent
ial
ism

Behav
ior
ism
 i
sapr oductofhi
s Exi
stent
ial
ism
env
ironment  hasnouni
ver
sal
 i
thasnof
reewi
l
l nat
ure

 i
sacompl ex  i
tcanchoosewhat
combinat
ionofmat
ter hecanbecome
thatr
esponds

2
Di
ffer
encesbet
weent
heper
enni
ali
sm andessent
ial
ism combi
nedand
pr
ogressi
vi
sm

Per
enni
ali
sm Essent
ial
ism
 subjectmat
ter
-cent
ered  subj
ect
-cent
ered
teaching t
eaching

Pr
ogr
essi
vi
sm
 student
-cent
ered
t
eaching

Si
mil
ari
ti
esbet
weenl
ingui
sti
cphi
losophyandconst
ruct
ivi
sm

 i
t'steachi
ng
technique
Li
nguist
ic l
ear ni
ngby
doing/appl
yi
Phi
losophy ng Const
ruct
ivi
sm
 theyar
e
bothmaker
ofmeaning

3
 Resear
chWor
k:Mor
ePhi
losophi
es
PHILO PROPONE GIST OF GOAL OF METHODOLOGY
SPHY NT TRUTH TEACHI
NG ANDSTRATEGY
LEARNI
NG
1. Chr
isti
an Chri
sti
an Ther ei s One The pur pose Chr isti
an phi l
osophy
Phi
losop Peopl
e God, who i s of Chr isti
an emer ged wi t
h t he
hy Fat her , Son, Educat i
on i s aim of r econci l
e
andHol ySpi rit.t o assi st t he sci ence and f aith,
Ot herway sof f ami ly and st arti
ngf rom nat ur al
refer r
ingt ot he chur ch i nt he r ati
onalexpl anati
ons
Tr i
ni t
yar et he mi nistry of with t he hel p of
Tr i
une God r econci liation Chr isti
an r evelat
ion.
andt heThr ee- t hrough en.wikipedia.org/wiki
i
n- One, The i nst ruction /Christ
ian_phi l
osoph
Chr istian cent eredupon y
doct r
ineoft he Jesus Chr ist
Tr i
ni t
y ( Lat in: and f ounded
Tr i
ni t
as, l it. upon t
he
'
triad', f rom absol ute
Lat in: t ri
nus t ruths of Hi s
"threef ol d")[
1] Wor d (I
I
hol dst hatGod Cor i
nt hians
i
soneGod,but 5: 18; John1: 1-
threecoet ernal 5) . Jesus
consubst antial Chr i
st i st he
per sons[ 2] or cent er of al l
hy post ases[ 3] t ruth/educat io
—t he Fat her , n; t her efore,
theSon( Jesus GCA only
Chr ist), andt he sel ect s
Hol ySpi rit—as cur r
iculum
"one God i n t hat keeps
three Di vine Chr i
st at t he
per sons" . cent er of al l
l
ear ning.
https: //en. wi ki
pedi a.or g/ wiki / http://www. gr
Tr i
ni t
y eenv il
lechr i
sti
an.com/ about
-gca/ our -
mi ssion- and-

4
 v
isi
on/

2. Conf
uci
a Conf
uci
us Conf uci us i s The ai m of Conf ucianism may
ni
sm oneoft hef ew lear ni ng, f or beunder stoodasan
l
eader s who Conf uci us, i s all
-encompassi ng
based theirt o impr ov e wayoft hinking and
philosophy on one' ssel fand l iving t hat ent ail
s
thev irtuest hat char act er. ancest or r ev er
ence
are r equired Conf uci us and a pr ofound
fort heday -to- attachedgr eat human- centred
dayl iv i
ng.Hi s i
mpor t ance t o rel
igiousness.
philosophy self-
study .
com/ .
..
/confuc
cent er ed on cul tiv at i
on.
i
ani sm-v i
ews-
per sonal and Howev er ,
philosophy -
gov er nment al whi lel earni ng
teaching.html
mor ality, begi ns wi th
cor rect nessof onesel f,
soci al Conf uci us di d
relationshi ps, nott hinkt hat
j
ust ice and itshoul d end
sincer ity .
  with one' s
own
www. thef amo
satisf act i
on.
uspeopl e.com/
prof il
es/ conf u ht tps: / /oxf ord
cius- re.com/ educat
84. php#: ~:text ion/ view/ 10. 1
=It%20i s%20be 093/ acr ef ore/
l
iev ed%20t hat 97801902640
% 93.001. 0001/ a
cref or e-
97801902640
93- e-226
3. Paolo Paol
oFr
eir
e The concr ete Teachers Thef i
rstst
epi
nthe
Fr
eire’
s basis for head and Frei
re
Phi
losop Frei
re'
s deposit
ing i n
Met hodology is to
hy dial
ogical student
s
“i
dent i
fy the
system of heads. Her e
problems.”I n or
der
education i s the st udents
toidentif
ythe
the cul
ture are the

