I am mostly Social Constructivist in my teaching style and philosophy which means that I

look at as many different perspectives and opinions in order to find themes that run through these

different perspectives and opinions. In my Social Studies concentration, it also helps to have my

Social Constructivism influenced by Transformative qualities, which can be found in the

classroom through a collaborative and change-oriented environment both intellectually and

physically. In the classroom, my Social Constructivist and Transformative worldviews help to

guide the structure of my classroom which is more student-centered. Instead of lectures as the

primary mode of formal learning in the classroom, student-led discussion and discovery are more

meaningful methods of learning. These aid students in continuing to learn past their last year in a

formal education setting and become lifelong learners. My interactions with students are focused

on them as individuals that deserve respect and building a relationship with each student. The

purpose of this relationship building is to explore different interests and better shape the

classroom environment based on the classroom chemistry that exists between the students and

between the students and myself. In treating my students as individuals and more than just

students, I also hold students work to high, but appropriate, standards, but am willing to be

reasonably flexible due to extenuating circumstances. This does not just apply to submitted

work; it also applies to student class discussion participation, their behavior and attitudes during

the class, and how they treat their fellow students. I believe that holding students to a certain

standard in everything they do has the potential to make them uncomfortable in their learning. In

holding them to this high standard, however, they are able to stretch their abilities and learn from

the experience, preparing them for life beyond their interactions with me in the classroom.
 Because my classroom is student-centered, one learning style is not forced upon the

students as the only or best way to learn, process, and apply information. As the teacher, I have

responsibilities that include setting up the classroom and transforming it into a space that invites

students into learning and promotes learning. In this teacher-student relationship, the student has

the responsibility to continue the environment that I created that will foster the best possible

learning between students and between the teacher and the student. In the nature of a student-

centered classroom, there are no rows facing the front of the room. Rather, there are groups of

students that work together and contribute to each others learning through interactions with their

peers and myself during each class period. This grouping of students gives each student the

change to participate in discussion activities in a way that can provide more meaningful and

immediate feedback from their peers in addition to feedback given by me. In this student-

centered classroom, I can find the fire that exists in every student and encourage that fire to

continue throughout their lives through these individualized interactions. When we as teacher-

educators assist in finding the spark in each student, we are demonstrating to the student that we

care about their education and their successes. I believe that in my role as a teacher-educator, I

have the responsibility to teach and encourage learning in and out of my content area because

finding the spark in the student and keeping it going is as important as understanding content. By

understanding more than just content, I am teaching and working with students to encourage

their success in not just the classroom, but their lives.