Teaching Philosophy

There are many different ways to approach teaching. Throughout the educational process, future teachers are taught different theories and methods of the teaching process. At times it can be very overwhelming, but once sorted out the information is actually very interesting and resourceful. There are moments where a lot of the theories seem to overlap, and picking which one personally suits your teaching style may prove difficult, but through application and theory each teacher candidate can decide which works best for their personal style.

One of the major things I think is important to take into account when making lesson plans and designing a classroom set up is differentiation through multiple intelligences (1). Not all students learn the same way, and it is important to take each type of intelligence into account. Personally, I am visual and kinesthetic. If I am able to see it and even reenact the information. I have a better chance of learning and retaining it. I know there are students that are like me, especially in the elementary school setting. Younger students like to be more hands on, but there are also students that are more auditory learners, or logical thinkers and as a teacher, I would have to accommodate them as well. There is also the difference between interpersonal and intrapersonal learners. Teachers have to provide a way for students who work best in groups, as well as by themselves. I think the best way to do this would be to have students work in group aswell as individual projects. Another form of differentiation (2) is through higher and lower level students. I believe each and every lesson plan should alter for students of higher and lower levels. Even if it is just the extend activity that is modified.

This year I have been learning a lot about the Responsive Classroom (3). I think it is a great teaching model. I think the purpose of education is for the teachers to teach the students, as well as the teachers to learn from their students. It is because of this belief that I consider myself to be constructivist (4) in my teaching philosophy, and the best way to achieve this is through the responsive classroom. I think that the students being a part of the teaching process is very important, and it all starts with making the rules of the classroom together. This simple act (although not a simple process) sets up a basis for the whole year. Right from the beginning the students feel that they are a part of the learning experience, and that their voice matters. The Responsive classroom also stresses the importance of a teachers “voice.” For example, the use of the “I voice” and stressing the deed not the doer are very important to the Responsive Classroom.

The Responsive Classroom talks a lot about discipline. Before this year, I always thought of discipline, as a synonym to punishment, but I now know it is not. Discipline is more of a way for a teacher to keep order in his/her classroom. It is not about making a student feel rejected or in trouble, instead it is a way for a student to remember what it the proper way to behave in a classroom setting. From my readings I think time-outs seem effective if used in the right way. I also agree with the use of a buddy teacher, also if used in the right way. The use of time-outs as well as a buddy teacher can easily be misused. If a student is sent to either too often, it might defeat the purpose. In addition, the students must understand why they are being sent to time out or a buddy teacher for them to

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understand what they are doing wrong. I feel that the best way to achieve this is to role- play around the same time that they classroom rules are being discussed.

Assessment is also a very important aspect to classroom. Piaget (5) talks about children going through cognitive development stages such as pre-operational, concrete operational and formal operational. Assessment should take these stages into account. According to Piaget, children do not begin to think logically until the age of seven, therefore giving too many formal assessments before that age would not benefit the students. At this age, informal assessment is beneficial because it allows the students creativity to thrive. After the age of seven, in the concrete operational stage formal assessments are more acceptable, but informal ones are still beneficial to keep the students creativity alive. After the age of 12 during the formal operational state, formal assessment is more popular, even more accepted, but alternative assessment, such as models, posters and portfolios still should be used. I think informal assessment should be used throughout the educational process because it broadens creativity, and keeps the mind working. Formal assessment, in my opinion is all about memorizing information and reiterating it back on paper, but informal is where a student can show true comprehension on a topic.

The ideal classroom is one where students can work together as well as be spread apart to work alone. I think the best way to achieve this is to put four desks, facing each other in a group. This way it is an even number so each student has an elbow partner to discuss questions with, and a whole group so when group work is assigned, there is not a scramble and no one gets left out. I think the groups should be set up according to intelligences at first but mixed up every six weeks or so. This would be so the students

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can learn what its like to work with different people and not the same group for everything. This set up also will also provide an easy way to walk around the classroom and check work, and for individual work (such as a formal assessment), students can simply pull their desks apart and face the board.

Teaching is a profession that evolves as much as a teacher him/herself. The process is something that I know will grow as much as I do through out my teaching experience. This is where I stand in my philosophies now, but as I am still a student myself. I expect everything to develop as I gain experience in my field and life.