5
 circle,i nwhi ch deposi tories pr obl ems, l earners
student s and and t
he and educators
coor dinat or teacher t he usual ly engage i n
toget her depositor. somesor tof
discuss sabarishedn.bl
participatory
gener at iv
e ogspot .
com/ 2
resear ch about t he
themes t hat 014/ 02/ educa
probl ems.Educat ors
hav e ti
onal.
..
needt oget
signi ficance
withi n the to know l earners
cont ext of outsi de of t he
student s'lives. probl em aswel l.This
Theset hemes, i
ncl udes
whi ch ar e
getting t o know
relat ed to
about t he l earners
nat ur e,cul ture,
wor kl if
e,schooll ife,
wor k, and
andt he
relat i
onshi ps,
aredi scov ered i
ssues t he learners
through t he face on an ongoi ng
cooper ative basi s.
resear ch of
educat ors and http://www. l
i
berati
on
student s. hea lth.or
g /
d ocume nt
s/freiresummar ysi
m
https: // educat i mons. pdf
on. stat euni ver
sity.com/ page
s/1998/ Freire-
Paul o-1921-
1997. ht ml

4. Roussea Jean- Emphasi zed Rousseau Thusmancanev olve

u’
s Jacques 
Ro thei mpor tance beli
eved t hat int he di
recti
on of
Phi
losop usseau 
Gen of expr ession l
ear ni
ng takes good,ofcour se,but
hy evan to pr oduce a pl ace when al so i n t r
oubl e,
wel l
-balanced, t he chi l
d i s because thisi st he
freethinking free to f l
ip side, because
chi l
d. He develop and human cr eativi
tyi s
bel i
evedt hatif grow coupled wi t
h t he
chi l
dren ar e according t o f ormati
on of soci al
allowed to his natural evil
. www.the-

6
 develop i
mpul ses. phi
l
osophy.
com/rous
natural
ly www. publi
shy seau-phi
l
osophy
without ourar
ticl
es.net
constraints /knowledge-
i
mposed on hub/ .
.
them by
society t hey
will dev elop
towards t heir
ful
lest
potential,both
educationally
andmor all
y.
http:
//www2. s
outheast ern.ed
u/Academi cs/
Faculty/nadam
s/educ692/ Ro
usseau.ht ml#:
~:text=Rousse
au%EF%BF%B
Ds%20t heor y%
20of ,
potent i
al
%2C%20bot h%
20educat ionall
y%20and%20m
orall
y.
5. Skept
ici Pyr
rho of Theat tit
udeof Whenchi l
dren Met hodol ogical
sm El
i
s doubt ing aret aughtt o skepticism i saway
knowl edge be skept ical ofusi ngt hepr ocess
claims set and do not ofdoubt ingi norder
forthinv ari
ous bel i
eve toar r
iveatcer tai
nty.
areas. everything Afterl earning about
Skept ics hav e they hear,t hi
si s hav et o say
challengedt he read,or see, t hat met hodological
adequacy or t hey learnt o skepticism makes
reli
ability of pr obl
em sol ve. senseandi sagood
these cl ai
ms Chi l
dren l ear n way t o appr oach
byaski ngwhat t o t hink f or sit
uations.
principlest hey t hemsel ves, l ov eelex.blogspot.
co
are based whi ch m/ 2013/ 02/descarte

