Teaching Philosophy
My philosophies in teaching are notions that directly influence all of my principles, and beliefs that are a foundation of my teaching practices. After being exposed to a number of different methods and approaches to teaching as a profession, I have been able to determine my specific goals as an instructor, goals for my individual students, and goals for my classroom in general.
Effective Environment
I believe that if a student isn’t comfortable in my classroom environment, it can easily hinder their learning. I plan on creating an open learning environment that welcomes all forms of learning, and embraces differences each student may possess. There are many different aspects that I must apply to make this approach successful, but some of the main things are how my classroom itself is set up, my presentation as a teacher, and my knowledge of students as individuals.
Before the school year even begins, I would organize my classroom in a way that allows for open class discussions. This may depend on the space I have to work with, but creating an aesthetically pleasing classroom with posters and bulletin boards will help as well. Moving to the first day of school, how I present myself is very important. I don’t want my students to be afraid of me, and I don’t want them to ignore the fact that I am an authority figure; at times this can be a delicate balance. However, my first impression is a key factor in producing and facilitating a successful environment for everyone involved. Lastly, as we continue through the school year, it is very important to me to get to know each of my students on an individual level by recognizing their strengths, weaknesses, differences in learning style, as well as some of their personal interests. This allows me to not only create and sustain an environment in which everyone is comfortable, but it allows me to plan curriculum from which all students will be able to benefit in full.
Interactive and Student-Centered Learning
One of the most important approaches that I have chosen to embrace is that of a student-centered classroom. What I mean by this is students have the ability to choose and influence aspects of their own learning. As I mentioned earlier, part of creating a comfortable environment is allowing students to interact with the curriculum itself. A couple specific examples of this would be creating classroom expectations as a class or allowing students to choose a book as the focus of an upcoming unit. Student-centered learning isn’t just allowing students a say or a choice in specific matters, but I believe that it embodies the ideal that me, as the teacher, am not giving them knowledge just because it is my job. I am building an environment that allows for successful transfer of knowledge so that each student will be able to apply what he or she has learned to real world understandings. An ideal such as this does not allow for students to be passive in my classroom, and it requires engagement with their peers, me, and with their own personal developmental perception and understanding.
Differentiation in Curriculum
“Anything that is worth teaching can be presented in many different ways. These ways can make use of our multiple intelligences” (Gardner). The idea of multiple intelligences that Howard Gardner presents is something that I fully believe, and intend to apply in my classroom curriculum. I do not believe that every student learns the same way or at the same speed, and for that reason, I will find ways to present ideas and essential understandings in a variety of ways. For example, if I were to teach one lesson on creative writing, I would incorporate brainstorming that involves discussion, writing on the board, and a visual diagram for each student to fill out as we progress through the lesson. However, I wouldn’t want to turn students loose on those notions alone, I would then make sure that they have a solid foundation of examples under their belt, and we would make time to read at least one example of what they intend to create. Even further, I would present a prompt for their writing that could include visuals and/or thought provoking statements or questions. Within that one example, I was able to appeal to visual and auditory learners, but there was a consistent movement of the lesson that allowed enough time to evoke meaning, and at the same time, students weren’t sitting on one thing for so long they lost interest. Creating each lesson around the idea that not every student is the same, and therefore not every student learns the same is an important part of how I intend to teach.
Not only do I intend to build in the idea of multiple intelligences to enhance differentiation in learning, but also I plan on incorporating a variety of cultures and topics throughout the school year to build a worthwhile and engaging year of curriculum. This allows for students to broaden their world view, while still working to exceed common core, state, and district standards.
Assessment
Assessment of learning is something that every teacher needs to consider when running a classroom, and I believe that in order for an assessment to be an effective measure of learning, it must move beyond memorization of knowledge, and challenge students to practice, apply, and combing learning. This approach seeks to combine formative and summative assessments to gage learning throughout an entire process as opposed to just at the end of a unit. Not only that, but to use state and common core standards to drive the purpose of a lesson and/or unit into an understanding that is applicable in the student’s life, especially when being assessed in specific understandings introduced on standardized tests (MCA, ACT, NWEA, etc.). Much more can be said of my beliefs when it comes to assessment. At the bottom of this page you will find my grading philosophies which give a more detailed overview of what grading and assessment will look like in my classroom.
