My teaching philosophy comes predominantly from the Vygotsky approach of the model of cognitive development. I want to develop and build critical thinking skills in my students through scaffolding inquiries that lead to the goal of deeper analysis. As students begin to figure out the ways in which they process information, they glean a command over their own education and can find a curiosity to explore subjects they might not have enjoyed before. This confidence essentially leads to critical thinkers who are versatile and flexible in their studies. On the other hand, for the students that come to me disliking a particular subject, I work to demystify the difficulty and usually at the root is one displeasurable experience with the subject at hand. If we can normalize and accept the fact that learning can be at times a frustrating and messy process, we can focus on building endurance so students can handle future challenges with a sense of ease. I want my students to feel like they have a toolbox of different points of view and strategies to approach any question with proficiency and readiness.
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