Passion for Teaching

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“I can tell you love teaching.” … I’ve heard that a few times. I do. Teaching is for me a way to give back. If I keep what I know to myself it will die with me. If I share what I know it will live longer in the lives of those who learned. Not only so, what I know will expand beyond me instead of being encapsulated within me. When I teach I can feel this fire burning inside of me. I’m so passionate about it. I don’t pretend to know it all. In fact, I don’t know much, but what I know I share. I also pay attention. I like to learn as much as I like to teach.

“Knowledge not only resides in the head or in the collective mind of a social group, but also exists in discourse and communication among individuals and their relationships.”

Learning and teaching is conscious, intentional, willful, and a balance between old and new knowledge. Learning is also a vicarious experience. Sometimes people don’t know they are learning something until it clicks. This kind of interaction rarely happens in isolation but socially. When people are having fun with others is sometimes when they learn the most. I enjoy when people is satisfied with the results of their time spent. Their testimonials are not to fill my heart or head with pride and arrogance. These are a reminder of the great responsibility placed in my hands. I keep myself in check and seek to humble myself. After all, teaching makes you the servant, not the master.

Comments (6)

  1. Sachi

    I love these:

    “I love to learn as much as I love to teach.”

    “After all, teaching makes you the servant, not the master.”

    Powerful.

  2. Don

    The greatest tribute for a Teacher is the quality of the students. The greatest impact is the change in attitudes, skills, knowledge and the ability of the student to improve society.

  3. I totally agree, my greatest reward is teaching someone who has never had creativity in their life before, yet after some enthusiastic, innovative and imaginative teaching, they discover their own creative potential.

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