Below, I’ve included the essay that I originally wrote back in 2012 as part of the application process to UBC’s BEd program. Looking back, most of this still rings true to me, although I recognize that it was heavily influenced by the year I spent teaching ESL in South Korea. I’d never written a teaching philosophy before, and have had many opportunities to question, reflect on, and formulate my own this year. For my current teaching philosophy, click here.

Education is not the filling of a pail, but the lighting of a fire – William Butler Yeats

I hope it’s not too pretentious to start out my essay with a quote; however, since this quote has helped to shape my personal development as an educator, I thought it would be a disservice to not include it. Contemplating the meaning of this quote reminds me that educating is both providing AND inspiring passion, and furthermore, that while we can try to organize “education” (classes, grades, degrees, etc.) it should never be considered finite. But that’s not a very straightforward answer to “what is your teaching philosophy?”, is it?

I would say that my most important goal as an educator is to be that “spark” that serves in some way to inspire or facilitate a passionate curiosity in those around me, particularly my students. Currently, my educational practice is shaped by the challenges faced and lessons learned teaching in Korea. Upon arrival in Korea, I was immediately struck by the difference in academic rigor compared to Western classrooms; Korean students possessed a high level of discipline and expectations of achievement. However, I also found myself frequently frustrated by the teaching style of their public school system; that is to say, rote recitation. Korean students are taught in an environment of memorization, prescribed (and proscribed) ideas, and one where questions and discussion are not encouraged – teacher will tell you the answer, and you will remember it. An educational environment very different from my Western experience.

My challenge, then, became twofold. First, to inspire my students to think creatively and critically. To suggest that there is maybe not one correct answer but many correct answers, or (even crazier!) to question the idea that there is even a “correct” solution. Secondly, I had to practice what I preach; namely, I had to challenge myself to remain open and curious about the Korean school system, looking for positive ways to implement its learning practices in my classroom. This proved to be more of a challenge than I expected, but the process and results – both in my personal life and professional practice – were incredibly rewarding.

I hope that one of the greatest “classroom” lessons I could impart to my students is there are benefits to both Western and Eastern styles of learning, and that both can be powerfully utilized in the pursuit of education.

Looking back at my year of teaching experience, I am so grateful for the many opportunities for personal growth it provided. I learned that we will always be students in some way, no matter how much we learn. I realized what a powerful, positive impact I can have on the lives of my students…and the impact they can have on me. And I experienced the satisfaction of being that “fire” of inspiration for my students – nothing could be greater! As an educator, I look forward to these opportunities for personal growth and, hopefully, inspiring this same personal growth in others.