I believe that if a student isn’t comfortable in my classroom environment, it can easily hinder their learning. I plan on creating an open learning environment that welcomes all forms of learning, and embraces differences each student may possess. There are many different aspects that I must apply to make this approach successful, but some of the main things are how my classroom itself is set up, my presentation as a teacher, and my knowledge of students as individuals.
Before the school year even begins, I would organize my classroom in a way that allows for open class discussions. This may depend on the space I have to work with, but creating an aesthetically pleasing classroom with posters and bulletin boards will help as well. Moving to the first day of school, how I present myself is very important. I don’t want my students to be afraid of me, and I don’t want them to ignore the fact that I am an authority figure; at times this can be a delicate balance. However, my first impression is a key factor in producing and facilitating a successful environment for everyone involved. Lastly, as we continue through the school year, it is very important to me to get to know each of my students on an individual level by recognizing their strengths, weaknesses, differences in learning style, as well as some of their personal interests. This allows me to not only create and sustain an environment in which everyone is comfortable, but it allows me to plan curriculum from which all students will be able to benefit in full.
Interactive and Student-Centered Learning
One of the most important approaches that I have chosen to embrace is that of a student-centered classroom. What I mean by this is students have the ability to choose and influence aspects of their own learning. As I mentioned earlier, part of creating a comfortable environment is allowing students to interact with the curriculum itself. A couple specific examples of this would be creating classroom expectations as a class or allowing students to choose a book as the focus of an upcoming unit. Student-centered learning isn’t just allowing students a say or a choice in specific matters, but I believe that it embodies the ideal that me, as the teacher, am not giving them knowledge just because it is my job. I am building an environment that allows for successful transfer of knowledge so that each student will be able to apply what he or she has learned to real world understandings. An ideal such as this does not allow for students to be passive in my classroom, and it requires engagement with their peers, me, and with their own personal developmental perception and understanding.
Differentiation in Curriculum
“Anything that is worth teaching can be presented in many different ways. These ways can make use of our multiple intelligences” (Gardner). The idea of multiple intelligences that Howard Gardner presents is something that I fully believe, and intend to apply in my classroom curriculum. I do not believe that every student learns the same way or at the same speed, and for that reason, I will find ways to present ideas and essential understandings in a variety of ways. For example, if I were to teach one lesson on creative writing, I would incorporate brainstorming that involves discussion, writing on the board, and a visual diagram for each student to fill out as we progress through the lesson. However, I wouldn’t want to turn students loose on those notions alone, I would then make sure that they have a solid foundation of examples under their belt, and we would make time to read at least one example of what they intend to create. Even further, I would present a prompt for their writing that could include visuals and/or thought provoking statements or questions. Within that one example, I was able to appeal to visual and auditory learners, but there was a consistent movement of the lesson that allowed enough time to evoke meaning, and at the same time, students weren’t sitting on one thing for so long they lost interest. Creating each lesson around the idea that not every student is the same, and therefore not every student learns the same is an important part of how I intend to teach.
Not only do I intend to build in the idea of multiple intelligences to enhance differentiation in learning, but also I plan on incorporating a variety of cultures and topics throughout the school year to build a worthwhile and engaging year of curriculum. This allows for students to broaden their world view, while still working to exceed common core, state, and district standards.
Assessment
Assessment of learning is something that every teacher needs to consider when running a classroom, and I believe that in order for an assessment to be an effective measure of learning, it must move beyond memorization of knowledge, and challenge students to practice, apply, and combing learning. This approach seeks to combine formative and summative assessments to gage learning throughout an entire process as opposed to just at the end of a unit. Not only that, but to use state and common core standards to drive the purpose of a lesson and/or unit into an understanding that is applicable in the student’s life, especially when being assessed in specific understandings introduced on standardized tests (MCA, ACT, NWEA, etc.). Much more can be said of my beliefs when it comes to assessment. At the bottom of this page you will find my grading philosophies which give a more detailed overview of what grading and assessment will look like in my classroom.
