My philosophy of education is based on Constructivism.
Learning must be student-centered with the teacher acting as a guide and coach; learner-centered classrooms provide positive
motivational situations for students of all ages and abilities. In approaching the dynamics of teaching I assume a multitude
of roles: instructor, audience, reflective practitioner, and instructor. Always using thoughtful decision making as to
when I should assume each role. My actions in the school community rely largely on the individual needs of my students. I
primarily focus on teaching how to learn and how to apply knowledge in the world beyond the classroom through discovery learning
and social interaction. The guiding principles in my philosophy encompasses the idea that teachers should seek to empower
students with the necessary skills to take control of their own learning and to model the behaviors that we expect our students
to emulate. The way that I present myself, as an avid explorer of my surroundings and as taking pleasure in independent learning,
provides an anchor for my students' learning as well as stimulates curiosity and the desire for lifelong learning. The end
goal is that students can learn to function outside of the classroom environment as self-leaders, shifting the responsibility of
learning from the teacher to the student.
The students learning experience must also be as dynamic
and holistic as possible, in which texts and lectures are learning resources. I design outcome-oriented lessons based
on established goals and a path to reach those goals. I start with the end product and work backward to determine the
skills needed to attain the goals. To assess our progress, I use many different assessment techniques to ensure
that all students have the opportunity to demonstrate their understanding. I collect assessment data frequently to evaluate
the effectiveness of instructional strategies and depth of students' understanding. In reflecting, I use what works,
re-evaluate what does not, and look to my co-workers for insight. The fundamental premise that I maintain is that authentic
learning will take place in a positive, safe, and compassionate environment, with mutual respect and genuine open lines of
communication between school and home.
I actively seek parental and community support in my attempts
to ensure every student's success in any type of setting both in and outside the domain of the classroom. Contacting
parents is always first on my agenda; they are the most powerful allies for the classroom teacher. As primary educators, parents
are the most formidable allies to align with to support our purpose as teachers. Building
literacy skills extend far beyond the classroom and it is outside of the school environment that we must encourage active
involvement of students, parents, and community in stimulating this development. Lending support and arming parents with tools
to sustain learning can only make the learners opportunities for success greater.
I make strong efforts to get to know my students: discover
who they are, where they come from, what their home lives are like, and how their belief systems affect their learning. I
also invite them into my life: my family, my culture, my love of literature, and my fascination with many disciplines
from Anthropology to Zoology.
Teachers should take charge of their own individual development
as teachers, researchers, or administrators. The professional activities we are engaged in have a significant impact on the
effectiveness of our work. Rather than view our profession as the mastery of principles and theories, individual
teachers can devise their own effective teaching methods based on experience as both a teacher and as a successful learner.
I know exactly which teacher planted that seed of intrigue of
literature and the teacher that showed me that math and science belong to us all. I feel fortunate to have had access to and
encouragement of a well-rounded usable education. I feel obligated to give that opportunity to others. The prospect of spending
my days taking my understanding of English and sharing it with so many people, showing them that it is not so difficult, promoting
a discipline of study and skill that opens the cover of every other discipline, is an occasion I cannot
walk past.
I choose to highlight the joys and rewards of teaching.
At the same time, accepting the challenges faced by today's teachers. My approach reflects my professional
ethic without ignoring the realities of the profession, instead making the cause more important than the course.
My philosophy of education will keep on evolving as I gain
teaching experience. I will add some new goals and reflect on others. Even as my philosophy undergoes changes, I
believe that my main goal will remain the same: to motivate students to become life-long learners, and help them acquire skills
that will enable them to pursue independent learning once my time with them has ended.
