My Teaching Philosophy...
As a future educator, it is my goal to provide the skill set and opportunities necessary to promote life-long learning both in the classroom and out. To do this, I plan on using a wide variety of teaching methods. It is my belief that one of the main reasons students don’t succeed in the classroom is because they're simply unengaged and uninterested. I feel as though it is the teacher's role to provide an interactive learning environment that not only makes the learners feel capable and successful, but presents the curriculum in an interesting and engaging manner. To accomplish this, I plan on appealing to Howard Gardner's Theory of Multiple Intelligence's, and incorporating Bloom's Taxonomy in each lesson plan and activity (Noble, 2003, p.1). My students will not just read out of a textbook, instead, they will be challenged to critically think and engage in inquiry-based learning. My students will not be "spoon fed" answers, instead, they will receive the mentally stimulating curriculum that all children deserve. Not only will this curriculum get students challenging their own beliefs and becoming active participants in their own learning, but it will facilitate collaboration with fellow peers in order to create active, collaborative students.
In my classroom, a student’s knowledge will not be tested on a piece of paper, nor will it be given a numerical scale. Students in my classroom will not be punished for what they don’t know; rather, they will be awarded for what they do know. Not only will my students be rewarded for what they know, but they will also be weighted heavily on their individual effort and overall commitment to learning. Of course projects and other assignments will be given, however, my students will solely be assessed on what knowledge they can bring to the table, not how much information they were unable cram into their heads minutes before the exam. In my classroom there will be no "teaching to the test", instead, "assessment will drive instruction" (Olesen, 2003). To ensure that each student is receiving the attention and supports necessary to be successful in the classroom I will be utilizing the Response to Intervention multi-tier approach to inclusion. Using this approach, the playing field will be leveled for all students and no child will be left behind. My students may require different avenues and supports to fully understand something, but in the end they will all achieve not only NYS and Common Core standards, but their own personal learning goals as well.
Of course, my main goal is to provide a memorable learning experience to each and every one of my students; however, it is equally important that I work on my own self-development as an educator. I feel as though teaching is an ever-changing profession, and that it is just as important for teachers to learn as it is for students. Teaching is a lifelong learning process. Whether we are learning about new teaching philosophies or strategies, learning from the parents or community, learning from colleagues, or most importantly learning from the children, it is important that we as teachers keep open minds and hearts to the innocence and diversity in the world.
All in all, I believe the children are our future. I believe that each and every child has the potential to be something great, and can bring something unique and special to the world. As a teacher, it will be my job to unfold this potential and set children up for future success'. While at the same time reinforcing that there will be failures along the way: it’s inevitable. It is my goal to teach them that learning really can be fun, and that myself and everyone around them is proud of them and there for them every step along the way. It is my goal to put that smile on their faces, as they leave class eagerly awaiting the moment they can run in the door and put their work on the fridge. I want them to look back on their educational experience and remember Ms. Strife’s class as one of their favorites. I want them to be sitting at their high school graduation, looking back with no regrets, ready to take on the future.
No one said it better than Haim G. Ginott himself, "“I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration, I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or de-humanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming" (Ginott, 1993). After all, isn't that what teaching is all about? Helping students become what they are "capable of becoming"?
As a future educator, it is my goal to provide the skill set and opportunities necessary to promote life-long learning both in the classroom and out. To do this, I plan on using a wide variety of teaching methods. It is my belief that one of the main reasons students don’t succeed in the classroom is because they're simply unengaged and uninterested. I feel as though it is the teacher's role to provide an interactive learning environment that not only makes the learners feel capable and successful, but presents the curriculum in an interesting and engaging manner. To accomplish this, I plan on appealing to Howard Gardner's Theory of Multiple Intelligence's, and incorporating Bloom's Taxonomy in each lesson plan and activity (Noble, 2003, p.1). My students will not just read out of a textbook, instead, they will be challenged to critically think and engage in inquiry-based learning. My students will not be "spoon fed" answers, instead, they will receive the mentally stimulating curriculum that all children deserve. Not only will this curriculum get students challenging their own beliefs and becoming active participants in their own learning, but it will facilitate collaboration with fellow peers in order to create active, collaborative students.
In my classroom, a student’s knowledge will not be tested on a piece of paper, nor will it be given a numerical scale. Students in my classroom will not be punished for what they don’t know; rather, they will be awarded for what they do know. Not only will my students be rewarded for what they know, but they will also be weighted heavily on their individual effort and overall commitment to learning. Of course projects and other assignments will be given, however, my students will solely be assessed on what knowledge they can bring to the table, not how much information they were unable cram into their heads minutes before the exam. In my classroom there will be no "teaching to the test", instead, "assessment will drive instruction" (Olesen, 2003). To ensure that each student is receiving the attention and supports necessary to be successful in the classroom I will be utilizing the Response to Intervention multi-tier approach to inclusion. Using this approach, the playing field will be leveled for all students and no child will be left behind. My students may require different avenues and supports to fully understand something, but in the end they will all achieve not only NYS and Common Core standards, but their own personal learning goals as well.
Of course, my main goal is to provide a memorable learning experience to each and every one of my students; however, it is equally important that I work on my own self-development as an educator. I feel as though teaching is an ever-changing profession, and that it is just as important for teachers to learn as it is for students. Teaching is a lifelong learning process. Whether we are learning about new teaching philosophies or strategies, learning from the parents or community, learning from colleagues, or most importantly learning from the children, it is important that we as teachers keep open minds and hearts to the innocence and diversity in the world.
All in all, I believe the children are our future. I believe that each and every child has the potential to be something great, and can bring something unique and special to the world. As a teacher, it will be my job to unfold this potential and set children up for future success'. While at the same time reinforcing that there will be failures along the way: it’s inevitable. It is my goal to teach them that learning really can be fun, and that myself and everyone around them is proud of them and there for them every step along the way. It is my goal to put that smile on their faces, as they leave class eagerly awaiting the moment they can run in the door and put their work on the fridge. I want them to look back on their educational experience and remember Ms. Strife’s class as one of their favorites. I want them to be sitting at their high school graduation, looking back with no regrets, ready to take on the future.
No one said it better than Haim G. Ginott himself, "“I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration, I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or de-humanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming" (Ginott, 1993). After all, isn't that what teaching is all about? Helping students become what they are "capable of becoming"?