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is like a coach who guides his athletes through the unknowns of the world of athletics, and everyone has their own path and relationship with the coach

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is like a training plan that gets you to the end goal

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is running itself. Learning from the action being performed. A lot can be learned about the individual and the material this way

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is like a track race, where times and results are the most important elements

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is that reflection after a performance. Sometimes, things go well, and you keep the recipe, but sometimes there are small tweaks that can help you improve for the future

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is like different training programs. The more data shared with the collective, the more the running world can evolve

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I want to teach my students that motivation is intrinsic. I will emphasize that however much work they put in, they will get the same out of it. I believe that performing an activity and doing it well plays a role in someone's confidence.

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I seek to teach adaptability and an appreciation for hard work. I will set my expectations high because I know that each student can reach them. I will also allow for feedback and different perspectives because many minds are better than one. I want to guide people towards their immediate goals and give them skills to take with them for their long-term goals. My personal philosophy is a blend of Positivism, Humanism, Constructivism, and Behaviorism. By implementing many teaching styles, I hope to appeal to a wider audience and provide a rich experience.

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My goal is to teach kids at the high school or middle school level, and my hope for these young adults is to teach them how to adapt to what life gives them and approach things simply and with confidence. On top of learning the material in class, I want to help develop my student's confidence in themselves and teach them how failure can teach them how to succeed.

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In the future, I'd like to teach math and coach running, and in my classroom, I'd like to include my aspects of my personality, and I'd like to allow students to show their personality as well. I would allow students to draw around the room, I'd display my work and student work (if they wanted). In addition, I would want my classroom to feel like a safe space because I think that safety is important for the learning mindset.

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In a math class, assessment is pretty clear-cut, but on top of traditional testing methods, I would like to introduce a growth perspective and encourage students to reflect on their progress and their efforts. I would like to give my class a traditional exam, followed by instructor feedback, a day for corrections and collaboration with peers, and, finally, a student reflection on the exam would be a good basis for examination. My goal is for students to understand that I want them to succeed, and that they need to do the work to succeed. Some of my best teachers were tough graders but provided feedback on how to improve my work. This high expectation gave me motivation and improved my learning substantially. If I can show all of my students my views on this, I would call that a huge success.

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A big part of my philosophy is setting high standards but providing students with all the tools to meet my expectations. I will provide comprehensive but fast-paced lessons, with homework that ties into what we discuss in class time. Also, I will make myself available for struggling students, and I will establish group work in class time for homework to be completed in class, if the students desire to complete it immediately. My goal is to be available for students in and out of the curriculum. I will set high expectations of each student, and I will give them all the tools they need to meet the requirements of the course, but also grow as a student and person. Also, I realize that students may be in different life stages, but I hope that I am approachable enough where students can confide in me if they need, and I can help them work through any struggles they may have.