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Running head: PERSONAL TEACHING PHILOSOPHY

Personal Teaching Philosophy


Shelby Kelley
Regent University

PERSONAL TEACHING PHILOSOPHY

As a pre-service teacher, I have been continually reforming my personal philosophy of


education. However, my reasons for pursuing teaching as a career path have not changed. I
believe that I am called to a position of service, and I have experienced fulfillment during the last
several weeks of influencing the formative years of a childs life. My philosophy of education is
based on my faith, but also on what Ive seen and learned about children. The following is an
overview of my zeal for education and an explanation of how I plan to execute many of my
ideas. My philosophy is based on my faith, but also based on what I have learned during my
months of student teaching.
Beliefs about Learners
The Apostle Paul tells the Corinthian Church that the body does not consist of one
member, but of many, meaning that each person has different gifts (1 Corinthians 12:14, New
International Version). I believe that each child has the ability to learn, but I believe that each
child learns in his own unique way and possesses individual strengths. Because of this, students
must be approached differently and respected as individuals. I believe that students are a product
of their environment; a child in a positive, encouraging environment in which they are
encouraged to do also to [others] what you wish that others would do to you will develop a
positive attitude and beneficial habits (Matthew 7:12, English Standard Version). A student who
is respected and sees others respected will typically act in a respectful manner. Students learn
best when they are excited about learning, so an engaging classroom will produce a student who
is better prepared for his future. Lastly, I believe that children are constantly growing and
changing and will benefit from looking inward and self-monitoring their progress.
Beliefs about Teachers

PERSONAL TEACHING PHILOSOPHY

Preparedness and content knowledge are important as a teacher, but an effective educator
cares deeply about not only the academic, but the emotional wellbeing of her students. Proverbs
11:25 says, Whoever brings blessing will be enriched, and one who waters will himself be
watered (English Standard Version). During my practicum and student teaching experience, I
have had the privilege of developing meaningful relationships with my students, mostly just by
inquiring about their personal lives and feelings and seeking to bring blessing to them. I believe
that this has been the strongest contribution to the successes that I have had in the classroom, and
the students delight in being cared for has been very gratifying for me. A successful teacher is
also passionate about molding a childs character and building a nurturing atmosphere for each
student. She understands that fairness is not necessarily treating everyone equally, but treating
everyone with the accommodations that they need to succeed. She plans and collaborates with
her colleagues for the purpose of providing the children with the most thought-out, studentcentered lessons. She is also flexible. If a lesson is not going as planned, she knows her class
enough to improvise and decide how to more effectively present it.
Beliefs about Instructional Strategies
If a teacher is truly committed to each individual in her class, she plans her lessons with
her group of students in mind, and she differentiates based on ability and learning style. Studentcentered lessons give the students freedom while still providing structure. In a great lesson,
students must make choices, experience cooperative, hands-on learning, and have their prior
knowledge activated. Effective planning involves lessons that build on previously-learned topics,
allowing students to understand how each strategy will aid them in their future success.

PERSONAL TEACHING PHILOSOPHY

Thankfully, education is constantly progressing, and we have left behind the antiquated
schoolhouse in which students remain seated for hours and listen to a lecture. An effective lesson
is engaging for students, and it is up to the teacher to determine what sorts of activities will
absorb her students and instill in them a desire to learn more about a topic. Engaging students
will not only aid them in understanding; it also promotes intrinsic motivation. A student who is
involved in a topic will be more fulfilled by performing well than a student who lacks interest. I
believe that including cooperative learning time during instructional periods will greatly enhance
a childs learning, since it provides them with a venue for improve[ing] their understanding of
subject matter, interact[ing] in responsible ways, and develop[ing] social skills through sharing
of common goals (Chartock, 2010, p. 45).
Because students continue to learn and progress, frequent formative assessment is key to
a student-centered lesson. A great teacher includes a Madeline Hunter-style Check for
Understanding in each lesson and continues to modify her instruction based on both formative
and summative assessments, as well as anecdotal data that she may take throughout a lesson.
Beliefs about Classroom Management and Behavior
I believe that positive teacher-student relationships provide the foundation for
effectiveclassroom management (Partin, 2009, p. 14). In order for any classroom
management system to be effective, a teacher must clearly state her expectations, and she must
provide a reason behind those expectations. If there are no stated expectations, students may be
legitimately unaware of how to behave in a classroom setting. The same is true if the
expectations are not clearly stated in a way that the students can understand and easily remember.
If the students understand the expectations but lack an understanding of why a teacher would ask

PERSONAL TEACHING PHILOSOPHY

them to adhere to such regulations, they may find the rules unimportant and thus be unmotivated
to follow them. Students should feel safe and valued in the classroom, and this is accomplished
through structure. I have seen success in a variety of management systems, but one thing that
they all had in common was consistency and immediate feedback. If a child acts in a way that
deviates from the set expectations, the teacher must address it as soon as possible in a way that is
clear and firm, but as privately as possible, as to leave their dignity intact (Partin, 2009, p. 15).
On the other hand, if the teacher notices a student behaving exceptionally, she must be sure to
reward that student, for that creates a reassuring, safe learning place.
Goals as an Educator
As a teacher, my primary goal is to effectively educate and inspire my students, so all my
other teaching goals stem from this. I plan to pour my all into everything I do as a teacher. This
includes lesson planning and instructional delivery, but also building relationships with my
students and colleagues. I will try my hardest to capture student attention and tend to their
emotional needs, for these are the circumstances in which they learn. Additionally, I plan to
avoid complacency; I will always be striving to improve all aspects of my teaching, and I will
never stop learning how to better reach them by collaborating with my colleagues and doing my
own research. I plan to remain flexible and open to change, doing my best with whatever I am
given to work with. My teaching experience up until this point has given me the mindset and
skill set to accomplish these goals, and I am certain that I will achieve them.

PERSONAL TEACHING PHILOSOPHY

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References

Chartock, R. (2010). Strategies and Lessons for Building the Classroom-as-Community.


In Strategies and lessons for culturally responsive teaching: A primer for K-12
teachers (p. 45). Boston: Pearson.
Partin, R. (2009). Creating a Successful Learning Environment From Day One. In Classroom
teacher's survival guide: Practical strategies, management techniques, and reproducibles
for new and experienced teachers (2nd ed.). San Francisco, CA: Jossey-Bass.

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