These teaching philosophies are things that will evolve and improve as I move forward in my career as a teacher. I have always viewed the profession of teaching as a continued learning process, and I intend on viewing my philosophies in a way that allows me to strive for improvement in order to help improve the school community in which I am involved, to better my practice as a teacher, and to benefit the students I teach.
Classroom Management Philosophy
Many of my philosophies and statements of classroom management are beliefs that my education and experiences in the field have helped me to shape and develop, and many hold strong ties with my teaching philosophies.
Open & Safe Environment
The first priority I have when creating good classroom management is the environment in which I teach, and the that same environment in which the students learn. According to Maslow's hierarchy of needs, safety and belonging are 2 of the main foundations in which students require in order to properly be educated. With that in mind, I intend on creating a safe and welcoming environment for students in which they trust and respect me as their teacher. By demonstrating respect to my students as individuals, I will expect the same respect in return, as well as in their peer interactions. Holding these high standards creates an open environment that students are able to share their concerns, questions, and opinions while safely allowing them to get the most out of their educational experience in my classroom.
Organizational Foundation
Second, to be sure that my students stay on course and get the most out of my lessons, and their daily work, I need to be sure that my lesson/unit plans and classroom expectations are planned out in a way that I can easily access them in order to clearly understand my goals and the process in which I intend on running my classroom. Having a schedule and clear statement of expectations I have for the class helps to lay a foundation not only for me, but for the students and the class as a whole.
Individual Learners in a Community
My third priority is closely tied to my organizational foundation due to the fact that through my lesson planning, I need to always be considering my students as individuals as well as the community and/or environment that has been established in my classroom. I have learned through previous experiences with students that it is important to build a relationship and set your stage of standards right off the bat. With that in mind, it is vital for me, as the teacher, to demonstrate initial respect for my students as individuals in order for them to understand that I expect that same respect to be reciprocated to me as well as to their peers. With that foundation, I would be able to establish other aspects of classroom management with my students. Such as, allowing my students to help me build a set of daily classroom guidelines helps them to be held responsible for unacceptable behavior of their peers and themselves, to an extent. These foundations come with time, and in order to effectively preform such tasks, I believe that a key that ideal of a successful classroom is how well I know each student on an individual level. Initially, I will just be getting to know my students, but through activities in class, as well as writing exercises and conferences that explore their personal lives, I will be able to better understand each student as a person.
Parent/Family/Guardian Involvement
Getting to know students on an individual level can only go so far in class, and that is why for my fourth aspect of classroom management I bring up the ideal that student families are involved with classroom behavior. Having a strong home base is something that not all students have, but that is why I believe that by sending good feedback, as well as necessary communication of bad feedback, home is a worthwhile task. Most of the time, parents/guardians are curious as to what their students are doing at school, and how well they are performing. Establishing a strong connection with not only the student as an individual, but with their family allows for me as a teacher to have a larger foundation of support for the student. One that doesn't make it difficult when I have to bring up negative behavior, because I have created an open space for sharing concerns for the student as an individual learner with another influential adult figure in their life.
The first priority I have when creating good classroom management is the environment in which I teach, and the that same environment in which the students learn. According to Maslow's hierarchy of needs, safety and belonging are 2 of the main foundations in which students require in order to properly be educated. With that in mind, I intend on creating a safe and welcoming environment for students in which they trust and respect me as their teacher. By demonstrating respect to my students as individuals, I will expect the same respect in return, as well as in their peer interactions. Holding these high standards creates an open environment that students are able to share their concerns, questions, and opinions while safely allowing them to get the most out of their educational experience in my classroom.
Organizational Foundation
Second, to be sure that my students stay on course and get the most out of my lessons, and their daily work, I need to be sure that my lesson/unit plans and classroom expectations are planned out in a way that I can easily access them in order to clearly understand my goals and the process in which I intend on running my classroom. Having a schedule and clear statement of expectations I have for the class helps to lay a foundation not only for me, but for the students and the class as a whole.
