Over the past year, my teaching philosophy has changed and evolved many times, with every experience I have had. The following are three teaching philosophies that I have created, dated January 2013, November 2013, and February 2014. My current, up-to-date, post-praticum philosophy can be found here. To see how I put my philosophy into action, check out my pedagogy section.
Last January, before entering the B.Ed. program, I wrote about my goals as an educator:
UBC B.ED. APPLICATION: GOALS OF AN EDUCATOR
January 2013
“Ms. Hewitt, I don’t understand,” sighed Voneeba, looking down at her math booklet. I have been volunteering once a week in Ms. Pace’s grade 4/5 classroom at Shaughnessy Elementary and, on this day, the students were studying fractions. I knelt down next to her desk and explained the concept in a different way. After a moment, her eyes lit up in a way that I knew she understood. Rewarding moments like these are what inspire me to become a teacher.
As an educator, my goals are to create a positive, student-centered learning environment and to instill a sense of curiosity and lifelong learning in my students. My first goal is to create a positive, student-centered learning environment. I would create an open space where students feel valued, important and respected. In this space, students would be able to share different perspectives in a supportive and trusting environment. The focus of this student-centered learning would be the students themselves; I would work with the students’ current abilities to allow them to work through the curriculum. Working as a team alongside parents, other teachers and administrators, I would strive to create the best classroom environment possible, where my students could grow not only academically, but socially and emotionally, and where they could reach their full potential as individuals in society.
My second goal as an educator is to instill curiosity about the world and a desire to learn in my students. This curiosity and thirst for knowledge is very important inside and outside the classroom. Curiosity and desire to learn lets passions develop, motivates further exploration and ultimately allows students to become successful. I believe that this instilled curiosity would allow my students to become lifelong learners. Learning is an ongoing process, and becoming curious and inquisitive allows for constant growth. As a teacher, I too would be a lifelong learner, constantly reflecting and adapting to new technologies and new pedagogical techniques, as well as furthering my own professional development.
The experiences and skills I have acquired through volunteering at Shaughnessy Elementary and with Kidstart have equipped me to take on the challenge of being an effective educator. Observing and participating in Ms. Pace’s classroom has given me classroom management techniques, organizational skills and experience working in group settings with children. My experience volunteering as a mentor through Kidstart, a program that aims to fosters resilience in children at risk, has given me a new perspective on learning outside the classroom. I have spent the last year and a half building a trusting relationship with a young girl, Hope, in the Downtown Eastside. Although she struggles in school, seeing her interested in learning facts about animals at the aquarium or reading the novel The Hunger Games has inspired me, and has made me realize that all children have the capacity to learn, they simply need support of an adult who believes in them.
In conclusion, becoming a teacher has always been my dream. I am very passionate about children and education, and I believe teachers have a large impact on our lives. As a caring, patient and open-minded individual, I believe that I would be an effective and passionate educator.
I find it interesting to re-read it now after everything I have experienced and to reflect on the changes in my thoughts over a short period of time! While I feel that my goals haven’t changed too much from these initial goals before the program, I do see quite a few items that I find problematic. For example, I use the word successful. After completing my practicum, I now question the notion of success. What does it look like?
A few months later, I wrote my first actual teaching philosophy. I found it very challenging to write, in only one page, how I felt towards education and teaching. I had divided it into sections to make it more reader-friendly.
TEACHING PHILOSOPHY: FIRST EDITION
November 2014
Community
In my classroom, I believe it is important to create a sense of community and a sense of belonging. I will, along with my students, create a safe, respectful and caring environment in which students can learn and grow together. I believe in teaching from the heart and that if students feel they matter, they will thrive.
Student-Centered
I will use a student-centered approach to teaching. The student must be at the center of their experience in the education system. I will aim to meet students where they are at in their learning, instead of making them meet me where I am at with my teaching. Students learn in different ways and I believe it is important to acknowledge their different needs. I will work with the students’ parents, other teachers, tutors, administrators and the community in order to establish a strong network in which the interest of the student is the focus.
Critical Thinking and Inquiry
I believe that teachers should give students the tools necessary for becoming critical thinkers in their communities and in society. I will use an inquiry-based approach. If my students can become curious about the world they live in, I believe they will be successful both inside and outside the classroom. If I create an environment where failures are accepted, even encouraged, I think my students will feel comfortable taking risks in their learning through critical thinking and inquiry.
French
As a French as a second language teacher, I will ensure that my students are able to learn French in a practical way. In the French Immersion Program, I believe it is important to teach both the language of French (e.g. grammar, vocabulary) and also teach other concepts (e.g. critical thinking) through French. As a lifelong learner myself, I will continue to work on and improve my own French skills. I hope to instil a love of the French language in my students, since French is my passion.
Aboriginal Perspectives
I believe including aboriginal perspectives and aboriginal education is very important. My classroom will be situated, as is all of Canada, on ancient aboriginal territory and it is important to not only honour this, but also actively engage with aboriginal perspectives. I will incorporate aboriginal aspects in different learning experiences in my classroom and I believe using Indigenous knowledge is an excellent opportunity.
This November 2013 teaching philosophy was much more specific than the previous one. At the time, it seemed to summarize my thoughts on education based on my first few experiences in the classroom.
In February, as part of another one of our courses at UBC, I re-wrote my first teaching philosophy. I changed quite a few parts, making it more specific with concrete examples and a bit less idyllic. I still used many of the same items in my first edition.
TEACHING PHILOSOPHY: SECOND EDITION
February 2014
Classroom Community
In my classroom, I create a safe, respectful and caring learning environment. I believe a strong sense of community and belonging is necessary for my students to be able to learn and grow together and as individuals. I foster this classroom community through collaborative learning activities and positive peer-to-peer interactions.
Curriculum Orientation
To me, the purpose of education is to instil in students the ability to learn and to think critically about the world. My orientation to the curriculum leans more towards the process of learning than the content of knowledge, although I believe both are necessary. I encourage and challenge my students to think critically about the world through projects and discussion.
Formative Assessment
As an educator, I believe assessment is key in helping my learners grow. Although summative evaluation is needed to track performance and to identify gaps in knowledge and understanding, I strongly emphasize formative assessment in my classroom on a daily basis. Through formative assessment, particularly reflections and self-evaluations, I see the most growth in my learners. I encourage my students to challenge themselves and to take risks in their learning.
French Language
As a French Immersion teacher, my goal is to teach French to my students in an authentic and fun way. I teach the French language through content, but I also emphasize precise language learning, such as grammatical and lexical skills. In my classroom, I incorporate French writing, reading, listening and speaking into activities. Through my passion for the French language, I inspire my students to take pride in their second language.
Aboriginal Education
My classroom is located on ancient aboriginal territory and I believe it is important to honour and respect this. I incorporate aboriginal aspects and perspectives in my classroom. With my learners, we go beyond learning about aboriginal peoples in a strictly social studies context. Instead, I integrate aboriginal education in other areas of the curriculum, such as in math or science.
Differentiated Learning
I recognize that my students learn in different ways and I use differentiated instruction to meet each of their learning needs. I offer choice whenever possible, whether for project based learning or an inquiry project. I see my students as individuals who have the capacity to reach their maximum potential.
This February version of my teaching philosophy was based on my experiences from September to February in the program. I was able to add more details as I learned more about educational theory and different strategies in the classroom during my weekly practicum.
To read my most current teaching philosophy, click TEACHING PHILOSOPHY: NOW or select from the drop-down menu.
