As a teacher, my educational philosophy
forms the basis not only of how I conduct myself in my classroom, but also of the way I am evaluated by my peers, administrators,
community, and in turn, myself. While every profession has an element of instruction, and of learning, teaching is the one
that, if nothing else, “has become an even more significant factor in modern life, and a potent force in the process
of social transformation.” (Rury, J. Education and Social Change 2005 p.241) This is a serious responsibility to undertake,
and as such, it is imperative that I strive to best understand my role, that of my support systems, and of course, my students.
And, my philosophy rests not solely on how I teach, but additionally on the questions how
do students learn and develop, and how do they differ in their approaches to learning?
Many modern educators feel
that the answer to this question rests initially in an understanding of the physical aspects of learning; literally how the
brain creates recognition, strategic, and affective networks for “processing and managing particular learning tasks.”
(www.cast.org/teachingeverystudent/ideas/tes/chapter2_9.cfm) I feel, however, that we must also be sensitive to the capabilities
of our students, and obviously base cognitive ability is only a component of this. We must recognize that “…there
are no ‘regular’ students. The notion of broad categories of learners – smart, not smart, disabled, not
disabled, regular, not regular – is a gross oversimplification that does not reflect reality. By categorizing students
this way, we miss many subtle and important qualities, and focus instead on a single characteristic.” (www.cast.org)
But what is being taught is a major factor as well. As
an educator I must be aware of what the central concepts and skills, tools of inquiry
and the structures of the disciplines I teach are, how I design and deliver that instruction, and why I should vary my instructional
methods.
As a middle school English teacher in the state of Connecticut, the structure for my discipline is very clearly delineated in the Connecticut Framework K-12 Curricular Goals
And Standards. Specifically, as the writing instructor for the eighth grade, my concentration is on the content standards
relative to producing texts, applying English language conventions, and exploring and responding to texts. My daily goal,
posted on my blackboard, has a direct connection to these standards.
I am a dedicated advocate of differentiated instruction. I find the following explanation of differentiation
to be the most inspirational to me: “Differentiation is like jazz. It is continual improvisation, based on solid themes
and shared experiences.” (Tomlinson, Carol Ann & Eidson, Caroline Cunningham Differentiation in Practice 2003
viii) Differentiation provides the mechanism to reach varied levels of students, and makes variation of lessons and assessment
commonplace. This variation maintains the interest level in the classroom. More importantly, it creates a dialogue with
students, allowing a teacher to plan instruction based on subject matter, students, the curriculum, and the
community while selecting and/or creating learning tasks that make subject matter
meaningful to the students. If what is being presented has no relevancy
to the student’s life, it will be discarded in favor of information that will be of value in the student’s perception
of academic or social survival.
Paramount to creating a successful classroom is preparation. Physically, a classroom needs
to be a welcoming environment. Teachers need to have their lessons prepared. There can be no obvious hazards. But preparation extends beyond the construct of a lesson. Harry Wong states that “The three characteristics
of an effective teacher are: (He or she) has good classroom management skills; teaches for mastery; and has positive expectations
for student success.” He goes on to say that “{the teacher’s} expectations of {his} students will greatly
influence their achievement in {his} class and in their lives.(Emphasis mine.) To further this thought: “Students
will produce standards –meeting work when their teachers set expectations for their learning.”(O’Shea,
Mark R. From Standards to Success 2005 p.26) The idea of high expectations
should be for academic as well as social success. This aspect of preparation helps in my classroom to
establish and maintain appropriate standards of behavior and create a positive learning environment that shows a commitment
to students and their successes.
As stated earlier I believe
strongly in differentiated instruction. I am also intrigued by the idea of the Universal Design (UDL) approach to instruction.
“UDL mirrors the universal design movement in architecture and product development, which calls for designs that from
the outset consider the needs of the greatest number of possible users…” (www.cast.org/research/index.html) I have just started using it, but
it has given me the opportunity to create instructional opportunities that support students’
academic, social and personal development. In addition, I am a strong advocate of the “Don’t Laugh at Me” anti-bullying
strategies, and use them frequently in my class as lessons. These lessons serve as instructional
strategies that I use to enable students to think critically, solve problems,
and demonstrate skills. The combination of differentiated instruction and Universal Design with a dedicated use of
Benjamin Bloom’s Taxonomy (which “identifie{s} six levels of the
cognitive domain…evaluation, synthesis, analysis, application, understanding, {and} knowledge” and directs instructors
to use language in their classrooms that reflects the highest order of intellectual activity) has also led to assessment
techniques that I use to evaluate student learning, and modify instruction
as appropriate.
Finally, I find it essential
to remind myself that in my classroom I am a role model, not only for the expected behavior of my students as adults, but
also for their behavior as students.
I am obligated to conduct myself as a professional
in accordance with the Code of Professional Responsibility for Teachers to demonstrate appropriate adult behavior.
I feel this shows my students that I respect them, and that I share responsibility for
student achievement and well-being. I regard this is as another aspect of the safe and supportive environment mentioned
earlier. To continue to be effective (and affective) in my classroom I must be continually
engaging in self-evaluation of the effects of my choices on students and the school community. Simply, this shows that
I care about my actions, my students, and my peers.
“…{O}nly the teachers who strive for success will be rewarded. It’s
no different with students. Only those who work hard and have the most positive attitudes get the best grades…{A teacher}
can play an active role during this time of urgency – and be rewarded for {his} contribution.” (Wong, Harry
& Wong Rosemary How To Be an Effective Teacher: The First Days of School 1998 p.19)
To maximize this, and to continue to serve as a positive role model, I consult with my administrative advisor
on opportunities to grow professionally and ways that I can serve
as a leader in the school community. I am assistant softball coach, for example, which provides a very different perspective
from which to view my students, and has helped to minimize classroom problems on occasion for myself and other teachers in
my school. Internally, our in-service days have been extremely helpful in my professional growth, particularly in introducing
differentiated instruction, and I have attended several conferences relative to inclusion strategies.
To me, this is perhaps the most important aspect of my teaching: showing my students that learning is a life-long passion.
By demonstrating a commitment to my students and a passion for improving my profession, I continue to be a student myself. As
“Finding ways to address the social and economic needs of the 21st century will constitute the next
major challenge for American education.” (Rury 228), I would like to think that I would be as willing as my students
to be taught ways to improve. In my job it is not a choice; it is a necessity. For “Teachers are not in private practice.
{They} are in the helping and caring profession, a service profession to help people enhance the quality of their lives.”(Wong
21)
