A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
TEACHING PHILOSOPHY
My teaching philosophy is based around the assimilation of two view points. That students learn from both direct and differentiated methods of instruction. I feel it is my responsibility as a teacher to assist my students learning by using the appropriate method of instruction for each educational opportunity. Furthermore, by using the Common Core State Standards that are designed to help students prepare for meeting rigorous college and career expectations as my baseline, I will assist my students’ in reaching their fullest potential. These standards require individuals to have a deep understanding of academic content and the ability to apply that academic knowledge and skills.
With this criterion in mind, my teaching philosophy is guided by two approaches. First, is the back-to-basics essentialist philosophy of Hirsch, who advances the belief of teacher directed classrooms, holding teachers accountable for imparting foundational core knowledge (Sadker & Zittleman, 2012). Secondly, is the student centered progressive approach, espoused throughout the differentiated instruction methodology of Tomlinson (Tomlinson, 1999).
In my classroom students will be strengthened with direct knowledge in the core areas, and then separated for differentiated instruction based on individual student skills, levels and learning styles. For example, when teaching a 1st grade reading class, I would read a book to the class as a group, explaining any new vocabulary words. Next, based upon what I know about my students' learning styles, strengths, and areas of need, I would provide the students with projects to further their understanding, based on their individual readiness and skills. I would also consider whether or not it would be in the best interest of students to be given the choice to work independently, with a peer, or in a small group.
In my classroom I will combine both teaching strategies to better equip and encourage students to develop core knowledge, to take responsibility for learning, and to cultivate pride in their work. In order for me to keep informed of my students learning needs I will use ongoing assessments strategies.
According to Wormeli (2001), “good assessment includes a variety of formats, traditional and nontraditional, uniform and alternative” therefore to assess my students’ progress I will make use of a variety of assessment tools (p. 97). It is my belief that students not only have different learning styles but that they also show mastery of content in different ways. Some ways my students will be able to show mastery of content includes visual or written products, oral performances, and formal observations. In my class I will assess my students on a continuum, including pre-assessments to identify prior knowledge, informal assessment to understand if they are absorbing the content and formal assessment to gauge their mastery of the standards. In addition, I will use these assessments to make the instructional adjustments necessary for continued improvement in both student academic performance and students’ rates of progress.
In order to establish the growth in learning through a variety of assessments it is necessary for the teacher to have good management skills. I believe clear and consistent classroom management skills are the foundation for a productive learning environment (Tomlinson, 1999). I also will build a sense of community in my classroom by promoting positive relations between my students, their parents/families and myself. I feel that parents need positive feedback from the teacher regarding their children’s progress all during the year. As a parent myself, I realize it is also in the best interest of the students that their parents know I care and I place a very high value on their input. I will do this by informative letters, personal phone calls, and face to face conferences, including attending the school’s social functions. In addition, I am determined to provide a safe, equitable and comfortable environment where students can reach their highest potential.
There is an endless wealth of knowledge and I do not think one person could possibly know it all. Although, by utilizing directed and student centered philosophies, my focal point goes from how can I teach, to how can I assist my students in learning, in return helping them with access to that wealth of knowledge. I believe it is my task to strive to find new ways and methods to help students become successful in the educational goals. I am deeply committed to teaching, and to continuous pedagogical growth.
References
Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners.
Alexandria, VA: Association for Supervision and Curriculum Development.
Wormeli, R. (2001). Meet me in the middle. Portland, ME. Stenhouse Publishers.
Sadkler, D. M. & Zittleman. K. R. (3rd ed.) (2012). Teachers, schools and society: A brief
introduction to education. New York, NY. McGraw-Hill.
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