“Education is not to be viewed as something like filling a vessel with water but, rather, assisting a flower to grow in its own way” – Bertrand Russel
This quote represents the philosophy I wish to carry into my practice. Traditional Educational practices continue to perpetuate a mythos that students are vessels to be filled or ‘banked’ and the only one that can pour the water is the teacher. This quote is arguably remarkably similar to Paolo Freire and his highlight of the ‘banking method’ outlined in his work The Pedagogy of the Oppressed. Russel’s statement carries a sentiment that I have held since I decided to become a teacher and arguably long before. Humans are not creatures that we can cookie-cut into perfect beings to perform repetitive tasks and discourage internal growth and practice. This is especially prevalent among children who often have strong opinions and likes/dislikes for different subjects. I feel my role as a teacher is not to just be another baker of a regurgitated idea, but to be the assistant to student’s learning. This also follows very closely with Carol Dweck’s work on ‘Academic Tenacity,’ where students plan short-term and long-term goals and build perseverance when failure inevitably arrives. This not only promotes tenacity later in life, but arguably creates more productive adults. When an insurmountable challenge may appear, students later in life may feel at least better equipped to tackle the challenge. My philosophy as a teacher and my hope of implementing my philosophy surrounds a key point that I continuously arrive at when I think on how I will teach: Inspire to be continuously improving oneself. Learning does not stop when we toss our graduation caps but is a lifelong process. If I can provide to students a meaningful instruction that centers on personal learning and growth, not just ticking boxes, but building strategies for their future selves to support their learning, relationships, and overall self in their careers and future personal lives and endeavors. This becomes most effectively when working with students individually to see that there isn’t just one way to solve a problem but endless diverse ways. This possibly stems from my neurodivergent mind and ADHD, where I look at things often completely different than others, even my own spouse who shares a similar diagnosis to me. My philosophy can be summarized as being the support or lattice the plants grow on, supporting my students’ growth and learning and not impeding them from branching in multiple directions. I hope as a teacher I can always be a support and never a barrier to my students and their learning.