Grace Ohayon Teaching Philosophy Statement The field of teaching is complex. A

Grace Ohayon

Teaching Philosophy Statement

The field of teaching is complex. A teacher must prepare each lesson before each class as well as give over the lesson in a way all students can relate. There are plenty of details that go into the field of teaching like students’ belief in their abilities to perform well in class and their capability to relate to the entire class on a personal level. When I become a teacher, I hope to teach as a way to give back to society, encourage students’ autonomy, self-efficacy, and need for diversity.

All my life, my dream was to restore to society what my teachers sacrificed to me. When I was in seventh grade, my Judaic studies teacher, Ms. Shana Begun, would not only teach me study techniques but social skills in her house. She would give me a special social skills notebook with a bunch of strategies on how to initiate and continue a discussion as well as tools on how to relate to others. She taught me one on one in her own house spending her own time with me so I can succeed socially and academically. My teacher could have been doing anything else in her home after school hours, but she chose to teach me. Since she sacrificed her own time to teach me, I have a need to teach as a way to return to society.

The same way my teachers were motivated to teach me to the best of their ability, I believe if I teach in a way that shows I care about students learning then the class will automatically be motivated to learn. Every day, I will prepare to teach, understand the material, and give over the class in a way all students can understand. I hope to incorporate several of Howard Gardener’s theory of multiple intelligences into my class to create opportunities that will foster students’ learning. I can show visuals on what the class is learning, allow students to complete peer work, and assign essays that will integrate several different learning opportunities. As a result of my effort, I hope my students will do their best to make the most of their learning experience. Ultimately, the learning experience is a collaborative teacher student effort where both try their best to make learning happen. As much as I will try to be a great teacher, I hope my students will be motivated to learn.

A student owning their learning will be one central goal in my classroom. I want them not only to have a genuine feeling towards their learning, but to take ownership of their hard work. Rather than students listening to me talk for two hours straight, I hope to make room for students’ input, opinions, comments, and thoughts. In my classroom, I will provide students with opportunities to present class topics that interest and relate to them as a way to safeguard their autonomy. I believe if my class is taught democratically, then students will see reason and purpose in their learning and as a result be motivated to learn (Koca, 2016). Lastly, when students generate an autonomy feeling towards their work, they will more likely witness their capabilities to perform high leveled work as well as see purpose in their learning. For students to remain motivated, it is crucial they believe in their ability to succeed and have faith in the benefits of learning (Omrod and Jones, 2018). The ideal way to educate students is finding ways that will allow them to take ownership of their work.

Students must believe in their academic abilities in order to succeed scholastically. A student persevering when schoolwork becomes tough is not enough to promise a high grade. Rather, students should also have the proper mindset that they are capable of performing high leveled work (Usher et. al, 2019). Faith in one’s ability to accomplish a task is also known as self-efficacy. I hope to fortify students’ self-efficacy by providing students with proper recognition in their schoolwork as well as for their social and personal achievements (Omrod and Jones, 2018). Specifically, I want to show students how their own efforts led to academic achievement. Additionally, if I notice a student in my class who is not motivated, I hope to provide a solid word of recognition and encouragement to boost his or her self-efficacy (Omrod and Jones, 2018). Self-efficacy is fundamental for a student’s success.

Diversity is another crucial goal when I become a teacher. If part of the goal of teaching is helping students relate to society then the topic of diversity should not be overlooked. I believe everyone in the classroom is human and equal striving towards the same goal which is learning together in a school setting. Concerning the topic of diversity, there is one story that touches me deeply regarding someone in my community who was treated unequally, yet through support, was able to move forward in a healthy way. Two years ago, in Brooklyn, a man snuck up behind a 9-year-old Hasidic Jewish boy and threw him to the floor. The boy was scratched and a little hurt, but his emotional wounds were much greater than his physical ones. Shortly after, another Jewish man who was a stranger to this boy, reached out to take the child on a fully-expenses paid toy shopping spree in order to cheer up the hurt boy and encourage him to be strong in the face of antisemitism. He wanted the boy to be a proud Jew rather than to feel shame, fear, and anger. As a teacher, I want to portray to students the importance of sticking up for another human being when a person is being discriminated against because no one deserves to be put down for being a different culture, race, or religion.

