Educational Philosophy

Educational Philosophy Statment

I have built my philosophy of education based on over than 15-year international teaching experience and serving in different leadership roles. The following points shape my fundamental beliefs about education and leadership:

1. Commitment: Everything you plan to spend your time or energy to execute something you believe in or firm decision, you have to speak up for what you need and want every day and make tough decision that paves the way for long-term success and be able to leave an impactful legacy behind, and planting the seeds for that legacy all along the way.

2. Risk-taker: At every crossroads in life there is a risk of one kind or another. It’s hard not to wonder “what if” when there is a risk associated with the road not taken. Pablo Picasso said, “I’m always doing that which I cannot do, in order that I may learn how to do it.” The more you practice taking risks, the more comfortable you will become with the emotional discomfort that can accompany it and be willing to take more risks.

3. Choices: You must have heard from your grandmother that you will never reap orange if you plant lemon. So, the choices you make will have an impact on your life, and it is hard to change the consequences if you don’t think and/or reflect on your behavior.

4. Team building: Leadership requires the ability to build and maintain an active and collaborative team of individuals working toward the same goal. Team building skills are essential to motivate, guide, organize and implement a project strategy to achieve your ambition.

5. Integrity: Integrity is often seen as just truthfulness or honesty, but, in many cases, it also means having or standing by a set of strong values. Integrity in the workplace often means being able to make ethical choices and help your institution maintain a positive image.

6. Emotional intelligence: Refers to the ability to identify and manage one’s own emotions, as well as the sentiment of others. There is a need to put more effort and prepare students to face a different situation on a daily basis. When students are conscious about their emotional state, they are able to use specific tools to control their self in each scenario.

7. Differentiation: Tailoring instruction to meet individual needs. Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile. Content, process, product, and learning environment. We certainly have different skills level and individual capacity in the group, and this is the only way to achieve the maximum potential of each student.

8. Inclusion: We must create environments that truly accept differences, no matter if you have different nationalities, religions, languages, or have a particular opinion. International schools must foster this ability as we usually have multi-cultural families represented in our community. Inclusive schools embrace diversity and accommodate students with learning differences.

9. High expectation culture: We have to encourage students to do their best always, in a rapidly innovative and dynamic world, the search for excellent and competent professionals is enormous. Todd Rose tells us in the book, The end of average: How we succeed in a world that values sameness, that this average-size-fits-all model ignores our differences and fails at recognizing talent. It’s time to change this mindset. In order to create a learning environment, the school’s leaders have to inspire students to be risk-takers and use their mistakes as a learning opportunity.

10. Collaboration and service: The central idea for any educational institution is the student, with that in mind, teachers have to leave their ego outside and bring their strengths together with a positive attitude and share best practices to benefit our students at the end. The sense of teamwork is vital to building a solid group of professionals trained to put a considerable amount of effort to create a healthy learning environment.

The above 10 points represent my beliefs of education and leadership. “Successful and unsuccessful people do not vary greatly in their abilities. They vary in their desires to reach their potential.” (John Maxwell). Schools' leaders must guarantee a healthy and exciting place where all stakeholders feel safe, engaged and challenged every day.