My Teaching Philosophy
Beliefs on teaching and learning
William Butler Yeats (1865-1939) is credited for saying, “Education is not the filling of a pail, but the lighting of a fire.” As a teacher of future teachers it is my goal to instill a passion for teaching and learning in my students. It is no longer enough to walk into a classroom and expect that your students will simply learn from listening to your words and from watching you perform at the front of the room. Learning has to be thought of as a life-long process and does not come to an end after formal education is completed.
As an instructor it is my job to encourage my students’ curiosity not only for content but for their future students as well. I believe that by fostering a learner-centered teaching environment I can develop in my students an excitement for learning that will endure throughout their lives. I believe that by showing a passion for my subject as well as for my students’ learning I can foster an environment rich in motivation. I believe that by instilling in them that they will not just be teaching to the brain but to the whole student they will begin to grasp the essence of what it means to be a teacher.
In a learner-centered environment the instructor allows their students to take ownership of their learning. I have a passion for guiding my students on their learning path while at the same time allowing them to own their “ah-ha” moments. In order to achieve this I strive to create a learning environment in which all students can feel safe to make mistakes, to question each other and to grapple with the material. I aim to model for students what an actual Mathematics classroom can look and sound like in an elementary setting. I want them to understand that students can make discoveries on their own no matter what their age. The best way to demonstrate this is by allowing them to construct their knowledge of the subject matter.
While the responsibility for learning ultimately falls upon the student, it is my responsibility as their instructor to know who they are, what kinds of knowledge and experiences they bring to their groups, and what their expectation for learning is. I ultimately believe that we are equal partners in the learning process therefore it is my responsibility to tailor the curriculum so I am able to meet them at their current level of understanding. I believe this is best achieved by having my students work in collaborative learning groups. While in these groups they learn from each other, question each other and themselves. Simultaneously they improve upon their communication skills and critical thinking skills with encouragement to think outside conventional boundaries. I believe knowledge that is gained by active participation with others is knowledge that will remain with the individual even when they are removed from the formal learning environment.
By assessing my students formatively I am able to determine any misconceptions or gaps they may have when new material is presented. I believe that by having this interaction I can tailor my lessons to best fit their needs, even if it means changing focus in the middle of a class period. As I interact with different student groups I am able to gauge where each student is in their understanding. I am able to ask questions to help guide them in the content acquisition process. I believe this is a crucial part to the learning process. It is not enough to do summative assessments at the end of a lesson or unit without knowing where my students are in the process. In order for students to learn about their learning and improve on their written communication skills I have them engage in written journals. A final summative assessment includes a portfolio that demonstrates their growth during an entire semester. This activity requires them to assemble a binder that shows their progress in the learning continuum of the specific content as well as their growth as a learner. It allows them to see their progression of learning during fifteen weeks of the course.
Finally, I believe that by modeling for my students a passion for the subject and for their growth in understanding encourages their openness to the material presented. I believe that by showing them respect in their learning I can inspire them to respect their future students and a respect for the learning process itself.