I hope to show appreciation to all those who sacrificed their lives to provide me with a top notch education by teaching students values, such as autonomy, self-efficacy, and diversity. Teaching is one of the most complicated professions since there are multiple responsibilities involved such as reaching out to students and giving over lessons effectively. Additionally, learning is ideal when students own their work, believe in their abilities, and respect each other for who they are. In order to run a classroom properly incorporating the above values, beliefs, and research is not a simple task. As William Glassar once said, “Effective teaching may be the hardest job there is (Glassar, n.d.).”


Glassar, William. (n.d.). William Glasser Quotes. Brainy Quote.

Koca, F. (2016, Summer). Motivation to learn and teacher-student relationship. Journal of International Education and Leadership, 6(2), 1-20.

Ormrod, J.E. & Jones, B. (2018). Essentials of educational psychology: Big ideas to guide effective learning (5th ed.). Pearson.

Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success? Journal of Educational Psychology, 111(5), 877–902.


(Marketing/public relations/communication). You need to cite at least four sources.Your paper should be approximately three to four pages long (NOT

(Marketing/public relations/communication). You need to cite at least four sources.Your paper should be approximately three to four pages long (NOT counting the Works Cited page) typed and double spaced. You need to use the MLA system of parenthetical documentation described in your textbook (Chapter 8). All papers must have in-text parenthetical documentation as well as a Works Cited page. IF YOUR PAPER IS MISSING IN-TEXT PARENTHETICAL DOCUMENTATION AND/OR A WORKS CITED PAGE, YOUR PAPER CANNOT PASS.  You need to cite at least four substantive sources although you can cite more. By substantive I mean a source that you find in or through the library–peer-reviewed sources are very good.[supanova_question]

(Marketing/public relations/communication). You need to cite at least four sources.Your paper should be approximately three to four pages long (NOT

(Marketing/public relations/communication). You need to cite at least four sources.Your paper should be approximately three to four pages long (NOT counting the Works Cited page) typed and double spaced. You need to use the MLA system of parenthetical documentation described in your textbook (Chapter 8). All papers must have in-text parenthetical documentation as well as a Works Cited page. IF YOUR PAPER IS MISSING IN-TEXT PARENTHETICAL DOCUMENTATION AND/OR A WORKS CITED PAGE, YOUR PAPER CANNOT PASS.  You need to cite at least four substantive sources although you can cite more. By substantive I mean a source that you find in or through the library–peer-reviewed sources are very good.[supanova_question]

(Marketing/public relations/communication). You need to cite at least four sources.Your paper should be approximately three to four pages long (NOT

Writing Assignment Help (Marketing/public relations/communication). You need to cite at least four sources.Your paper should be approximately three to four pages long (NOT counting the Works Cited page) typed and double spaced. You need to use the MLA system of parenthetical documentation described in your textbook (Chapter 8). All papers must have in-text parenthetical documentation as well as a Works Cited page. IF YOUR PAPER IS MISSING IN-TEXT PARENTHETICAL DOCUMENTATION AND/OR A WORKS CITED PAGE, YOUR PAPER CANNOT PASS.  You need to cite at least four substantive sources although you can cite more. By substantive I mean a source that you find in or through the library–peer-reviewed sources are very good. [supanova_question]

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2 Reflective Logs Student’s Name Institution Course Professor’s Name Date Reflective Logs


Reflective Logs

Student’s Name



Professor’s Name


Reflective Logs

Week 1

Area of Focus: Physical and Social development

During my first week, I was with Badgers (4-5), when all students started exercising. I was helping them how to stretch their legs and arms. This is an important activity part of children’s education which helps their physical and social well-being (TS 4.2, 4.4). During the morning exercise, one of the kids could not exercise because she was experiencing low energy levels. On enquiring about the cause, the child hinted that she had inadequate meals during dinner time and could not take breakfast since the parents are not present, which affected her physical activity.

I took the child aside and enquired more about social life and how she gets along with other children. She disclosed that other students mock her in class, which affects her socially, and she is not committed to activities that such students engage in. I realized that the girl had difficulties at home and in school, which required a quick address. I engaged the parents, which was the best option to ensure that they relate well with the child (LaRowe et al., 2016). (TS. 2.7). The parents argued that they have failed to ensure her physical and social well-being, and they would engage her to ensure that her character has changed. This is evident since the girl can now participate in leg-raising activities and get along well with other children, hence developing motor activities (Peden et al., 2018).