7
 upon orwhat ul ti
mat ely s-
met
hodol
ogi
cal
they act uall
yleads t
o
establ
ish. confidence.
www. bri
tanni
c t heowl teacher
a.com/topic/
s . com/ teach-
kepti
cism chil
dren-
skeptical/#:~:t
ext=When%20
chil
dren%20ar
e%20t aught %
6. Humani
s Paul
Kur
tz Embr ace TheHumani st The humani sti
c
m humanr eason, appr oach t o approach
i
nst ead of l
ear ning i st o emphasi zes the
rel
igion or be flexible, personalwor thoft he
revelati
on, as r ati
onal , i
ndi vi
dual , the
primar y in compassi onat cent ralit
y ofhuman
determi ning e and v alues, and t he
mor alit
y and r esponsi ble. cr eati
v e, act i
ve
ethics. Ourgoali st o nature of human
be t he best bei ngs. The
www. compel l
i
most et hical approach i
s
ngtruth.org/se
peopl ewecan opt imistic and
cular-
bebuthumbl e focusesont henobl e
humani sm.htm
enough to human capaci tyt o
l
under st and overcome har dship,
that painanddespai r.
regar dless of
https:
/ /www. simpl yp
how good we
sychology .org/huma
may be, we
nisti
c.html
can al way s
i
mpr ov e.
humani st learn
i
ng. com/ what i
shumani sm/ #:
~:text =The%2
0Humani st%2
0appr oach%2
0to%20l e
7. Real
i
sm Mor
gent
hau Real
ism ist o Real i
st The met hod of
abst
ract from educat ors teaching, accor
ding
thepersonali
ty encourage to r eali
sm, is t o

8
 of bot h t he student s t o abstract f r
om t he
teacher and dr aw their personalit
y of bot h
thepupi l
sand obser v
at ions t het eacherand t he
all
ow t hef acts and pupil
sandal l
ow the
to speak f or concl usions factst o speak f or
them. I n t he from t hewor ld them.
process of around t hem, www. shareyouressay
present i
ng rather t han s. com/ knowledge/t
h
facts. conf ining e-method- of
-
themsel v est o teaching.
https:
// www. s
ananal ysisof
hareyour essay
their own
s.com/ knowl e
i
deas.
dge/ t
he-
met hod-of- https: /
/ www. t
teaching- heedadv ocat e.
according- t
o- or g/ under stan
reali
sm/ 11188 di ng- 4-mai n-
4 school s-
philosophy -
principle-
realism/
8. Soci
al Lev The l
ear ner Construct i
vist Teacher s shoul d
Constr
u Vy
got
sky must be Teacher s allow theirst udent s
ct
ivi
sm engagedi nt he should al low t ocomeupwi t
ht heir
l
ear ning t
hei
rst udents ownquest i
ons,make
process. t
o come up t heir own t heories,
Lear ning wi
ththei rown and t est t hem f or
happens wi th questions, viabil
i
ty, Social
theassi stance make their constructiv
ism
of other own t heories, teaches t hat al l
peopl e, t hus andt estt hem knowl edge dev elops
cont ri
buting f
or v i
abili
ty. asar esultofsoci al
the soci al l
ear
ning i st o int er
action and
aspectoft he makel earning languageuse,andi s
theor y. meaningfult o t herefore a shar ed,
l
ear
ner s and r ather t han an
https://sites.g
t
o el iminate indi vi
dual,
oogl e.com/ si
te
t
hestruggleof exper ience.
/dsmkt yl
enda/
l
ear
ner s wi t
h
cont ent/vy gots https:
/ /
www. t
heedad
t
he powerof
ky-s-social- vocate.org/social-
t
eacher and
const ructivist- constructiv
ism- i
n-

9
 t
heor
y knowl edge. educati
on%20/#:~:
te
www. eduhk.hk xt =Soci
al%20const
ru
/aclass/Theor i cti
vism t
eaches
es/Const ructi
v
i
st l
earning20J
uneR. pdf#:~:t
ext=Const ructi
vist
%2
9. I
deal
i
sm Geor
ge Ideali
sm and I deal i
sm ar e Met hod t hus used
Ber
kel
ey trut
h i n a t o make t he botht het eacherand
person's l if
e child an i deal t he st udent t rav el
canof tenbea or spi r
itual from t he mer el y
compl ex one. man, the tempor al t o t he
www. enotes.c cur r
icul um eternaldomai nf rom
om/ homewor k shoul d be wher e t hey may
-hel
p/discuss- framed to derivev alues whi ch
the enabl echi ldt o mayshedl ightont he
dev elop f ully.tempor aldomai n as
For the well.
i
nt ellectual www. shar ey ouressay
adv ancement s. com/ knowl edge/ w
of t he chi l
d hat-are-
the- met hods-
l
anguage, o
l
iterat ure,
philosophy ,
soci alst udi es,
science,
mat hemat ics
etc. are
suggest ed i n
the
cur r
icul um.
www. your artic
l
el i
br ary.com/
essay /essay -
on-
i
deal ism/ 7680
0#: ~:text =Sinc
e%20t he%20ai
ms
10. Socr
ates Socr
ates Socr
ates’most I
tisdonewi
th A f
orm of

