Philosophy of Teaching
My philosophy of teaching focuses on two major components which I believe are essential to establishing a successful learning environment. The first component is classroom organization and structure. The physical classroom itself must be warm, welcoming, and practical for the types of activities I will be planning. It should feel comfortable and each student should have a sense of belonging. The children must feel at home and at ease in this space in order to take risks in their learning. At the same time, they should have full confidence that the classroom will provide them with the necessary materials to be successful in their endeavors.
I believe that children are active participants in their learning, and as an educator, it is my job to provide them with a stimulating environment and the necessary tools to promote development. I believe students perform best when expectations are clear and there is a sense of order and direction in the classroom. That is not to say that I reject the Piagetian concept of child-directed learning and discovery. In fact, there is much to gain from building on students’ interest and natural curiosity. However, I believe that in order to do this effectively, the classroom must be simultaneously practical and personal.
The second major aspect of my philosophy is an emphasis on a dynamic curriculum involving social learning. I draw heavily from Vygotsky in my views on the value of learning from and with others. As a teacher, I challenge my students with developmentally appropriate material, then scaffold their learning to ensure they develop self-efficacy. Group activities will foster a sense of community and teamwork, thus promoting social and interpersonal growth as well. Furthermore, the deliberate structure of the classroom will facilitate many different modalities of learning from independent work, partner work, small groups, and whole-class instruction. I truly believe that children have unique learning preferences. By incorporating a variety of learning tasks, I can cater to each individual’s interests. More importantly, this leads to increased student engagement which I consider a key factor in meaningful learning. Like Piaget, I believe children are active in their learning. The passive transfer of information from teacher to student is not sufficient for real learning to occur. Through the use of a dynamic curriculum which incorporates social interaction, students will become involved in their own learning.
Maintaining an organized and efficient classroom is no easy task, and it will require the help of students to keep the classroom orderly. I expect students to treat all the property in the classroom with care. I want to create an environment where students feel personal accountability for the materials. Giving the students responsibility will increase their confidence which translates into a more positive attitude towards the challenges they may face in learning and in life. Once responsible behaviors regarding classroom materials are established, we can move towards exploring various ways of utilizing those materials to learn. In essence, we must maintain a certain level of efficiency to pave the way for innovation.
The functionality of the class will be balanced with personality; the room will showcase student work alongside anchor charts and helpful posters. The classroom will eventually become a reflection of the classmates. This will also reinforce the idea of the class as a community of learners. Ultimately, it is the students’ classroom as well, and I want it to showcase all the progress we are making together.
I believe that children are active participants in their learning, and as an educator, it is my job to provide them with a stimulating environment and the necessary tools to promote development. I believe students perform best when expectations are clear and there is a sense of order and direction in the classroom. That is not to say that I reject the Piagetian concept of child-directed learning and discovery. In fact, there is much to gain from building on students’ interest and natural curiosity. However, I believe that in order to do this effectively, the classroom must be simultaneously practical and personal.
The second major aspect of my philosophy is an emphasis on a dynamic curriculum involving social learning. I draw heavily from Vygotsky in my views on the value of learning from and with others. As a teacher, I challenge my students with developmentally appropriate material, then scaffold their learning to ensure they develop self-efficacy. Group activities will foster a sense of community and teamwork, thus promoting social and interpersonal growth as well. Furthermore, the deliberate structure of the classroom will facilitate many different modalities of learning from independent work, partner work, small groups, and whole-class instruction. I truly believe that children have unique learning preferences. By incorporating a variety of learning tasks, I can cater to each individual’s interests. More importantly, this leads to increased student engagement which I consider a key factor in meaningful learning. Like Piaget, I believe children are active in their learning. The passive transfer of information from teacher to student is not sufficient for real learning to occur. Through the use of a dynamic curriculum which incorporates social interaction, students will become involved in their own learning.
Maintaining an organized and efficient classroom is no easy task, and it will require the help of students to keep the classroom orderly. I expect students to treat all the property in the classroom with care. I want to create an environment where students feel personal accountability for the materials. Giving the students responsibility will increase their confidence which translates into a more positive attitude towards the challenges they may face in learning and in life. Once responsible behaviors regarding classroom materials are established, we can move towards exploring various ways of utilizing those materials to learn. In essence, we must maintain a certain level of efficiency to pave the way for innovation.
The functionality of the class will be balanced with personality; the room will showcase student work alongside anchor charts and helpful posters. The classroom will eventually become a reflection of the classmates. This will also reinforce the idea of the class as a community of learners. Ultimately, it is the students’ classroom as well, and I want it to showcase all the progress we are making together.