Running head: TEACHING PHILOSOPHY

Philosophy of Education Jordan Lemmon Regent University

TEACHING PHILOSOPHY 2 Teaching Philosophy My Role as a Teacher As a teacher, I have the unique opportunity to affect positive change in a childs life. Teaching gives me the chance to nurture childrens curiosity and excitement. I desire for children to feel a sense of wonder upon entering my classroom while still feeling cared for and safe. My teaching is student-centered, and I believe that children enjoy learning when taught based on their specific needs and interests. Therefore, I develop individualized educational goals for each student based on various assessment techniques. To reach the varying needs of my students, I differentiate my lessons to address their developmental abilities, interests, or primary learning modalities. I feel strongly that teachers should serve as mentors to students and guide them in the discovery process. When students learn how to think, they become lifelong seekers of knowledge. Students should take ownership of their learning, and my role is to facilitate their growth both in character and knowledge.

Instructional Methods Whole Brain Teaching Through whatever instructional strategy I employ, my goal is for students to become active in the learning process. Instead of lectures where the student assumes a passive role, I use strategies of Whole Brain Teaching so that students are continually participating in the acquisition of knowledge. After I explain an important concept, students are sometimes instructed to mirror my language and gestures or teach a partner what they just learned. I find these strategies extremely effective because they stimulate multiple learning modalities (seeing, doing, saying, and hearing) and encourage students to work collaboratively. Classroom Discussions and Activities Instruction often assumes the form of a whole or small-group discussion where students are challenged to practice higher-order thinking skills. I encourage students to generate questions, make connections, compare, contrast, and apply the current concept. Whiteboards are useful during lessons so I can easily pause to ask probing questions and the whole class can show evidence of their comprehension. Because of students variety of learning styles, I favor using kinesthetic activities, visuals, organizers, and manipulatives for them to become involved in learning.

Classroom Management Positive Reinforcements Focusing on students great behavior is the key to a positive dynamic in the classroom. A classroom should have an atmosphere of collaboration and cooperation. If teachers focus all their attention on students negative behaviors, it is difficult to foster a sense of community.

TEACHING PHILOSOPHY 3 Therefore, I utilize a strategic system of positive reinforcements for excellent behavior in different areas. It is my hope that students view me as their biggest advocate. Class Rules My classroom begins with clear and reachable standards for the students so they understand my expectations. Students need to feel that the classroom rules are fair and just; therefore, we form a classroom constitution at the beginning of the year with me guiding their final rules. When students sign the constitution, they understand that failure to abide under the rules results in a specific set of consequences.

Assessment Assessment is absolutely vital to meet the needs of my class. I pre-assess before beginning new units. When I know the current developmental level of the student, I can develop a plan of action to take him where to the desired standard. Formal and informal assessment at any point in the unit drives how I scaffold each students instruction. Often, students will need to be put into differentiated groups which require remediation, reinforcement, and enrichment.

Continued Growth In choosing to become a teacher, I have made the commitment to always strive for growth. It is my goal to have an enriching teaching career by keeping an open mind to new practices and strategies. I look forward to a life full of learning from my experiences with students and relationships with peers. I am prepared to rise to the challenges of teaching in the 21st century, and I promise to try to provide an honest, well-rounded education to every student I encounter.