10
 ’
s i
mpor tant the i nt
ention cooper ati
ve
phi
losop contributiont o of mor al argument ative
hy West er n i
mpr ovement di alogue bet ween
phil
osophy both to indi vi
duals,basedon
was his oneself and aski ng and
technique f or ult
imately t o answer ing questi
ons
arguing a one’s to st i
mulat e cr
it
ical
point, known communi ty. t hinki
ngandt odraw
ast heSocr atic out i deas and
reasonandme
technique, under l
ying
aning.
com/ 20
which he presupposi ti
ons.
19/03/18/sum
applied to en.wikipedia.
org/wiki
mar y-
o
many t hings /Socratic_metho
such as t rut h
and j ustice.
This is
descr i
bed i n
Plato’s
“Socrat i
c
dial
ogues. ”
www. ancient hi
storyli
sts.com/
peopl e/top-
contributions-
socrat es/#:~: t
ext=Socr ates%
E2%80%

11. Plat
o’s Pl
ato Statements Impr oves Wanted a pl ace
phil
osop are t r
ue i n student s’test- where chil
dren lov e
hy vir
tue of t he taki
ngabi li
ti
es t ogoandst ayther e
wor l
d being a and shar pens and t hey play wi th
certai
nway ,in thei
r thi
ngs whi ch
vir
tueofhi ghly i
ntellectual enhance their
compl ex skil
ls. educati
onbypl aying.
met aphysi
cal www. sl
i
deshare.net /
j
www. plato-
str
uct ur
esand oshuaguil
l
er/pl
atos-
phil
osophy .
or
rel
ations. phi
losophy-i
n..
.
g/why -plato
ndpr.
nd.edu/n
ews/plat
o-on-
the-

11
 metaphysi
cal-
f
oundati
ons-of
-
meaning-and-
t
rut
h/

12. Rat
ional
i René Rat i
onal ism is A st udent '
s Educator s must
sm Descar
tes the desiretol ear n know whent oapply
philosophi cal isav italt o the appropri
ate
view t
hat mast eri
ng education model s
knowl edge i s new concept s, thataregr oundedi n
acqui red princi
ples and r ati
onalism,
through skill
s. Education model s
reason, thatareal i
gnedwi th
https:/
/edt ech
wi t
houtt heaid rati
onalistt heor
yar e
review.i
n/ new
oft hesenses. often used t ot each
s/906-the-goal
subjects, such as
https:/ /
www. ut -of-t
eaching- a-
histor
y, art
,
m. edu/ staff
/jf
it eacher-s-
mat hemat ics, and
eser /class/110 viewpoint
science. The
/7-
students use
rationalism.ht
deductiver easoning
m
to v alidate t hei
r
answer s.
htt
ps://www. newfou
ndati
ons. com/ DOCC
OMPS/ CQt r
ials%20c
opy/EmpRat Sp04.ht
ml#:~:text=Educat i
o
n%20model s%20t hat
%20ar e%20al igned,
re
asoning%20t o%20val
i
date%20t heir %20ans
wers.

12
13. Nat
ural
i
s Emi
l
eZol
a Standsf ort he Nat ural i
sm Ther e is no f ixed
m doct ri
ne of focuses on cur ri
culum. Ev ery
“f
ol low nat ure” explanat i
ons chi ld i s gi ven t he
i
neducat ion.I tt hat come r i
ghtt odet ermi nehi s
want s allfrom t hel aws own cur ri
cul um.He
educat i
on t o of nature. i
sexpect ed t ol earn
be i n st ri
ct Nat ural i
sm direct l
yf rom nat ure
conf ormi ty refers t o a t hrough personal
witht henat ure realistic exper iences.
oft hechi ld.It appr oach t o Subj ects li
ke
stands for artthatr ej
ect s agr i
cul t
ure, nat ure
compl ete i
deal ized study ,gar deni ng,ar t,
fr
eedom t obe exper iences. cr af t, geol ogy , and
given t o t he https:// www. v ast r onomy are
child i
n ocabul ary.
co t aught .Thesubj ects
l
ear ning. m/ dictionar y
/ ar e cor related wi th
natur alism thephy sical activiti
es
https://www. y
oft hechi l
dandwi th
our arti
clelibrar
thel if
ear oundhi m.
y.
com/ educat i
on/ natural ism- https: /
/www. nursing
meani ng- pat h.i
n/2019/ 02/ nat
principles- and- uralism- philosophy -
cont ri
but ion- of-educat ion. html
educat i
on/ 691
53

