"You must be the change you want to see in the world."
-Gandhi
-Gandhi
My teaching philosophy is founded upon the fact that my students and I are on a shared journey of discovery. This journey is shaped by our unique perspectives, culture, family structure and the connections we build to the world around us. At the heart of this journey, is my fundamental belief that 1) students should be active participants in their own learning and 2) the promotion of key critical thinking skills like reasoning, problem-solving and decision-making are vital components of any learning environment (Cunningham, Allington 2007). I agree with various researchers, who assert, if we want our students to think more critically, we must introduce them early to a “culture of thinking” where they have continuous qualitative opportunities to explore their own thinking and the thinking of others (Ritchhert, Church, & Morrison, 2011).
For instance, is it important to me that my students can recite the words of Dr. Martin Luther King, Jr.'s I have a Dream Speech? Or is it more important that they can tell me, in their own way, what Dr. King’s legacy means to them today and how it impacts their worldview tomorrow? I choose the latter.
In my classroom, students are presented with multiple strategies for problem solving. My overarching goal is to help students draw their own conclusions about the effectiveness of using one strategy over another. For example in math, it is not about which strategy they used (i.e. adding doubles or counting on), but whether or not they can demonstrate coherent reasoning and clear comprehension of the concepts and theories explored, to arrive at their answer.
Therefore, I see my role as teacher, as one who supports and respects my students’ ideas, learning styles and strengths. I see myself as one who will guide my students to think about concepts in a variety of ways and encourage them to explore new or creative ways for showing what they know. When I look at my students, instead of seeing their circumstances, I want to help them see their possibility. I don’t see my job as a teacher to help my students memorize a bunch of facts and figures. I see my role, as Dewey saw education, a bridge to a better society by developing students who have the confidence to take the initiative; think critically; reflect on that thinking; problem solve, and grow to be affable, responsible, self-regulated global citizens (Lascarides, Hinitz 2000).
Thus, as a teacher, it is my responsibility to remain abreast of current research, practices, and technologies, and incorporate that knowledge in my classroom. I believe curriculum should be taught in the most hands on, conceptual manner possible. It is not my responsibility to teach students how I learn, but to accommodate my teaching strategy to how they learn. So whether they are kinesthetic, visual or auditory learners, I should be able to adjust my teaching strategy by using appropriate technologies to fit their individual learning needs. Most importantly, if I want my students to love reading and math; to become intrinsicly movtivated life long learners, I must practice what I teach.
My philosophy of teaching rest upon this one truth: to be a great teacher you must be passionate about the profession, willing to do the hard work, reflective of your practice, and unafraid to stand up for what is right for our students.
References
1. Cunningham, P.M., & Allington R.L. (2007). Classrooms that work: they can all read (4th ed). Boston, MA: Pearson Education, Inc.
2. Lascarides, V.C., Hinitz, B.F., (2000). History of early childhood education. New York, NY: Routledge
3. Ritchhart, R., Church, M., Morrison, K. (2011). Making thinking visible: how to promote engagement, understanding and
independence for all learners. San Francisco, CA: Jossey-Bass.
For instance, is it important to me that my students can recite the words of Dr. Martin Luther King, Jr.'s I have a Dream Speech? Or is it more important that they can tell me, in their own way, what Dr. King’s legacy means to them today and how it impacts their worldview tomorrow? I choose the latter.
In my classroom, students are presented with multiple strategies for problem solving. My overarching goal is to help students draw their own conclusions about the effectiveness of using one strategy over another. For example in math, it is not about which strategy they used (i.e. adding doubles or counting on), but whether or not they can demonstrate coherent reasoning and clear comprehension of the concepts and theories explored, to arrive at their answer.
Therefore, I see my role as teacher, as one who supports and respects my students’ ideas, learning styles and strengths. I see myself as one who will guide my students to think about concepts in a variety of ways and encourage them to explore new or creative ways for showing what they know. When I look at my students, instead of seeing their circumstances, I want to help them see their possibility. I don’t see my job as a teacher to help my students memorize a bunch of facts and figures. I see my role, as Dewey saw education, a bridge to a better society by developing students who have the confidence to take the initiative; think critically; reflect on that thinking; problem solve, and grow to be affable, responsible, self-regulated global citizens (Lascarides, Hinitz 2000).
Thus, as a teacher, it is my responsibility to remain abreast of current research, practices, and technologies, and incorporate that knowledge in my classroom. I believe curriculum should be taught in the most hands on, conceptual manner possible. It is not my responsibility to teach students how I learn, but to accommodate my teaching strategy to how they learn. So whether they are kinesthetic, visual or auditory learners, I should be able to adjust my teaching strategy by using appropriate technologies to fit their individual learning needs. Most importantly, if I want my students to love reading and math; to become intrinsicly movtivated life long learners, I must practice what I teach.
My philosophy of teaching rest upon this one truth: to be a great teacher you must be passionate about the profession, willing to do the hard work, reflective of your practice, and unafraid to stand up for what is right for our students.
References
1. Cunningham, P.M., & Allington R.L. (2007). Classrooms that work: they can all read (4th ed). Boston, MA: Pearson Education, Inc.
2. Lascarides, V.C., Hinitz, B.F., (2000). History of early childhood education. New York, NY: Routledge
3. Ritchhart, R., Church, M., Morrison, K. (2011). Making thinking visible: how to promote engagement, understanding and
independence for all learners. San Francisco, CA: Jossey-Bass.