Introduction
The management of educational institutions commonly believes that coaching is used only in enterprises to integrate new employees into the company. For educational purposes, the coaching tool is not widely used for the highly effective development and improvement of students’ knowledge, skills, and abilities, and the disclosure of their creative potential and creativity. Almost all participants involved in the educational process are interested in introducing a coaching system in academic institutions: the coach, a teacher, or a senior student, develops professional leadership and management skills.
It allows one to build professionalism and contribute to forming a professional team. At the same time, the student receives timely assistance at all stages of education, integration into student life, and highly effective support, both in professional and personal development. It also allows for friendly and later productive contact, which is very important for the acculturation of my profession, where interpersonal relationships and support play an essential role.
Evolving Expectations in Physical Education
Physical education teachers aim to promote lifelong physical activity by teaching students the benefits of exercise and healthy habits. Even though my predictions about being a worthwhile teacher and even an authentic coach had been considerably low at the start of the semester, seeing the results turned out to be unexpectedly pleasant. I wish to help my students study in an informed, purposeful, and reflective way.
I would like to discuss some points related to my teaching philosophy, such as job expectations and teaching predictions. To my surprise, my original thoughts about the profession were different to a certain degree. I did not expect my students to be significantly engaged in every activity we covered during a class. However, I have noticed a similarity in the environment, which can motivate and demotivate the student.
As noted above, when coaching is introduced, a trusting and friendly relationship is built between all participants. That allowed the students to complete the assigned tasks without stress and fear. However, there were differences from the initial thoughts about the profession, namely, in building a dialogue with students. Although the friendly atmosphere was present and reinforced, the students were reluctant to open up in the communication process.
Reflections on Teaching Philosophy and Future Aspirations
Education is constantly developing, and so is the approach to teaching. I cannot firmly state my teaching philosophy’s direction, but I want to acquire new, specific methods. I would pay more attention to showing values and the value transmission approach. It gives students a thorough description of a goal and highly emphasizes its importance (Kizel).
In addition, I expect to foster an environment of mutual respect and tolerance. I treat my students respectfully and encourage them to do the same. It can create a safe and productive learning process and reinforce my admiration and empathy for them.
Conclusion
To summarize, specific points of my teaching philosophy are fruitful. They include my view on teaching and coaching, original expectations, and future development of teaching. I continue my research and incorporate it into my practice to help my students get a perfect education.
I strive to demonstrate that learning is not just a process of obtaining information but a more profound procedure of comprehending, analyzing, and applying the acquired knowledge. I continually search for ways to develop my professional skills and introduce new teaching and coaching methods into the classroom. Nevertheless, it is important to remember that physical education centers on the belief that physical activity is essential for health and well-being.
Work Cited
Kizel, Arie. Philosophy with Children and Teacher Education: Global Perspectives on Critical, Creative and Caring Thinking. Taylor & Francis, 2022.