This is my teaching philosophy. I have included this philosophical statement because it shows what I hope to accomplish as an educator and how I hope to accomplish it. I hope that through reading this statement you will be able to understand my plans for the classroom and what I feel is the best way for my students to learn.
Philosophical Statement
My goal as an educator is to help my students be all that they can be, both mentally and socially. I believe that if students feel like they belong and fit in with their classmates they will want to participate in class more. My goal is simply to encourage knowledge and facilitate understanding in my students. After taking the Inventory of Philosophies of Education in M. Sadkar and D. Sadkar’s (2005) Teachers, Schools, and Societies I discovered that I am combination of essentialism, progressivism, and social reconstructionism(pg. 327-329). In a combination of these three I find a balance of using both a teacher-centered and student-centered philosophies. I find that when students feel that they have a say in what they are learning they are far more interested in the subject matter and try harder.
I do plan on running my class in an orderly fashion but without having the students in rows facing the front of the class. I will divide my class into four or five groups, depending on the class size and classroom size, and of a variety of strengths and weaknesses because when students of different levels work together they become stronger learners. I will have duties for my class such as lunch counters, feeding the class pet, and hall/line monitors, etc., that way they are involved and if they have a job they will want to come to class. I also will have a system where they will change colors if they are misbehaving and if they are below the third color they will lose privileges for the next week and I will send a note home explaining what happened throughout the week for this to happen. I will never reject help from a parent! Students who have their parents involved in their schoolwork have excelled more than those without. Parents can help with simply reading with the students or helping me get prepared for the next week with making copies for worksheets. Beginning the first day of school I will let the students know of our classroom rules and send a letter home informing the parents of the rules as well. I will also let the parents know that if they would like to help in class it would be greatly appreciated and to contact me about when they would like to come in and help.
I believe that not every student is the same, so therefore not every student learns the same and teaching should be individualized to the point where every student can benefit from my instruction, no matter how they learn. At the beginning of the school year I am going to give the students a small test to see where they are in their core abilities such as reading, writing, and math and from these I will place the students in groups with students of all levels at a table. Through research we have seen that when students of different levels work together they achieve more. I will give assignments that students of both the low and high end may excel at, such as creative writing or drawing and reading. I will set up a plan which allows student who finish early to move onto something more challenging such as reading a more difficult book or working with flashcards to improve their speed, however these will not be grades so that the lower achieving students do not fall behind, it will simply challenge them to work harder and be their best.
As a teacher my learning will never end. I plan on attending lectures which deal with my field of study. I will also be keeping up on the latest technology to use with my students and in lessons to help the students experience what we reading about. When more requirements are needed for teachers I will be more than willing to take the necessary classes or tests to prove my abilities as a teacher. To move forward as a teacher I must move forward with new technology.
Bibliography
Sadkar, D.M & Sadkar, M.P. Teachers, Schools, and Society. (2005). McGraw-Hill, pgs. 327-329.
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