My Philosophy Statement
I believe students…
I believe that a classroom should be differentiated to accommodate all students, because each individual learns and grows differently than the next. I plan to create an open community in my classroom so that my students feel comfortable enough to ask questions about the world around them. I plan to create fun and creative hands-on group activities because students learn best when they are engaged and working together to solve a problem. I want my students to leave my classroom feeling responsible for their work and ready to be a successful member of society.
I believe teachers…
I believe, as a teacher, it is my duty to teach my students not only about my content area, but about life lessons and problem solving. I want to develop inquiry in my students so that they will learn to always ask questions and form their own opinions. I plan to implement culturally relevant teaching (CRT) and foster diversity and acceptance in my classroom. Every student comes into my classroom with a specific background and culture, and I will reach out to them and their families to learn as much as I can about them. I understand that each student learns differently, so I will create different types of assessments so that my students can truly show me what they have learned in a way that makes sense to them. I plan to hold high expectations for my students and will push them to reach these goals each and every day.
I believe the classroom…
I plan to structure my classroom in a way that is comfortable and inviting to my students. I want it to be a place where they want to stay, so that the amount of learning is maximized. I want to teach my students how to have informed and authentic discussions about topics that are of interest to them. My students will help me create classroom rules and expectations so that everyone is informed and agrees on what is appropriate in the classroom.
References
Piaget, J., (2008). Intellectual evolution from adolescence to adulthood. Human
Development, 51(1), 40-47.
Sartre, J. P., (1953). Existential psychoanalysis. Philosophical Library, (viii), 275.
Sprick, R. S. (2013). Discipline in the secondary classroom: A positive approach to
behavior management. San Francisco: Jossey-Bass.
I believe students…
- Are unique individuals who each learn in different ways and at various paces
- Are all capable of learning, regardless of ethnicity, race, culture or gender
- Who take responsibility for their education become more engaged
- Should learn the importance of making their own decisions, and how each choice affects their lives as individuals (Sartre, 1953)
- Need to express opinions, take risks, and share ideas in order to learn
- Need praise, encouragement, respect and trust from their teachers to be successful
- Learn best from their peers
- Should use education to help discover their place in the world
I believe that a classroom should be differentiated to accommodate all students, because each individual learns and grows differently than the next. I plan to create an open community in my classroom so that my students feel comfortable enough to ask questions about the world around them. I plan to create fun and creative hands-on group activities because students learn best when they are engaged and working together to solve a problem. I want my students to leave my classroom feeling responsible for their work and ready to be a successful member of society.
I believe teachers…
- Never stop learning; they must always reevaluate themselves and remain open to new ideas
- Should promote self-discovery in their students over everything
- Should create lessons that are relatable to their students’ lives
- Should cultivate a positive, comfortable and supportive environment for students to think, learn and ask questions (Piaget, 2008)
- Should provide options for their students in order to optimize interest and adapt to cultural differences
- Should hold consistent, high expectations and always follow through with these expectations (Sprick, 2013)
- Should act as the students’ guide, yet maintain a structured classroom
- Should be role models for how to use technology in positive ways
- Should use various forms of assessments (tests, dialogues, projects) in order to monitor how much the students have learned
- Should remain in constant contact with students’ families, and stress the importance of their involvement in education
- Need a strong community of co-workers with which to collaborate
I believe, as a teacher, it is my duty to teach my students not only about my content area, but about life lessons and problem solving. I want to develop inquiry in my students so that they will learn to always ask questions and form their own opinions. I plan to implement culturally relevant teaching (CRT) and foster diversity and acceptance in my classroom. Every student comes into my classroom with a specific background and culture, and I will reach out to them and their families to learn as much as I can about them. I understand that each student learns differently, so I will create different types of assessments so that my students can truly show me what they have learned in a way that makes sense to them. I plan to hold high expectations for my students and will push them to reach these goals each and every day.
I believe the classroom…
- Is a safe zone for curiosity and discovery
- Is a place where all types of learners can work together
- Should have a daily structure in order to insure consistency
- Should be set up to facilitate group activities and authentic discussions (Sprick, 2013)
- Should have a clear set of rules, created with the students (Sprick, 2013)
I plan to structure my classroom in a way that is comfortable and inviting to my students. I want it to be a place where they want to stay, so that the amount of learning is maximized. I want to teach my students how to have informed and authentic discussions about topics that are of interest to them. My students will help me create classroom rules and expectations so that everyone is informed and agrees on what is appropriate in the classroom.
References
Piaget, J., (2008). Intellectual evolution from adolescence to adulthood. Human
Development, 51(1), 40-47.
Sartre, J. P., (1953). Existential psychoanalysis. Philosophical Library, (viii), 275.
Sprick, R. S. (2013). Discipline in the secondary classroom: A positive approach to
behavior management. San Francisco: Jossey-Bass.