14. Stoi
c Zeno of Stoici
sm Teach Inter
act positi
vel
y
Phil
osop Cit
ium teaches t he behav
ior
al withstudent
s.When
hy development expectat
ions student
s ar
e

13
 of sel f
-control to st udent s. behav ing
and f ortit
ude Ef fect i
v e responsi bly, they
asameansof educat ors receiveat tentionand
overcomi ng over tl
y t each
Speci f
ic descr ipti
ve
destructiv
e student s how
feedback on t hei
r
emot i
ons. tobehav e
behav ior. Educat ors
https:
//en.wiki r esponsi bly shoul d f ocus mor e
pedia.org/wiki/ and ti
me,at t ention,and
Stoici
sm#: ~:te r espect f
ully ener gy
xt=Stoici
sm%2 ( i
n other
on acknowl edgi ng
0teaches%20t wor ds,t o be
responsi bl ebehav i
or
he%20dev el
op successf ul)i n
than on r espondi ng
ment %20of ,
the ev er y school
to mi sbehav ior —
%20uni versal% set t i
ng —
whatwecal lahi gh
20reason%20( l hallway ,
rati
o
ogos) .
play ground,
of posi ti
ve to
l
unchr oom,
negat i
v ei nteract i
ons.
bat hroom,
teacher - https://www. wf bsch
directed ools.com/ Distri
ct /
Ne
i
nst ruct i
on, wsl ett
er s/ STOI C%20
i
ndependent as%20appl i
es%20t o
seat wor k, %20PBI S. pdf
cooper ative
gr
oups,
test
s.
htt
ps://
www.
wfbschools.co
m/Distr
ict/Ne
wslet
ters/STO
I
C%20as%20a
ppl
ies%20t o%
20PBIS.pdf
15. Pr
agmat Pol
ybi
us There i s no Educat i
on Learning by doi ng,
i
sm di
stincti
on of shouldai m at Provisionofr eallife
meani ng so cont inuous si
tuation, Pr oject
fi
ne as t o reconstructi
on Method
consist i
n and www. shareyouressay
anythingbuta reorganizat
ion s.
com/ knowledge/3-
possible of main-met hods-of.
di
fference of experiences.

14
pr
act
ice. Dev elopment
ofact ivi
tyand
www. l
earnreli
g
exper ience
i
ons.com/ prag
based
matic-
theory-
l
ear ning. To
of-
tr
uth-
devel opsoci al
250550
effi
ci ency.
bluemi ngt
on.c
om/ pr agmatis
m-
educat i
on/#:
~
:
text =Ai m%20
of%20Educat i
on%20i n%20P
ragm