Week 2

Area of Focus: Physical, emotional, and intellectual development

During the second week, the children participated in dancing activities to enhance their physical, emotional, and intellectual well-being (TS 5.2). one of them was dancing passionately. I realized that this was more than an activity to him but a talent. On enquiring from the boy, he informed me that his parents had a role in his dancing journey and thus required less time to notice the dancing moves. On enquiring from the parents, they hinted that the child had low self-esteem and engaged him in dancing to ensure that he participates in such activities (Tavormina & Tavormina, 2017). Therefore, he could also teach the other children the best music to dance to and utilize during the breaks. He also had a flexible body, which meant that he could coordinate any dance, and thus he was passionate about the activity.

The boy’s performance in assessments was exemplary, which could be attributed to happiness derived from dancing, thus enhancing his emotional intelligence. Dancing is an essential element in child development. It ensures that the child can focus on activities that influence their physical development and concentration levels (Wang et al., 2020). Flexibility among the children aids in participation in other activities such as playing football hence enhancing the mental health among the children. This incident links the physical, emotional, and intellectual activity and the role of parents and professionals in supporting child-related activities.

Week 3

Area of Focus: Physical and social development

During the physical activity lesson, the children were playing random games. This is included an in-school program to enhance the physical and social activities among the children (TS 3.2, 3.4). In such activities, a teacher or a coordinator should coordinate the activities and oversee the children’s behaviors, such as interacting with each other, reducing the chances of harm (Doewes et al., 2020). During the activity, I noticed a boy who had fewer interactions with other children and seemed sad. On nearing his territory, he seemed defensive, and I had to calm him down. I inquired why he was sad, and the immediate response was crying, and he said that other children had kicked him from the game. This was a concern since children should get along with each other, increasing the chances of social development and self-esteem improvement (Goldberg et al., 2019).

After calming the boy down, I separated him from the other children since I noticed something was disturbing him other than being kicked out of the game. He disclosed that the parents mistreat him, and he is not allowed to play at home since there is no adequate space. This shows that he reflected on the nature of the environment that he had grown whereby outdoor playing is a crime, affecting him socially.

Week 4

Area of Focus: Physical, social, and intellectual development

Coloring is one of the activities children are engaged in while at school and home before starting school. The activity is included in the school timetable, enhancing both physical and intellectual development among the children. During such classes, I noted that some children had not yet attained hand-mental coordination. This meant that they could not color anything sensible unless it was drawn on paper and directed to do it. Some of the students also lacked hand-eye coordination, which impacted their performance in class compared to another group of students. The hands were also weak among some of the children and also had difficulty in identifying the colors. This indicated that their physical development was not yet complete hence the need for continuous improvement. On interviewing a few students, it was clear that their former teacher’s behavior deters them from performing as expected. According to (Post et al., 2020), the teacher mood impacts the relationship between the teacher and child, affecting the anticipated results.

I engaged the teachers to train the children, but they had adopted coloring techniques (TS 3.4, 4.3). The students’ hands became stable, enhancing hand and eye condition, thus the physical development (Marfuah & Sofiah, 2021). The students could also differentiate among the color names.

Week 5

Area of Focus: Physical, emotional, and social development

The music class was recently introduced in school, and the results seem to be yielding due to changes in behavior among the children (Hallberg et al., 2017). However, one case was outstanding, and I noticed something different from one of the children. Formerly, the child was sad and could not concentrate for long despite being in an entertainment class. After a few days, she developed a positive attitude towards the songs and could sing well with other children. Her self-esteem was also low, and she could not stand and lead others during the music classes. Responding to general questions was also an issue, indicating that she had conflicting interests in her well-being.

I separated her from other students and enquired about the issue, and she disclosed general information. She disclosed that she had tried to lead during music classes, and some of the students mocked her after the lesson on how her voice is awful, and she cannot participate in such ventures (Jenkins et al., 2017). She also had no chance of exercising along with others, and this aided her suffering. However, music relieved the stress, and the messages from the song enhanced her mental well-being. She also developed a positive attitude towards other people.

