My Educational Philosophy
One of the first things a teacher must take into consideration when walking into a classroom, is that not all students learn or comprehend in the same manner. According to Piaget's theory of cognitive constructiveness development, humans cannot be "given" information which they are expected to immediately understand and implement. Instead, humans must "construct" their own knowledge and build information through experience, not through lecturing. Experiences also enable students to create. As I reflect on my own practices, I find that I robustly follow and support this theory in all of my classes and with my colleagues.
My view on the role of the teacher within the classroom is to create and provide a rich environment for the exploration of the child, similar to a Montessori classroom. A classroom filled with tactile and manipulative objects, encourages student exploration, and promotes students to become active constructors of their own knowledge, through assimilation and accommodation. I feel a student’s responsibility when they come to school is to be prepared to learn, and my responsibility is to prepare them for life. I also feel an enlightened student becomes an educated adult and a functioning member of our society.
I teach values and respect to my students above all else. Peer groups, mentors, and honest conversations is where we begin to build trust in a class, and allowing students to trust you as the facilitator to even the most vulnerable of students, is better than an academic connection sometimes. Many times our classroom conversations will drift from curriculum to a social topic as seen that morning in the news. I am preparing my students for the 21st century with practical and open conversations about life, injustices, and how they can make a profound impact on their lives and the lives around them. I use humor and comedy to enhance all units, and sing horribly off-key to celebrate a birthday.
Most of my students have never worked in a diverse group and they need to be shown how to have a discussion, or sit and listen without interrupting. I approach all classes knowing I have students who do not have social norms and that I will be their educator in more than just curriculum. Modeling and using social skills are a key part to the way in which my class room is run.
In addition, using informal and formative assessments helps me perform the many differentiated lessons for each of my classes. This is paramount in 21st century learning and teaching. If a student has not mastered a major concept or if they cannot apply it in a standard assessment, a modified assessment directed to their learning style shows competency of the objective.
Based on my flexibility and understanding of the required curriculum by the State of Tennessee and the needs of my students, I feel my teaching style and classroom environment breeds an equal opportunity to learn, and to experience all the offerings an education provides.
One of the first things a teacher must take into consideration when walking into a classroom, is that not all students learn or comprehend in the same manner. According to Piaget's theory of cognitive constructiveness development, humans cannot be "given" information which they are expected to immediately understand and implement. Instead, humans must "construct" their own knowledge and build information through experience, not through lecturing. Experiences also enable students to create. As I reflect on my own practices, I find that I robustly follow and support this theory in all of my classes and with my colleagues.
My view on the role of the teacher within the classroom is to create and provide a rich environment for the exploration of the child, similar to a Montessori classroom. A classroom filled with tactile and manipulative objects, encourages student exploration, and promotes students to become active constructors of their own knowledge, through assimilation and accommodation. I feel a student’s responsibility when they come to school is to be prepared to learn, and my responsibility is to prepare them for life. I also feel an enlightened student becomes an educated adult and a functioning member of our society.
I teach values and respect to my students above all else. Peer groups, mentors, and honest conversations is where we begin to build trust in a class, and allowing students to trust you as the facilitator to even the most vulnerable of students, is better than an academic connection sometimes. Many times our classroom conversations will drift from curriculum to a social topic as seen that morning in the news. I am preparing my students for the 21st century with practical and open conversations about life, injustices, and how they can make a profound impact on their lives and the lives around them. I use humor and comedy to enhance all units, and sing horribly off-key to celebrate a birthday.
Most of my students have never worked in a diverse group and they need to be shown how to have a discussion, or sit and listen without interrupting. I approach all classes knowing I have students who do not have social norms and that I will be their educator in more than just curriculum. Modeling and using social skills are a key part to the way in which my class room is run.
In addition, using informal and formative assessments helps me perform the many differentiated lessons for each of my classes. This is paramount in 21st century learning and teaching. If a student has not mastered a major concept or if they cannot apply it in a standard assessment, a modified assessment directed to their learning style shows competency of the objective.
Based on my flexibility and understanding of the required curriculum by the State of Tennessee and the needs of my students, I feel my teaching style and classroom environment breeds an equal opportunity to learn, and to experience all the offerings an education provides.