My Philosophy of Teaching

Deanna L. Sorge
Westminster Choir College
December, 2015

Introduction
When I was in the second grade I was highly enthusiastic about learning.
Unfortunately, second grade was the year that made me despise arithmetic because of the
way it was taught to the class. The majority of my peers would be quickly grasping the
information, while I was left to fall behind. Whenever I asked my teacher for help, she
would tell me to figure it out myself. When I could not figure it out, she would get very
frustrated. She never understood my learning challenges, and that I was an imaginative
learner, who needed to discuss and share experiences in order to grasp the concept.
My teacher only catered to one type of learner. She focused on the type two
learners of the class. We read from the textbook, did some examples on the board, and
then were told to sit in silence while working on the many math problems in the
workbooks. The teacher also had favorite students and made sure their needs were met,
but not mine. I was afraid to voice my opinion. I just wanted to be able to ask my peers
for help, and for my teacher to stop favoring the popular girls who bullied me. I was
afraid to tell my teacher because she would make fun of me. One time she picked on me
to answer a question, and I specifically told her that I did not know the answer. When I
said this she turned to the class, and said Isnt this the easiest problem ever?
I felt that my teacher marginalized me and as I result, I was reluctant to participate
or contribute to classroom experiences. I was not empowered as an individual, and my
confidence was at an all time low.

Student Empowerment
I believe that students need to enjoy what they are learning, and student
empowerment is key when trying to achieve this goal. I was able to integrate different
philosophies and research articles by Bernice McCarthy (1990), John Dewey(1916,
1933), and Lev Vygotsky (1934, 1978) to create the theoretical framework, which is the
foundation of my teaching philosophy. In order for students to enjoy what they are
learning, the teacher needs to create an environment that is empowering, interactive, and
caters to all types of learners. Hendricks, Smith, and Stanuch believed that individuals
have been found to be more spontaneous and creative in settings in which they genuinely
feel appreciated (37, 2014) Students should be able to learn in a way that makes them
feel comfortable, and that also gives them the proper sequence to take their learning to
the next level by applying it to their individual world. Most importantly, students must
feel empowered as individuals. If student empowerment is not addressed throughout the
teaching process, students will not be fully engaged. Peter McLaren stated, I am using
the term empowerment to refer to the process through which students learn critically
appropriate knowledge existing outside their immediate experience in order to broaden
their understanding of themselves, the world and the possibilities of transforming the
taken-for-granted assumptions about the way we live...It also refers to the process by
which students learn to question and selectively appropriate those aspects of the
dominant culture that will provide them with the basis for defining and transforming,
rather I than serving the merely serving, the wider social order. (86, 1989)

Addressing the Different Learning Styles

Bernice McCarthys ideas focus on making sure the teacher understands that all
students learn at a different pace, and that the learning process is different for every
individual. She addressed the different ways student learn, and work by using the 4MAT
system. The 4MAT system was designed to help teachers create lesson plans, and present
materials that align to the different learning styles. By doing this, all students are
empowered.
McCarthy explains that there are four different types of learning styles, and that
people will favor one type of learning style. She stated, If all four learning styles are
accommodated in a cycle that alternates from right to left-mode information processing,
and if in doing this, all styles are equally valued, learners are comfortable some of the
time and stretched and challenged at other times (31,1990) Teaching to different
learning styles help students solidify how they learn best. According to Abrahams and
John, Good teaching occurs when teachers connect their teaching strategies to the
various ways in which their students learn. (14,2015)
McCarthy also believed that even though people will prefer one style of learning
they will still have characteristics that might favor another learning style. Teaching in a
way that caters to all the learning styles will create a well rounded student. The student
will feel comfortable asking questions, and understand how to tackle scenarios when they
are challenged as a learner, or even in life. Teaching to one type of learning styles will
create frustration, and hopelessness because the other types of learners will be

challenged throughout the whole learning process. Students will never enjoy what they
are learning if the lessons only favor one learning style.
Practicing dissimulation when teaching can hinder the students making them
feel less worthy, and therefore not empowered. Peter Mclaren states that
dissimulation results when relations of domination are concealed, denied or
obscured in various ways. (80) For example, if a teacher only caters to one learning
style, because it benefits the best students in the class, they are hurting the other
students who may learn in a completely different way.

