Teaching Philosophy:

       Teaching those who will lead us into the future is not a responsibility that should be taken lightly. As an educator, I will hold this responsibility to a high standard by waking in each child a thirst for knowledge. Motivation is vital; and I plan on intrinsically motivating students so that what they learn from me does not dead end at subject matter within the four walls of my classroom, but rather continues to a higher level of life-long thinking and reflection.

A successful curriculum is related to the standards but makes the allowance for the creative license of the classroom teacher. These national and state standards are in existence in order to guide a teacher through what the students should be learning in each of the grade levels. This, however, cannot be mistaken for good teaching. Meeting these standards simply does not do justice to the students. It is in exceeding and extending these standards that one can truly take pride. As a teacher, it is my responsibility to communicate with my colleagues in order to bridge the gap of knowledge between grade levels. Only by doing this will the transitions be made smoothly and effectively. In other words, curriculum should be grounded upon grade-specific standards to ensure an evolution of knowledge across levels but still allow for teachers to individualize according to students and classroom dynamics.

Due to the growing diversity in today’s classroom, one size does not fit all. Not everyone learns in the same way and at the same pace. This might be regarded by some as a time disadvantage and extended effort on the teacher’s behalf. But by the same token, this diversity brings a new challenge and sense of excitement that would otherwise be transformed into a monotonous daily routine. Each child learns differently. Taking Gardner’s notion of multiple intelligences into practice is imperative. Differentiating lessons according to the students’ learning styles will produce the most appropriate results. This success is dependent on the teacher’s ability to vary lessons across curriculum. Knowing how to teach different subject matter by employing an array of teaching models is a skill that involves careful thinking and reflection. Time might be an issue for some, but in my opinion, knowing how to vary your teaching is a real time-saver in the long run. Even if it takes a bit more time to plan out lessons that are targeting a multitude of students in a different way, in the end, is it not all worth while?

Keeping students interested throughout the day prevents problems that can become a teacher’s worst nightmare. Classroom management should not be a problem if students are busy enjoying learning. Keeping them active in their own learning gives students the power to make decisions about their actions. But, if need be, a firm and constant behavior re-enforcer should be employed. Punishment is not effective; rather one should ground policies on positive and negative re-enforcement. Careful reflection should be encouraged by students on the effects of their actions. A relevant reason should be given to the student for the disciplinary action instead of punishing for the sense of punishment. This will create a sense of responsibility and accountability on the students’ behalf.

Students need to be made partners in the classroom. Teaching and learning is a two-way street, a give and take relationship. Making them owners of their own learning will create a positive atmosphere where the teacher is looked upon for guidance and example. With a Constructivist view in mind, I plan to make students as accountable for their own learning as I make myself liable for the teaching of our nation’s future leaders. After all, we’re all in this together.