My teaching philosophy is based on a constructivist philosophical foundation. I believe individual students learn by activating prior knowledge to make meaning of shared social, cultural, and historical perspectives. As a social-science teacher, I believe in encouraging students to critically analyze historical interpretations and recognize their implications on the past, present, and future. I believe, as teachers:
We facilitate a democratic learning community by balancing dominance and cooperation.
Student engagement occurs in a supportive environment. Teachers should share their power with the students in their classroom. For example, students should participate in the development of classroom rules and procedures while we establish logical consequences. This practice will create a community of trust rather than one of conflict. Although teachers must be responsible and curb misbehavior, students should also be given the opportunity to self-regulate and “own” the problem. Balancing dominance and cooperation will foster a positive learning community and model appropriate democratic practices.
We form positive interpersonal relationships with students to encourage their engagement.
It is our responsibility to learn about our students so that we may activate genuine engagement. We should make it a habit of greeting students in and out of the classroom, asking students questions about their interests beyond school, and recognizing students’ efforts and achievements. Teachers who know their students are listened to and respected by their students.
We recognize and appreciate diversity to teach students equitably, not just equally.
Teachers set their classes up for success when they adjust lessons to support the needs of all students. Diversity comes in many forms. We must consistently adapt our teaching to suit students’ different needs. To do this we can work with special needs resource instructors and aids to differentiate our activities and assessments. We can scaffold lessons for students who need extra support and challenge our gifted and talented students with rigorous learning activities. We should also acknowledge the pluralistic identities of our students. They identify with many different cultural groups and we should be open to their perspectives. It’s important to be aware that every student has their own learning style and learns at their own pace. We should also openly recognize our own diversity and model tolerance to our students. Teachers can reflect multiculturalism and be conscientious when creating curricula and lesson plans. We must move beyond the narratives of the “victor” and give voice to the underrepresented.
We teach students how to think not what to think.
The learning experience should not be teacher centered, it should be student centered. Students construct their own understanding and mental schemes and our role is only facilitatory in nature. Of course we can introduce students to new concepts using direct instruction. However, we must also provide consistent opportunities for students to explore, observe, analyze, and critique multiple interpretations so that they might develop their own ways of knowing. We are not responsible for dictating knowledge. We are responsible for encouraging students to question and think critically.
We commit to life-long learning through research and practice.
We are teaching a generation of learners who think of their tech devices as extensions of themselves. We should pay attention to new ways of learning that can really engage students. An example would be using social-networking apps like Twitter or popular sites like BuzzFeed in the classroom. To be up to date in the teaching realm, we should continue to research and practice evidence based instructional strategies and methods. Great teachers actively pursue professional development and are open to innovation.
Exploring Education: 