Walter Askea

Educational Philosophy Statement

Growing up, I firmly believed I would never become a teacher. Both of my parents are teachers

and the idea of turning into my parents terrified me. I believed that I would go on to do “better” things so

I enrolled in college as a Mechatronic Engineer. As a high school student, “better” meant more money,

but I quickly learned that I was fundamentally different from everyone in my collegiate engineering

classes. Six years later, I realized there was nothing greater in this world to be than an educator. The

most influential people in children’s lives (outside of their family) are teachers, and the world is in

desperate need of high quality teachers. I believe that my purpose in life is to positively impact as many

lives as possible, and teaching is the perfect opportunity to achieve this.

As a student, I have learned how important it is to be seen and understood, so as a teacher a

primary goal of mine will be to give as many students as possible a voice. This is integral in keeping kids

engaged in their education, as well it makes them feel valued, something that everybody desires, whether

they like to admit it or not. Giving students a voice also builds their confidence, and can motivate them to

not only improve their own lives, but the lives of those around them. The best way to go about this will

be connecting with each student and learning who they are, and where they come from, in order to help

each individual as best I can. Every student is different, so each student learns and flourishes in their own

way.

Due to the diverse nature of students, and the fact that all students are unique, teachers should

provide specialized instruction to meet students’ needs and be able to adapt to each new group of

students. Acknowledging differences among cultures, socioeconomic status, special needs, etc. should

not be ignored by assuming all students are equal, because they are not. Gollnick and Chinn (2017)

support this, stating that “teachers should acknowledge the differences and be aware of ways they can

influence learning. Equity does not mean sameness; students can be treated differently, as long as the

treatment is fair and appropriate, to accomplish the goal of student learning” (p. 51). Expanding on this

idea further, Valbrun (2017) explains “the hard truth is some students will need more. There are students
who lack the necessary requisite skills to ‘do’ school by no fault of their own, due to circumstances out of

their control” (para. 4). This is why it is extremely important to know each student, because if you do not

understand the kids in the classroom, you are unable to provide adequate opportunities to meet their

needs. It is my job as an educator to provide equitable opportunities for all students to receive a complete

education, even if it means giving certain students a little extra help.

Another important aspect of education I believe in is the development of effective communication

skills. Each year, I realize how important it is to be able to communicate, whether it be with family, a

spouse, or coworkers/management. This is why I believe collaboration among students in the classroom

is essential. Allowing students to work together will strengthen their knowledge of the topic at hand, as

well as provide an opportunity for them to develop integral skills for their future. Teaching is much more

than just teaching a lesson; it is making sure students are prepared to enter the world and provide a

positive impact on society. Providing this opportunity also creates a more positive culture in the

classroom, which makes for greater success in getting material across.

Classroom culture is very important to maximize effectiveness as a teacher, especially in a diverse

classroom. Providing an environment where students feel safe to learn in, free of judgment, is essential.

Making sure the students feel heard and respected is also very important. Gollnick and Chinn (2017)

explain that “successful teachers ensure that students learn the academic skills needed to compete

effectively in the dominant workplace. In the process, they acknowledge and respect the race and

ethnicity of their students and the community in which the school is located to prevent students from

becoming alienated from their homes, their community, and their culture” (p. 51). Teachers should be

inclusive to all their students and should monitor their learning to ensure that all students are engaging.

As a teacher it is also our responsibility to monitor the well-being of our students, not just their

learning. Too many students suffer from mental health issues, and the percentage grows each year. A

study done by the Pew Research Center found that nearly 15% of teenagers are depressed, almost a 10%

increase from a decade prior (Geiger and Davis, 2020). If students are overwhelmed every day they go

home and never have time to do something they enjoy, or decompress in any way, they will become less
motivated, and less enthusiastic about school. I believe teachers need to be a little more forgiving if

students miss assignments or need extensions simply because these kids are so busy and this leads to them

being overwhelmed. Sometimes they just need to relax. Oftentimes, it feels that grades are more

important than students thriving as individuals. I believe there is still a great amount of value in

measuring academic achievement, but it is apparent, once you become an adult and immerse yourself in

society, there is much more to life than that. As Jackie Robinson once said “A life is not important except

in the impact it has on other lives.” This is exactly why I want to become a teacher. I understand that this

is a great responsibility, and there is no tolerance for a day off, because every day that we come to work

we are blessed with the greatest duty of all, positively influencing and educating the next generation to do

“better.’
References

Geiger, A. W., & Davis, L. (2020, December 23). A growing number of American teenagers – particularly

girls – are facing depression. Pew Research Center. Retrieved June 23, 2022, from

https://www.pewresearch.org/fact-tank/2019/07/12/a-growing-number-of-american-teenagers-

particularly-girls-are-facing-depression/

Gollnick, D. M., & Chinn, P. C. (2017). Multicultural Education in a Pluralistic Society. Pearson

Education, Inc.

Valbrun, V. (2017, August 10). Equity vs. equality: Eliminating opportunity gaps in education. The

Inclusion Solution. Retrieved June 15, 2022, from

http://www.theinclusionsolution.me/equity-vs-equality-eliminating-opportunity-gaps-education/