Teaching Philosophy

Running head: TEACHING PHILOSOPHY
Philosophy of Teaching and Learning

I have developed my philosophy of teaching and learning by drawing on my experiences
as a student, my understanding of the concepts taught throughout this year in the BEd. program
and from experiences gained during my internship. These experiences which influence my
philosophy are derived from working with youth in the community and in the classroom setting.
I believe all students can learn if the conditions are right and they are provided with optimal
opportunity. I also believe in creating student-centre classroom to optimize student learning and
understanding. In this paper I will discuss the importance of student teacher relationships,
student motivation, teacher diligence and accurate assessment of student learning. I will support
my philosophies with theories established by Jerome Bruner, Albert Bandura, Vladimir Vygotsky
and Alfie Kohn.
Having good rapport with students I believe is the root of being an effective teacher. I
believe establishing a respectful relationship is critical. If a student - teacher relationship is not
established it will be difficult for both the student to learn and teacher to effectively
communicate information. A positive relationship allows for better communication, increased
growth and understanding toward the learning. All students need to feel comfortable and open to
asking questions or inquiring about their learning. I acknowledge it can be difficult to connect
with every student but with genuine effort it is possible and will certainly be worthwhile. It often
only takes a second to make a direct connection with a student, but that second is so important as
it allows them to understand you are in tune with them and understand where they are in the
moment. Students need to feel you care about them. Some teachers have a natural ability to reach
out and draw a student in; I believe this is the best gift a teacher can have as it is above anything
else the most rewarding both academically and personally. For a teacher whom it does not come
naturally, I feel it is an essential skill to develop. As a beginner educator, I can already see that it
is rewarding when a relationship is established because this is when you have the most influence
in guiding the student to positive outcomes. When these relationships exist teachers can truly feel
the pulse of the classroom and most effectively prepare their lessons to engage their students.
Kohn and Bandura both have influenced my philosophy of teaching through their theories
on motivation. In a classroom you will find those students who are intrinsically motivated and
those who are not motivated at all. Teachers need to be aware of the dynamics of their classroom
and know which students have that intrinsic motivation and which ones do not. A path should be
laid out as clearly as possible in order to help bring those students along with the lesson. The
teacher needs to be seen as an active member in the classroom and consistently approach the
unmotivated learners, talk to them, get them on task, being careful not to show frustration if it
does not happen immediately because doing so can reaffirm the students belief that they cant do
the work. Often if students start a task and they are succeeding, than they will continue it to
completion. The teacher must send the underlying message that they believe every student can
learn the lesson. The teacher then needs to assess and assist students to meet the outcomes, some
students more than others. As bandura believes, if teachers can create self-efficacy within
TEACHING PHILOSOPHY
2
students, than they will develop an I can do this attitude which is key to success (Bandura,
Schunk, 1981).
To assist with motivating students to learn, I feel the teacher needs to design lessons that
are meaningful to the students. It is here that teachers need to be mindful of Vygotskys zone of
proximal development, as teachers should mix students different abilities for the purpose of
development and in order to enhance learning. If students can relate to the activity and gain
meaning or real world significance from it then the chore of doing the work is lessoned and
learning is more engrained. This is particularly important in multicultural classrooms as lessons
should consider student backgrounds, interests, as well as life experiences.
I believe it is the teachers responsibility to figure out what strategies will work for a
student and how they will learn best. Teachers need to actively pursue students when they go off
task, helping to bring them back so they can meet with success, even if success is only a little at a
time. I truly believe this will have a huge impact on the student wanting to continue with the
learning. A teacher should never give up on a student and should always demonstrate belief in
the students capability. Teachers need to work hard at encouraging students to complete the task
at hand and strive to meet their full potential. If a teacher can highlight student strengths and
allow students to see their full potential they will pave the way to future learning. This is why it
is so important that a teacher try to meet the multiple learning styles of the students in a
classroom. If this is done, teachers can accurately assess the child and provide for the outcomes
that need to be reached.
I believe adopting a student centered classroom is ideal for optimizing student learning
and understanding. To develop this I will create a positive learning environment which allows
students to feel the freedom to question, inquire, and clarify about their learning. As a teacher, I
want students to achieve their goals and develop their talents. It is my job to facilitate, provide
resources and guide students toward success in the classroom and their chosen pathway to the
future. I will allow students time to explore their options and develop their own knowledge and
critical thinking skills. I agree with Vygotsky and Bruner, that learning can be enhanced in social
settings through the support of others in the classroom. This concept of Vygotsky's sociocultural
theory of learning supports student learning as it allows learners to achieve complex thinking and
deeper understanding of the concepts being explored (Applefield, 2001). I believe it also fosters
an environment which is positive and directed to learning for all students.
My teaching philosophy strongly recognizes that development of knowledge and the
process of learning can be enhanced when a teacher creates and fosters conditions necessary to
support the student. It is the teachers responsibility to plan, monitor and make adjustments to
the delivery of curriculum outcomes in order to provide the conditions that maximize each
students potential to learn. Establishing and maintaining a positive teacher-student relationship is
key to the fluidity of teaching. Transferring knowledge happens much more freely when there is
no tension or negative feelings. I believe teaching is about inspiring students and helping them
grow to their fullest potential.
TEACHING PHILOSOPHY
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Reference
Applefield, J., Huber, RE.,& Moallem, M. (2001). Constructivism in theory and practice:
Toward a better understanding. The High School Journal, (Dec.-Jan.) 35-53.
Bandura, A; Schunk, D. (1981). Cultivating competence, self-efficacy, and intrinsic interest
through proximal self-motivation. Journal of Personality and Social Psychology, Vol
41(3), 586-598
Kohn, A. (1993). Punished by rewards. New York, NY. Houghton Mifflin Company, (pp. 49-67).

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Running head: TEACHING PHILOSOPHY

Philosophy of Teaching and Learning

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