Week 6

Areas of Focus: Social and emotional development

During this period, I was teaching the children and observing their language uptake. Language class is compulsory for nursery children since it enhances communication skills through speech development (TS 4.2). During such classes, I noticed a child who could not communicate or answer any form of a question. This indicated language deficiency, hence the need to focus on language improvement strategies. The child was also shy when any question was directed to her and could sometimes cry. Learning a new language requires commitment, which may not be achieved without adequate effort (Jabbarova, 2020). I realized that the child had low self-esteem, which impacted her as she could not play or get along with other children. The only option was to engage her in speech therapy classes aimed at improving their language uptake. During the first few weeks, I had to engage parents to ensure that the learning created adequate experience among the children who had the same issue. The parents disclosed that the child was not exposed to social life before school, which was the issue’s root cause. According to the parents, the child was also bilingual and sometimes was confused about which to adapt (Genesee, 2020).  The created a tough environment for her to develop. This area of focus entails the social environment and emotions related to learning a second language.

Week 7

Area of Focus: Emotional development

In class settings, it is common that most of the children will misbehave dependent on various factors such as culture, parents’ guidelines, among others. In the school environment (Ocak et al., 2021). children are expected to assume a given code of conduct, and assuming variant ones results in punishment. I noticed a boy who had deviant behavior that involves pinching other children during class time. He could wait when everybody is attentive and pinch the deskmate and could result in pain. Although the boy was punished, this went on for some time, and he did not seem to care about the punishment or the inflicted pain (TS 5.1). This indicated a problem with him hence the need to consult the parents and interview the boy.

The child indicated that he is used to punishment at home, and they could not stop him from participating in wrongful activities. This made the class a non-conducive environment that could ensure the overall development of the child. Physical pain was not a bother to him hence the need to deal with his psychological well-being. Engaging a counselor was better since the punishment did not seem to work, which could affect him to adulthood if this continued (Boynton & Mellan, 2021). This links to emotional development since the boy disturbs others due to torture at home.

Week 8

Area of Focus: Emotional and intellectual development

It is a routine for a teacher to develop motivation strategies for the children and ensure continuous improvement in the class performance (Yeung et al., 2020). An assessment was carried out, and being the class teacher, I had to motivate the top-performing student and offered a word of encouragement to those who posted poor results (TS 1.0). After the second assessment, the class’s overall performance had improved due to the motivation offered to the children.

During the motivation period, I noticed one of the girls in class crying. Formerly, she was the best student, but now her results had deteriorated. I tried to enquire why she was upset, and she stated that her performance did not impress her and she was not entitled to any gift. I tracked her former performance and noticed that she performed well, but her results have deteriorated. On enquiring further, I noticed that her parents had separated, which affected her emotional well-being and performance (Alm?? et al., 2020). The separation destabilizes the mind of the child, and this reduces uptake of information from class. I also realized that the child does not do the assignments as assigned, which impacts their performance. Both parents and teachers must ensure that the students carry out the assignments and are marked as expected.

Week 9

Area of Focus: Physical and emotional development

During the physical education lesson that I supervised, students played well until I noticed a boy who had a deformity in his right leg (TS 4.2). The boy could not walk properly and also could not run as anticipated before the game began. However, he decided to cheer his favorite team, although it did not win. Other people later mocked him after explaining to them why his team did not win, and they pointed out that he was a failure and his only contribution was mocking the others. Children do not comprehend the emotional breakdown that they may cause to other individuals. Therefore, this led to an emotional breakdown, and the boy had to cry to attract the teacher’s attention.

I came to his rescue and enquired why he was crying, which exhibited his dissatisfaction with the treatment (Borualogo et al., 2020). The boy responded that the other children were mocking him since he could not engage in any physical activity. On further inquiry, the boy pointed out that the issue that affected him most was his ball being destroyed by unknown people a few days ago. This shows that children may pile up issues, and their emotions may be affected by former events (Halfon, 2021). This is expressed through crying, among other ways. The incidence shows how physical deformity may affect the emotional well-being of a child, although indirectly.

Week 10

Area of Focus: Social and intellectual development

During this week, we celebrated special occurrences during the period, such as birthdays meant to motivate the students (TS 42). In this event, children get to know each other, and this solidifies their relationships. I noted an emotionally broken girl during one of the events and was just three years old (Eurenius et al., 2019). While other children were singing and happy for the occurrences of the term, she seemed that the mind was disturbed by undisclosed events. Other students were yearning to get a piece of cake among other snacks, but the girl seemed disinterested in all this. I noticed that there was an issue, and thus I needed to engage her.

