Teaching Philosophy Sculpture
I created a stick welder handle welding two plates together. I wanted the two plates to be different colors to represent different things. Blue represents the students, and orange represents skills and knowledge. The electrode was made of both blue and orange to show how students can become one with skills and knowledge. I represented the electrode holder and the weld bead as blue and orange also to be the bridge that brings the two plates together. To me, this means that I am the welder, bringing skills and knowledge to my students. I always strive to better my students with the development of their trades proficiency in class. I find with my guiding hands, students become more independent, safe, and their self-esteem grows. The most rewarding parts of my practicums have been to see the students build on the knowledge and skills they learn each and every day. To myself, this sculpture represents my philosophy of developing students with into great trades workers or developing their appreciation to those who work with their hands. It also represents how all learning can be obtained with the right teacher, mentor, or guide in life.
Philosophy Statement
I believe education should help students become confident in themselves and ready for life after school. Itâs not just about hitting academic goalsâitâs about helping students realize they can take on challenges and work toward whatever they set their minds to. In trades and tech, I see learning as something that happens through doing, trying, and figuring things out. I want students to leave my classroom with real skills and the belief that theyâre capable of doing something meaningful with them.
My approach to teaching is pretty straightforward: learning should be student-driven, hands-on, and flexible. In my shop, thereâs no such thing as a mistakeâjust practice. My role is to be a guide and support system. Iâm here to pass on skills, encourage curiosity, and give students room to grow. Theyâre the ones doing the discovering, and Iâm just helping steer them in the right direction when needed.
This way of thinking lines up with something John Dewey once said: âEducation is not preparation for life; education is life itself.â That hits home for me, especially in trades. Students learn best when theyâre actually doing the workâbuilding, problem-solving, figuring things out through experience. Thatâs real learning.
I see the studentâs role as figuring out what they like, what theyâre good at, and being willing to try new thingsâeven if itâs uncomfortable at first. Pushing their boundaries is how they grow, and I want my classroom to be a space where they feel safe enough to do that.
I look at curriculum as more of a guideline than a hard rule. It tells us what the basics are, but Iâm always encouraging students to go beyond that if theyâre interested. When a student pushes further, I know Iâve done my job. As for assessment, I focus mainly on effort and growth. If students are trying, learning from their experiences, and improving, theyâre doing well. Iâm also a big believer in student self-assessment. Most of the time, students are harder on themselves than I would be, and it gives them ownership over their progress and goals.
The biggest value I bring to my classroom is that every student matters. Whether theyâre an A+ academic or a student with special learning needs, I treat them all with the same respect and support. Trades arenât just for kids who âarenât academicââtheyâre real, rewarding careers that should be seen with pride. I want students to know thereâs dignity and opportunity in this work, even if itâs not always promoted in todayâs world. At the end of the day, I want students to feel like they belong, like theyâre capable, and like theyâve got a path forwardâwhatever that looks like for them.