Every educator has a philosophy of education. Throughout this future educator's experience, many conclusions were drawn. The most important conclusion is that educators should seek to prepare their students for life after their educational experience. This can be done by providing them with easy-to-understand conclusions from the lessons. Students are more likely to remember themes than specific events, which should place more emphasis on simple memorization. Material should be taught in a way that students can understand or relate to it in their own lives. If students see no other purpose in the learning material than to receive a grade in a course, they are likely not to retain the material in the long term. It is assumed that every educator's goal is for their students to learn the material in their course and retain that information for a lifetime. Although some courses such as advanced math and science courses can be difficult to relate to students' lives, courses such as social science courses can be easily related to students' lives. This can be done by showing how their or other people's lives could have been affected if historical events had happened in a different way or even how events that happened changed their lives. The traditional lecture style can achieve this “relational” teaching style. Often lecturing can cause students to fail, but that's because they tend to be a teacher who regurgitates information. If the teacher can pique students' interest by giving them an example of how something taught in the course affected their lives, students will be more likely to remember that event than if the teacher reads information from a presentation made from information contained in the course. course manual. Once this groundwork has been laid, the teacher should then provide a list of possible events to research and allow students to complete a project in which they show how the event had an effect on their lives. This could be a project done at the beginning of a course, so as to spark interest in the material from the start. It also allows students to be creative as they are able to choose the topic and manner of presenting the information. The more choices students have in the subject, the more engaged they will be in the subject. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay Too many educators fail to see the long-term ramifications of their work. They view their work as how they make a living and how they will continue to make a living. This ideology must stop. For today's society's most successful teachers and those who connect with their students, this has become easier thanks to social media. The reason this is important is because if teachers have a connection with their students, their students will be more likely to develop an interest in their subject. It's the same as when students don't like their teacher, disdain for a teacher can destroy any interest or future interest in a subject due to the negative experience. Teachers need to be aware of the impact that these positive or negative experiences can have on students. My dream is not to have a class full of future educators or historians in my future classes because I know that is not realistic, althoughI would appreciate that. My goal is for at least one student in each class to develop a long-term interest in history or education. It could be as simple as reading the news daily or as thoughtful as going to college for a certain type of subject I taught. It would be heartbreaking to hear one of my students tell me that the way I taught or my class was the reason they weren't interested in the subject. If that happened, it would make me rethink the entire way I was teaching the course. This idea is the same as the idea that Rafe Esquith uses in his book, Teach Like Your Hair's on Fire. Esquith uses it to develop a love of reading in her elementary students so that they become lifelong readers. I don't expect to make historians, but I hope to inspire my students with an interest in the social sciences. Common themes should be taught in schools. Students will retain information better if they can understand the situation or event in the context of the overall theme. Once themes are established, students can group elements and draw parallels, thereby enhancing the educational experience. Even at the high school level, things are often taught to which students have never been exposed. One topic that stands out is the economy and how it works. From direct experience, I had no idea how economics worked, any ideas I had came from the media, which is not always reliable. It wasn't until I was a sophomore in high school that I was taught that it wasn't always fair to place all the blame on presidents when the economy fails. The way the teacher taught this was he showed a graph showing that every twenty years or so there was some sort of economic rise or fall. From this theme, I was able to better understand the content of a university economics course when we discussed economic shocks and government intervention. Presenting material to students is not the ideal way to go about education. Students will study the material they need for the next test or assessment so they can receive the grade they want. After this test, the information begins to fade into memory before being completely forgotten. If basic themes are taught, students will be able to recognize the themes in other classes or in life. Students will not remember that the Battle of Saratoga took place in New York or that it began on September 19 and ended on October 7 (Morgan 82-83). However, students will remember that Saratoga was the turning point in the American Revolutionary War because the victory secured an American alliance with France. Although there is no specific theme to this event that can be linked to other events, a general conclusion is drawn that should be remembered by students. Some AP classes tend to do this type of information mining, such as memorizing specific dates and locations of events, when they should be focusing more on the overall conclusion. Lectures and class discussions can be used to identify themes. Lectures can be given to explain the event and what the teacher expects of students when identifying themes. Once the event has been properly discussed, students can divide into small groups where they can discuss their ideas. This is a short, simple exercise that will allow students to present their ideas to others without facing ridicule from the entire class. Constructive discussion among students is one of the best ways.