Teaching Philosophy

I believe that the English language art classroom is a place of  safe environment and positive student-teacher interactions which creates the necessary context for learning to occur. Positive classroom climate, one where students feel safe, appreciated, challenged, and engaged, can go a long way toward motivating students and helping them overcome their self-consciousness or annoyances with school. And, so much of the classroom climate has to do with the teacher. How a teacher presents him or herself and how he or she interacts with students is extremely important. Creating a positive rapport with students helps them feel appreciated and accepted. Plus, it aids teachers in figuring out how certain students learn best and what kinds of techniques to try with them. Also, teachers should be warm and approachable so that students will not be afraid to ask for help or feel threatened. Even something so small as kneeling next to a student when talking to him rather than standing over him or even placing a compassionate hand on a shoulder can make a big difference.  

 

I believe that another important factor in the classroom is the establishment of a community of learners. Teachers must present themselves as part of this community. When possible and effective, model and share their own work and experiences. For instance, a teacher might occasionally even complete a writing assignment alongside students. Creating a community of learners is extremely important, in my opinion. It fosters social skills and opportunities that middle and high school age students need. The act of writing and sharing work becomes not only a learning process but also an important social interaction.  Also, at a time in life when students go through many changes and identity crises, I feel that it is extremely beneficial for them to feel like they belong to a learning community.  Establishing a community of learners is an integral part of fostering a safe and effective classroom climate.

 

I want to set my future students up for success and that means they need to be motivated. Students are motivated when they feel encouraged and they can comprehend the content. In order to help them comprehend we must know their struggles and provide additional aid. I believe that instruction needs differentiation and in a variety of ways. During my student teachingIn in Niagara Falls High School I had the chance to work with ELL and IEP  students. The collaboration with mentor teacher and team to create learning and behavioral plans for students helped me to learn how to scaffold and differentiate lessons for ELL, IEP., 504 and enrichment for honors students. I know that when I will have in my future classroom ELL and IEP students I will be able to provide them with extra materials, a peer partner, or a number of things to support them and motivate them to work for success.

My philosophy of learning is that knowledge is gained most meaningfully when students question the world around them and listen to the questions and inquiries of others. A most important model, then, is the teacher. If we want students to learn the skills to become life-long learners, then they must realize that teachers are learners as well. Learning should be a conversation between students and teachers: an interaction where students learn from teachers, teachers learn from students, and both constantly question the world around them. Teachers model, demonstrate, and guide, but, ultimately, they do not necessarily have all the answers. Students need to see that teachers are not infallible. No one is perfect, learning is a process, and one must be constantly willing to consume new knowledge.