Teaching+Philosophy


 * Philosophy of Teaching and Learning**

I believe that my job as an educator is to discover where my students are developmentally, meet them there, and to move them forward as inquiring learners, caring people, and future citizens in a democratic society. I came of age during the 1960s and 1970s. I became, sensitive to the differences within our democracy. I lived through numerous peaks in the struggle for human rights in the United States. I have learned that socialized beliefs, opinions and feelings run deep, but they can be changed. However, the process can be uncomfortable and never-ending. Until acceptance of our differences is the norm, the struggle will continue. I believe that students deserve the least restrictive environment, in which to learn (Friend & Bursuck p. 3) that in most cases, all students should be together and that in all cases all students can learn. “Effective teaching of exceptional students does not require a unique set of skills. I believe, “it is a combination of good teaching practices and sensitivity to all your students” (Woolfolk p. 466). I believe that with a warm and autonomy supportive pedagogical approach students will be positively motivated and experience academic competence (Rosemarin p. 51)

I raised three children. I coached sports for twenty-five years up to the collegiate level. I returned to college my fifties to certify to teach. I attend graduate school today. I have been actively involved in school politics and presently serve on a school board. My life has been dedicated to the growth, education and success of children. I have experienced the variety of children and their needs: how they live, how they develop, how they learn, and how they perform. Learning occurs in many ways and on many levels. The abilities and strengths of each student vary. We need to embrace diversity in our political lives and our classrooms. We need to make all students aware of their differences and those of others. Knowledge of the universality of difference will teach that when we help one person we help everyone. This will lead to a society and classroom that is self-aware, open, knowledgeable and safe for living, learning, and growth. I believe that multiple ways of experiencing ideas to benefit the multiple intelligences, multiple preferences, and multiple needs in the classroom. “ Teachers, therefore, need to attend to all intelligences, not just the first two that have been their tradition concern” (Smith).

I believe in collaborative learning, where the teacher becomes a facilitator; “the responsibility and ability to learn rest within the student, (Woolfolk p. 221). Students learn best when they can experience an idea, fact, belief, or process in an holistic way with each other. The best way to learn about another culture is to travel there, but classroom options to study of culture are expanding. Student can: read about it, view images of it, see and hear the language and music, have a physical interactive experience with the culture, such as: dance, plays, rituals, work, food, games, handling artifacts. They can have a conversation and share ideas with someone from that culture. Experience a museum exhibit. Go to a local cultural gathering.

Technology can assist in all of these endeavors. Access to books, articles and images online has exploded. Any culture can be shown in detail through photographs, art, and videos. Recordings of languages, music and television are available from all over the world are available. Now cultural activities can more easily be researched and students can then reenact and respond to what they read, see, and hear. Exchanging ideas and conversation with students from over the world has become possible with websites such as E-Pals, which offers contacts with foreign classes and individuals through its website. Virtual field trips are widely available, either to museums or to important sites. Real time holiday celebrations, religious gatherings, and political events are available to students as never before. Technology helps to form a global community.

My ideal classroom is a launching pad for learning. When real engagement takes place, no one notices the room. The room’s assets should help to transport students into learning experiences. The room should be large enough for whole class interaction, learning centers, and physical activities. Inviting spaces for individual study, reflection and reading are important for all students. Chairs, tables and desks should be moved easily without much noise. Areas for creative construction and storage for the materials are needed along with room to display students’ creations. Book cases should be in as many places as possible, because students today need to become comfortable with and enjoy books. The digital age makes books scarcer to students. Easy availability is the best course. Twentieth Century school accoutrements such as paper, and pencils will never disappear. Large pull down maps and globes are still essential for a Social Studies class. The need for physical storage of files and paper should be reduced with the advent of computers and their massive data storage capacity.

At this time, everyone in class should have a laptop. Keyboards improve the ability for all students to write effectively. The computing hardware and software need to be totally interactive and compatible for students and teachers. The teacher’s need to monitor documents is immense. With robust interactive communication comes easy distraction and so, standard protocols for producing, monitoring, and reviewing student products is important. Audio and video recording capabilities cultivate 21st Century skills. They can help students create live broadcasts, record projects, create and preserve films and music and encourage more creativity. The ability to share presentations to the whole class is important. A large interactive projector is a necessity, the more easily and safely interactive for students the better. All technology should be accessible and easily utilized by all students. It is their learning so it should be their classroom.

References Friend, M., & Bursuck, W. D. (2009). //Including students with special needs// (5th ed.). Upper Saddle River, New Jersey: Pearson. (Original work published 1996) Rosemarin, S. (2009). Who is the best teacher? Do different kinds of students have different preferences? //Gifted Education International, 25//, 48-55. Smith, M. K. (2008). //Howard Gardner, multiple intelligences and education//. Retrieved from [] Woolfolk, A. (2004). //Educational psychology// (9th ed.). Boston, MA: Pearson. (Original work published 1980)