An Interactive Environment
Having an interactive learning experience, and empowering a student connects to John
Dewey, and his philosophy of teaching. He believed in pragmatism which is the notion
that students needed to be in touch with their environment in order to fully gain an
understanding of what is being taught. He focused heavily on making sure the classroom
was democratic. He did not want teachers to be confined to their desks, and did not want
students confined to their chairs. He believed that teaching was an interactive process
between both the teacher and the student. Dewey wanted students to be invested in their
learning, and made sure that what was being taught can relate to the students everyday
lives. According to Dewey, learning is a process that can only be met by having the
students learn by doing. This belief stems from the idea of Progressive Education.
Dewey thought it was important to Give the pupils something to do, not
something to learn and the doing is of such a nature as to demand thinking learning

naturally results. (1916, 54) His thoughts can relate to how the student needs an
interactive environment in order to feel empowered. If the learners are taught
something that they are able to apply in their everyday life they are going to feel
empowered to learn more. According to Dewey, Learning is active. It involves reaching
out of the mind. It involves organic assimilation starting from within. Literally, we must
take our stand with the child and our departure from him. It is he and not the subjectmatter which determines both quality and quantity of learning (Dewey,13-14) Good
teaching needs to look beyond the material. When teaching one must understand that
the students growth is far more important than the subject content. Teaching should
not be focused on how quickly one can get through the material. The subject needs to be
taught in a way that will benefit the students to the best of their abilities. If the teaching
helps the student to be best he or she can be, the student will feel that he or she is are
gaining something out of learning.
Learning Through Social Interaction
Student empowerment fits, and aligns with Lev Vygotsky's theory on cognitive
development. Vygotsky believed that social interaction is very effective when teaching
children. Vygotsky was very big on children learning from individuals who had already
mastered the content being taught. He felt that the learner would gather information from
the skilled person they are learning from, and also ask for guidance along the way. Once
the learner grasps an understanding he or she is encouraged to work independently.
Lev Vygotsky stated By giving our students practice in talking with others, we
give them frames for thinking on their own. (1978) When teaching one should let the

students group together, and discuss the topic which is being taught in the classroom.
This is important when teaching because, engaging in social interaction a student might
help another student understand the material better. For example if a student is not
understanding something in class, grouping with his peers allows him or her to discuss
what is being taught amongst themselves. Someone in the group might be able to explain
the material in a clearer way to another student in the group who might not be grasping
the concept as quickly. The student explaining the material will then feel empowered,
because he or she was able to help a fellow peer understand something new.
Teaching should not focus on just what the teacher knows. Teachers should realize
the students have a lot of knowledge as well. Vygotsky stated What a child can do in
cooperation today, he can do alone tomorrow. (1934) Teaching should be about
encouraging students to work together if needed. Students need the opportunity to
discuss what they have learned in class with their peers. If one student really understand
the concept he or she should be encouraged to explain it the others. In doing this more
children will understand the concept, and come into the next class with a better
understanding.
Conclusion
My experience in the second grade, made me realize that empathy, and
empowerment should be incorporated when teaching. If the teacher who taught me
second grade had figured out what my learning style was, and actually helped me, maybe
I would have had more confidence in myself when it comes to math, and other subjects.
Looking back at this experience helped me realize that maybe I am not so bad at math

after all, and maybe it all had to do with how the content was presented. Reflecting on my
teachers from the past made me realize that teaching needs to be about making sure the
student feels comfortable when learning. In order for this to happen teachers must
empower their students with the knowledge they present.
My second grade teacher also taught me to never underestimate a student. If you
want a student to question, and reflect, you need to put yourself at their level. If you make a
student feel hopeless, and ridicule him or her for not understanding, how is that helping a
student learn? A student will feel empowered if he or she are able to understand the
information, and explain it to others. John Dewey states, When teachers speculate, reason,
and contemplate using open-mindedness, wholeheartedness, and responsibility, they will
act with foresight and planning rather than base their actions on tradition, authority, or
impulse.(1933). With this in mind, I plan on ensuring that the student enjoys what he or
she is learning by making sure his or her learning needs are always met. An empowered
student will enjoy learning.

References

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