The girl disclosed that their parents did not contribute the required amount, and she was warned against consuming the school products. she could only do this from home and not school. In the process, the girl broke down and started crying since the issue had a huge impact on her emotional well-being. I had to connect with the parents and enquire about the issue. The relayed information indicated that they were a needed family and could not afford luxurious events like this. Therefore, this was considered before engaging in such events, and they were to be financed by the school and not the parent (Buchanan & Ten Brinke, 2018). This created a conducive learning environment and promoted psycho-social support among the children from low-income families.


Alm??, B. H., Gümü?ta?, F., & Kütük, E. K. (2020). Effects of Domestic Violence Against Women on Mental Health of Women and Children. Psikiyatride Guncel Yaklasimlar, 12(2), 232-242.

Borualogo, I. S., Wahyudi, H., & Kusdiyati, S. (2020, March). Bullying victimisation in elementary school students in Bandung City. In Proceedings of the 2nd Social and Humaniora Research Symposium (SoRes 2019) (Vol. 409, pp. 112-116).

Boynton, H. M., & Mellan, C. (2021). Co-Creating Authentic Sacred Therapeutic Space: A Spiritually Sensitive Framework for Counselling Children. Religions, 12(7), 524.

Buchanan, A., & Ten Brinke, J. (2018). Children who may be at risk of emotional and behavioral problems. In Parenting, schooling and children’s behaviour (pp. 34-52). Routledge.

Doewes, R. I., Purnama, S., Syaifullah, R., & Nuryadin, I. (2020). The effect of small-sided games training method on football basic skills of dribbling and passing in Indonesian players aged 10-12 years. Int J Adv Sci Technol, 29(3), 429-441.

Eurenius, E., Richter Sundberg, L., Vaezghasemi, M., Silfverdal, S. A., Ivarsson, A., & Lindkvist, M. (2019). Social?emotional problems among three?year?olds differ based on the child’s gender and custody arrangement. Acta Paediatrica, 108(6), 1087-1095.

Genesee, F. (2020). Early bilingual language development: one language or two? (pp. 320-335). Routledge.

Goldberg, J. M., Sklad, M., Elfrink, T. R., Schreurs, K. M., Bohlmeijer, E. T., & Clarke, A. M. (2019). Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis. European Journal of Psychology of Education, 34(4), 755-782.

Halfon, S. (2021). Psychodynamic technique and therapeutic alliance in prediction of outcome in psychodynamic child psychotherapy. Journal of Consulting and Clinical Psychology, 89(2), 96.

Hallberg, K. A., Martin, W. E., & McClure, J. R. (2017). The impact of music instruction on attention in kindergarten children. Psychomusicology: Music, Mind, and Brain, 27(2), 113.

Jabbarova, A. (2020). THE IMPORTANCE OF EVALUATING STUDENTS SPEAKING SKILLS. ????? ??????? ?????????? JSPI.

Jenkins, L. N., Mulvey, N., & Floress, M. T. (2017). Social and language skills as predictors of bullying roles in early childhood: A narrative summary of the literature. Education and Treatment of Children, 40(3), 401-417.

LaRowe, T. L., Tomayko, E. J., Meinen, A. M., Hoiting, J., Saxler, C., & Cullen, B. (2016). Active Early: one-year policy intervention to increase physical activity among early care and education programs in Wisconsin. BMC Public Health, 16(1), 1-10.

Marfuah, D., & Sofiah, D. D. (2021). Coloring Pictures as Play Therapy to Reduce Impact of Hospitalization among Children in Hospital. KnE Life Sciences, 770-777.

Ocak Karabay, S., & Asi, D. (2021). Are They Different in Their Relationship Perceptions? Cross-Cultural Comparison between US and Turkish Preschoolers. Journal of Research in Childhood Education, 1-17.

Peden, M. E., Okely, A. D., Eady, M. J., & Jones, R. A. (2018). What is the impact of professional learning on physical activity interventions among preschool children? A systematic review. Clinical obesity, 8(4), 285-299.

Tavormina, R., & Tavormina, M. G. M. (2017). Overcoming the social stigma on mood disorders with dancing. Psychiatria Danubina, 29(Suppl 3), 427-431.

Wang, S., Yin, H., Meng, X., Shang, B., Meng, Q., Zheng, L., … & Chen, L. (2020). Effects of Chinese square dancing on older adults with mild cognitive impairment. Geriatric Nursing, 41(3), 290-296.

Yeung, P. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. K. H. (2020). Writing motivation and performance in Chinese children. Reading and Writing, 33(2), 427-449.[supanova_question]