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    Final Philosophy of Education

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    1. The author's philosophy of teaching has grown through their student teaching experience. They now believe that each student must be approached as an individual and that teachers must show they know, respect, and care about their students' success. 2. The author saw firsthand the benefits of incorporating movement into the English classroom, such as increased active participation, interaction, physical creativity, and ownership of learning. This is especially important for block schedules where students sit for long periods. 3. The author recognizes the importance of offering multiple modalities for students to connect with the curriculum, as well as the profound role culture plays in a student's readiness and ability to learn. Strong student relationships are important for creating a safe learning environment

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    Final Philosophy of Education

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    113 views4 pages
    1. The author's philosophy of teaching has grown through their student teaching experience. They now believe that each student must be approached as an individual and that teachers must show they know, respect, and care about their students' success. 2. The author saw firsthand the benefits of incorporating movement into the English classroom, such as increased active participation, interaction, physical creativity, and ownership of learning. This is especially important for block schedules where students sit for long periods. 3. The author recognizes the importance of offering multiple modalities for students to connect with the curriculum, as well as the profound role culture plays in a student's readiness and ability to learn. Strong student relationships are important for creating a safe learning environment

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    1. The author's philosophy of teaching has grown through their student teaching experience. They now believe that each student must be approached as an individual and that teachers must show they know, respect, and care about their students' success. 2. The author saw firsthand the benefits of incorporating movement into the English classroom, such as increased active participation, interaction, physical creativity, and ownership of learning. This is especially important for block schedules where students sit for long periods. 3. The author recognizes the importance of offering multiple modalities for students to connect with the curriculum, as well as the profound role culture plays in a student's readiness and ability to learn. Strong student relationships are important for creating a safe learning environment

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    113 views4 pages

    Final Philosophy of Education

    Uploaded by

    api-312799145
    1. The author's philosophy of teaching has grown through their student teaching experience. They now believe that each student must be approached as an individual and that teachers must show they know, respect, and care about their students' success. 2. The author saw firsthand the benefits of incorporating movement into the English classroom, such as increased active participation, interaction, physical creativity, and ownership of learning. This is especially important for block schedules where students sit for long periods. 3. The author recognizes the importance of offering multiple modalities for students to connect with the curriculum, as well as the profound role culture plays in a student's readiness and ability to learn. Strong student relationships are important for creating a safe learning environment

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    © All Rights Reserved
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    1

    Final Philosophy of Education

    Final Philosophy of Education


    Brittany Beaulieu
    Duke University

    Final Philosophy of Education

    Before I began student teaching, I wrote a two philosophies of teaching,


    somewhat in a vacuum. While I have teaching experience, the English classroom and
    curriculum and public education were new to me. Much of my Philosophy of Teaching
    English poses questions; What is the point of the English curriculum? How can we
    combat this desire to be right and replace it with the desire to understand? How do we
    get students to risk error? I did not offer comprehensive answers to those questions
    before student teaching and I will not now, either. These, and other questions, must be
    addressed continually. To conclude absolutely that the point of teaching English is X
    removes the possibility of growth. To decide absolutely that there is one way to convince
    students to risk error ignores the individuality of those students. What I knew before I
    began student teaching and what I believe even more firmly today is that each student
    must be approached as an individual. Teachers must work every day to show that they
    know, respect, and care about their students success; it is one of the more effective ways
    to get students to take risks and seek understanding.
    I spoke in my previous philosophies of my desire to incorporate movement into
    the English classroom. This I believe in implementing even more strongly than I did
    before student teaching. Before student teaching, this desire grew out of my love for my
    other discipline, dance education. I had a hunch incorporating movement into the English
    classroom would yield positive results. After 27 weeks of experimentation, I have seen
    first hand the difference it can make. Active participation, interaction with peers, physical
    creativity, and ownership of learning motivates students to dig in deeper. This is
    particularly vital in block schedules students are expected to sit for one subject for 90
    minutes, often without getting out of their seats or interacting with other students.

    Final Philosophy of Education

    Attention flags and discomfort sets in halfway through the class if students are not asked
    to get up and move around. This is essential for health as well as attention. Research
    suggests that sitting for longer than 45 minutes at a stretch can be detrimental to a bodys
    fitness.
    While I am clearly a proponent of kinesthetic learning, I continue to recognize the
    importance of offering students a variety of modalities through which they might connect
    with the curriculum. This stems from Gardners Theory of Multiple Intelligences and
    recognition, again, of students as individuals.
    The largest growth in my philosophy is in the absolute necessity of recognizing
    the role that culture plays on a students readiness in the classroom. As I stated previously
    in my Philosophy of Adolescent Learning, It is important to consider culture when
    thinking about adolescent learning. As a teacher, it is imperative to recognize where the
    student is coming from this informs their social aptitude, language skills, and ability to
    apply previous knowledge to new problems. When these factors are considered and
    supported, effective student-centered learning is more likely to occur. I now believe this
    to be a profoundly indispensable piece of student learning. As a former boarding school
    teacher, developing student relationships was a priority. In public school, this is harder to
    do for myriad reasons. Student teaching showed me how important those relationships
    (and the understanding of childrens backgrounds often garnered through the
    relationships) are to creating a safe environment where learning can occur.
    Reflection on my philosophies from before student teaching shows growth in my
    understanding of education. I hope to develop and revise my philosophy on education
    each year as I continue to learn how to teach and lead most effectively.

    Final Philosophy of Education

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