Teaching Goals
As a teacher there a several main non-curriculum based concepts/goals that I hope to be able to impart to children in my classes.  
Firstly contributing to a sense of empowerment and belief in oneself thus enabling children to grow into authentic beings capable of dealing and interacting in meaningful ways with the world and become contributions to the world and their societies.  According to Goulah (2007) and O’hara (2006) for learners to change their meaning structures - that is, beliefs, attitudes, and emotional reactions - they must engage in critical reflection on their experiences, which in turn leads to a transformation of perspective.  To do this I believe I will assist students understanding of their own belief systems, whether spiritual or socio-political, and that their experiences all contribute to their process of meaning making and thus their perceptions the world around them (O’Hara: 2006).
Secondly I hope to inspire children with a passion for life and learning. In regards to this I feel that elements of Vgotsky’s pedagogical theory fit in with how I envision the role of a teacher.  As I believe that we learn from many different sources in life, not just those events or people that we are told we will learn something from.  Thus Vgotsky’s concept of the ‘more knowledgeable other’  or MKV appeals to me.  The MKV does not have to be a teacher or someone in authority, they can be our peers, strangers who help us understand an aspect of the world or ourselves we weren’t aware.  In my opinion traveling to and within different countries continually situates us in contact with MKV’s.  In the course of every person’s life mistakes are made.  For Vgotsky, mistakes are made during and to the benefit of the learning process.  The mistakes that I have made in my life have been essential in helping me become who I am and also to understand myself better.  I believe they help in learning, as we learn from them; how to get what we want, not get hurt and I believe that they help cement knowledge.  According to Dahms, Geonnotti, Passalacqua. Schilk, Wetzel, & Zulkowsky (2007) mistakes are crucial in Vygotsky's theory of learning.
Thirdly I aim to inspire in children a sense of cultural pride.  My aim is to work in developing countries to gain a broader understanding of the different cultures and impart a knowledge of Western culture as I believe that education is the tool that will enable cultural survival in an increasingly homogenous global world (O’Hara: 2006, Goulah: 2007).  I would also like to think that I am capable of imparting these experiences to all the students that I end up teaching regardless of the country I teach in.  Theoretically I am aligned with the pedagogy of Transformative Education/ Learning.  For Goulah the primary focus of education should be to cultivate in students a “… holistic sense of cultural and planetary interconnectedness and a resultant peaceful sustainability over and against the dysfunctional calling of the global marketplace (Goulah: 2007: 163).”  Although transformative learning is generally associated with adult education I believe that it is applicable to students of all ages, as “[i]ndividual and social transformation is [should be] the most important goals of education. (Apostol: 2007)“
Ultimately I would like to be able to help students, irrespective of the cultural heritage, understand and consequently develop an appreciation and respect for others backgrounds (Mckeon: 1994, and Fisher: 2007).  To do this I will aim not to single out people of difference and make them special cases, but also not force them to integrate and loose their culture and/or uniqueness. (Robinson & Diaz: 2006).  Furthermore I believe that to me the child is capable of all integrating all these elements and if we as holistic teachers are aiming to create critical thinkers then these theories are essential to that process from the beginning of their education.
 
 
Teaching Goals
Individuals are transformed through a process of critical reflection of their beliefs, attitudes, opinions, and emotional reactions
  1. Cranton: 2002