My teaching philosophy has evolved over the last 8 years I have been a teacher. This is a natural growth process, informed by my experience as a student and my experiences with my students.  When we are born we have no knowledge.  Knowledge is acquired through our environment and interactions with others around us. Babies learn the basics from their mothers and family.  For example, babies learn when they cry, someone comes to take care of them, and when they smile, their mother smiles back at them. As we navigate through our lives, we are constantly learning (good and bad) until the day we die.

The core of my teaching philosophy stems from the knowledge that humans are constantly learning, in their own ways, and can develop and grow as a human being. I believe these differences are what make humans beautiful and unique.   The fact that people learn differently can be generalized as there are several theories trying to describe how people learn, including Behaviorism and Cognitivism.  These are two very disparate approaches to learning, and in my experience, have been equally effective with different individuals based on their learning styles. 

In addition to understanding how my students learn, it is my desire to produce students who are not afraid to fail. Denis Waitley, an American motivational speaker said, “Failure should be our teacher, not our undertaker. Failure is delay, not defeat. It is a temporary detour, not a dead end.” Students who are determined and don’t quit after failing will most likely have a deeper love of learning and eventually pursue higher education.

Two methods of teaching help me to be an effective instructor.  These methods are interchangeable within a single lesson, and I use them in my classroom to promote student success.  Direct instruction is the first necessary method when introducing new concepts and skills.  However, I also use direct instruction to engage in discussion with my students. This addresses the needs of students who are auditorily learners, and it keeps students engaged throughout the lesson.  By creating a discussion-enriched culture in my classroom, I can use this method in my lessons, and students can then learn from each others ideas as well.

The second method I credit for student success is inquiry-oriented lessons and working in groups on a lesson. According to Vygotsky, these theories stress the fundamental role of social interaction in the development of cognition (Vygotsky, 1978). I believe this method helps teach students for a lifetime, as they will look back on inquiry-driven memories as positive experiences. 

Assessment is vital in a classroom, as it shows the students whether they have mastered the content and need to move on.  Assessment is data that can be obtained formally through tests, or acquired informally through discussion.  Since assessment has negatively stigmatized and some students have developed test anxiety, using different methods to gather assessment data is crucial in a classroom. It’s important that my students can articulate their thoughts and content knowledge aloud instead of simply writing it down.

Overall, I believe the theories and teaching methods are only successful if the teacher has a positive relationship with her students. Students becomes engaged academically if they can trust their teachers. Once a positive connection between student and teacher is lost, students can shut down and be difficult to engage.  To maintain this positive relationship with my students, families, or even colleagues, there must be clear open communication.  I work hard to develop trust and connect to my students by supporting them and being consistent, and fair.  Every decision I make in my classroom is designed to support and encourage my students to reach to their potential.