Individual Learners in a Community
My third priority is closely tied to my organizational foundation due to the fact that through my lesson planning, I need to always be considering my students as individuals as well as the community and/or environment that has been established in my classroom. I have learned through previous experiences with students that it is important to build a relationship and set your stage of standards right off the bat. With that in mind, it is vital for me, as the teacher, to demonstrate initial respect for my students as individuals in order for them to understand that I expect that same respect to be reciprocated to me as well as to their peers. With that foundation, I would be able to establish other aspects of classroom management with my students. Such as, allowing my students to help me build a set of daily classroom guidelines helps them to be held responsible for unacceptable behavior of their peers and themselves, to an extent. These foundations come with time, and in order to effectively preform such tasks, I believe that a key that ideal of a successful classroom is how well I know each student on an individual level. Initially, I will just be getting to know my students, but through activities in class, as well as writing exercises and conferences that explore their personal lives, I will be able to better understand each student as a person.
Parent/Family/Guardian Involvement
Getting to know students on an individual level can only go so far in class, and that is why for my fourth aspect of classroom management I bring up the ideal that student families are involved with classroom behavior. Having a strong home base is something that not all students have, but that is why I believe that by sending good feedback, as well as necessary communication of bad feedback, home is a worthwhile task. Most of the time, parents/guardians are curious as to what their students are doing at school, and how well they are performing. Establishing a strong connection with not only the student as an individual, but with their family allows for me as a teacher to have a larger foundation of support for the student. One that doesn't make it difficult when I have to bring up negative behavior, because I have created an open space for sharing concerns for the student as an individual learner with another influential adult figure in their life.
Grading Philosophy
1. Grades will directly align with state standards and student improvement.
2. Grades will be clearly communicated to students and families. 3. All work assigned is expected to be turned in and completed by the due date. 4. Zeros and extra credit will not be given. 5. Students will receive individualized grades when working in groups. 6. Homework will not be assigned often. 7. Behavior will not be graded. 8. Cheating and plagiarizing do not count against grade. |
How I measure learning will directly align with the state standards, and as the school district requires, I will be giving letter grades to students at the end of every grading period. However, only summative assessments with a narrative of student improvement and achievement will be entered in the grade book.
In order to communicate clearly with students, families, and future teachers, all summative assessments will be entered in the grade book along side of a narrative describing the logic behind the grade each student was given. When looking over the course of the semester, by adding a narrative to each summative assessment, I am able to clearly portray the students improvement and abilities in comparison to the state standards. Formative assessments will be collected and evaluated, but due to their purpose of scaffolding my summative assessments they will be recorded separately. Feedback will be given on all collected work in order to effectively communicate progress to individual students and their learning process. I will hold an expectation that all work is necessary, and I will describe the purpose of assignments in order to be sure that students understand that importance of completing assigned work. If a student is for any reason unable to complete work by the given date, they are responsible for setting up a conference with me to discuss the assignment, progress, and extensions of a due date. I allow for late work to be turned in up until the end of the grading period in order to give all students a fair chance of achievement and learning. If a student fails to complete any form of assessment by the end of the grading period, their grade will be entered as an incomplete. Choosing not to complete summative assessments also will require the student to have a conference with me to discuss the assessment and how we can avoid situations similar in the future. Extra credit will not be given simply because students have the chance to redo assessments. A variety of my assessments will involve students working in groups, however, students will receive grades based on their individual performance in that specific group. When and how they are allowed to work in groups with their peers will be determined by the directions given for assignments. Tests and quizzes will all be performed individually. I do not intend on assigning homework on a regular basis, because of my belief in the effectiveness of a workshop environment in my classroom. Occasionally, students will be required to finish the reading, writing, or practice if they were unable to finish it in the time allotted in class or if they are absent. Behavior will not be factored into grades, because it does not demonstrate their understanding of a concept or their progression of learning. However, I will record behavior separately so I am able to report behavior that hinders their ability to learn and/or their peers abilities so that administrators and family members have access to those records. Finally, if a student were found cheating or plagiarizing an assignment, I would not count it against their grade due to the simple fact that both are a behavior. They would be able to redo the assignment for full credit (unless otherwise mandated by the school policies). |