15
TeacherAcr
ost
ic

16
Per
sonalPhi
losophy

17
 Ref
lect
ion

1.Wi
tht
hateducat
ionalphi
losophy
:
oHowwi
l
lyout
reaty
ourst
udent
?
•Iwil
ltr
eatmystudent
sinthewaytheyshoul
dbet r
eat
ed.I
nthatcase,Iwi
l
ltr
ywhatI
candototeacht
hem andbr
ingoutt
hebestofthem
oWhatwi
l
lyout
each?
•Iwillteacht
hem ofwhati
sr i
ghtandwhati sgoodforthem.Iwi l
lalsoteachthem
abouttheGMRCbecausewhereverwegogoodmanner sandrightconductwillmat
ter
s
evenifwehaveadegreei
twi
llr
eflectusofwhoweareasaper son.
oHowwi
l
lyout
each?
•Iwi
l
lteacht
hem i
nasi
mpl
ewaywhi
chappr
opr
iat
efort
hem ofwhatl
evel
theyar
e.
2.Fr
om whichphi
losophi
esthaty
ou havestudi
ed and resear
ched di
dyoudr
aw
i
nspi
rat
ionasy
ouformulat
edy
ourownphil
osophyofeducat
ion?
•From myownexper i
enceandexperi
encesofot
hersandfr
om t
hegoodt
eacher
sI
encount
eredandshar
edthei
rinsi
ght
sofbei
nganeducat
or.
3.Doest
hiseducat
ionphi
losophyofy
our
smakeadi
ff
erencei
nyourl
if
e?
•Yes,
becausei
tismybel
i
efi
nli
fet
hatcangui
demei
nev
ery
thi
ng.
4.Whati
fyoudonothav
eaf
ormul
atedphi
losophyofeducat
ionatal
l?
•Iwil
lbel
ikeateacherthatj
ustt
eachesanddoesn'
tcar
e,t
ouchandempowerl
i
fe.A
t
eacherwi
thnopurposeanddir
ect
ionatal
l
.
5.I
syoureducat
ionalphi
losophymor
eofanabst
ractt
heor
ythanabl
uepr
intt
odai
ly
l
ivi
ng?
•No,
becauseIsawt
eacher
swhot
reatachi
l
dint
hewaywhatIbel
i
eve.
6.Doy
out
hinky
ourphi
losophywi
llchangeasy
ougr
ow i
nknowl
edge?
•No,
thi
sphi
l
osophywi
l
lbeenhance.I
twi
l
lbr
anchoutt
oabet
terphi
l
osophi
es.

18
Val
uesandMor
ali
ty

Act
ionPl
an

Oneoft
hoset
oxi
cFi
l
ipi
noCul
tur
esi
saFi
l
ipi
noTi
me.
Thisscenar
iowi
l
lgi
veusunder
standi
ngofwhatFi
l
ipi
noTi
me
real
l
yis.
J'
anneaskedherbestf r
iendMi zelwher eshei satthemoment
because theyagr eed to meetat8: 00 inthe mor ni
ng atthe
Grandmal lgoi
ngt ot heschoolbuti t
’sbeenanhouraf tert
he
agreedt i
me,J'anneislat
ef orherclassandMi zelissti
l
lnowhere
tofind.Thephone’sringi
ngbutnoone’ sanswer i
ng.Thereare15
missedcal l
s.Thenaround9: 00int hemor ni
ng,Mizelcall
edback
andsai dshe’
sonherwaybutt her ealthi
ngis,shehasjustwoken
upandst il
lwearingherpajama.
Asaf utur
eeducator
,Iwillstar
tdisci
pli
ningmysel
ffi
rstbecause
changedisalwaysst
artonus.Then, Iwillt
akeanact
ionandthat
i
st oteachanddisci
pli
nemyst udentstomanagetheirt
imeand
giv
esanctionsi
fneededforthem tofoll
owandchange.

19
Vocat
ion,
Missi
on,
andPr
ofessi
on

Desi
der
ataRef
lect
ion

I
nor derformet okeepi nt
er estedi nmyowncar eerasa t eacher,Iwillalway sput
i
nmymi ndandi nmyhear tthepur poseofchoosi ngt hi
sj obasmypr ofession.Si nce,I
hav ebeencr eatedmyownphi losophyofeducat ion.Iwi llputanact ionsi ntoi tand
appl ytheseact i
onst omy dear estst udent sforthem t olearnandabl et oachi ev etheir
goal sinl ife.Iknow i t'
snoteasyf orbei ng at eacherbecausey ouhav eal otof
chal l
engesandpr obl emst hatencount ered.But,Iwi l
ldomybestasat eachert o
sur passandov ercomet hesechal lenges.Ti meandsi t
uat i
onar enotconst ant ,i
ti s
changi ngandsomet imesfat ewoul dgi veuschal lengest hatwoul dt rytodest royour
plansi nl i
feandt hegoal sthatwewant edt oachieve.But ,asat eacherIwi llremain
strongandIwi llnev ergiveupont hisj obbecauset hisismypr ofession.Iwillnev erstop
teachingbecauset hisismygoalasat eacher,t
ohel pandt oser v
epeopl e.Int hisway ,I
woul dguar anteet hatIcoul dbemor epassionatewi thmypr ofessionandIwoul dkeep
i
nt erestedinmycar eerasat eacher .

20