Running head: TEACHING PHILOSOPHY 1

Personal Educational Philosophy

Emily M. Brown

University of Alabama at Birmingham

TEACHING PHILOSOPHY

As a prospective teacher, the most important aspect that I need to keep in mind is

to ensure that students receive the best possible learning experience through a

combination of my teaching methods, the resources available to them, and an

environment that is conducive to learning. This environment should elicit hands-on

learning, critical thinking, and encourage students to develop skills that they will use

throughout their entire educational experience and beyond.

My curriculum approach is based upon a combination of theories, ideas, and

practices from several different sources, as well as an integration of my own beliefs and

ideas. Outlined below is the summary of my curriculum approach, all of which will be

discussed in detail throughout this paper.

Theoretical or Philosophical Background

Approach based on a combination of constructivist theories developed by Jean Piaget and Lev Vygotsky, as well as John Dewey’s approach to progressivism.

Content of the CurriculumIntended for elementary classrooms. Content should include topics that are developed based on student’s prior knowledge. Content should be authentic and promote lifelong learning.

Instruction Implementation

DAP should be considered when implementing instruction. Teacher should lead class discussions using inquiry-based methods. Group work and The Project Approach are key components of classroom instruction.

Role of the Teacher

Teacher is responsible for getting students acclimated to new ideas, serve as a guide and model for students, and to encourage students to be active learners. Teacher is also responsible for getting to know their students’ learning styles and adjusting teaching methods accordingly.

Role of the Students

Students should strive to be active learners, continuously seeking out information. Students are encouraged to find answers to questions and problems using the resources available to them as well as trial and error experiments. Students are expected to follow classroom rules and use their time within the classroom constructively.

Role of the Classroom Environment

Classroom environment should be conducive to learning and reflect a diverse, multidimensional culture. Organization is key. Students should feel comfortable, safe, and invited into the classroom. Class rules and regulations are clearly outlined and posted to ensure the best possible learning scenario for all students at all times.

Role of the Materials

Hands-on materials such as experimental tools, art supplies, educational games, and models are critical. Non-fiction materials such as encyclopedias, textbooks, and magazines are just as important for conducting research and reading. The integration of technology also plays a major role in the classroom.

Role of Assessment Assessments should measure students’ knowledge about material that is being taught. A variety of assessments including presentations, a portfolio of

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students’ work, journal writing and performance assessments should be used consistently. Standardized assessments are used, but minimally.

Role of the Parents

Parents play a crucial role in students’ learning. Encouraging the continuation of learning at home is important to the educational success of students. Communication between parent and teacher is mandatory and will be conducted using a biweekly class newsletter and a class website. Teacher will provide multiple outlets by which parents can contact her. Teacher should encourage classroom volunteers and classroom visits regularly.

Role of the Community

Teachers should use community resources whenever available to demonstrate their importance. This includes, but is not limited to, regularly visiting the public library, field trips to government buildings or historical locations, inviting members of the community in to provide demonstrations, and explain how to engage in activities that better the community.

Theoretic Approach

Curriculum has been defined in many different ways. Roberts, Moore, &

Kellough (2005), defined curriculum as simply the experiences that students encounter,

while Parkay & Standford (2010), provide a variety of definitions ranging from a course

of study to the learning outcomes based on the means of instruction. My definition of

curriculum is a combination of these ideas. To me, curriculum refers to the experiences

that enhance and expand student’s knowledge, from either guided instruction and/or

social interaction. Curriculum should not be defined as the planning of strictly specific

activities that occur within the classroom, but rather the overall spectrum of what and

how students will learn.

The approach to my theory of curriculum is not aligned with one specific theory

or idea. Rather, it is a combination of several theories and my own system of beliefs. One

of those theories is the constructivist theory, which emphasizes learning based on the

individual and how they construct meaning (Parkay & Stanford, 2010). In this approach,

Piaget (1953) asserts that humans cannot be given information directly and be expected

to understand it to its fullest, but instead they construct their own knowledge based on

their own personal experiences with the given information (as cited in Powell & Kalina,

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2009). I believe that this interprets, for teachers, as the need to provide students with

opportunities to learn required material through a variety of experiences with said

material, in order to construct their own knowledge based on those experiences.

Another theory that my curriculum beliefs align with is that of John Dewey and

his views of progressivism. I adopt this theory partially, and I say that because while

there are certain aspects of this theory that I am adopting, there are other aspects of it that

I am not. Like Dewey, I believe that learning is active rather than passive and that

students should be taught based on their individual learning styles (Parkay & Stanford,

2010). However, I do not believe in giving students the freedom to determine the content

of the curriculum. At the risk of sounding old-fashioned, I tend to lean more towards the

essentialist theory and believe that providing students with authentic instruction that

ultimately prepares children for life is the most realistic approach to developing

curriculum content (Parkay & Stanford, 2010). It will be my job as an educator to

discover ways in which students respond enthusiastically to the content that is critical to

their success both in school and throughout life.

Content of the Curriculum

Elementary classrooms are the intended targets of my curriculum theory

approach, although the overall ideas of my approach could be applied to any grade level.

The content of my curriculum theory, or any curriculum for that matter, should have the

sole intention of expanding the students’ knowledge base. I also believe that curriculum

content should not be based on a strict set of pre-determined required material, but rather

a generalized summary (provided by state mandates) that the students build upon.

Students’ background knowledge and prior experiences should determine what they learn

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in my classroom. I would not teach addition and subtraction to a classroom full of

students that already knew how to multiply and divide; it would be a waste of the limited

time that could be used for learning new material. Instead, it is the job of the teacher to

get to know their students’ knowledge base and build their learning experiences from

there.

The content of my curriculum would ideally include authentic material that would

promote lifelong learning for the students. Particularly for early elementary students,

reading and writing should be of key interest throughout the entire curriculum and should

be integrated every day within the classroom. In my opinion, reading and writing are the

two most important aspects of any early elementary curriculum. Without either of these

skills, students would not succeed as adults, neither in school nor in the work force.

My views and thoughts on curriculum content are divided. On one hand, I see the

need to provide for students extensive experience with specific subject matter that is

important to learn. On the other hand, I also believe in emphasizing the growth and

development of students and ensuring that all students are learning at the individual

developmental level (Parkay & Standford, 2010). The ideal curriculum for me would be

an even balance of both subject-based and student-based curricula ideas.

Instruction Implementation

Developmentally appropriate practice (DAP) should be considered when

implementing instruction, especially when dealing with early elementary-aged students.

Children should be the main focus and the primary source of curriculum implementation

(Hart, Burts, & Charlesworth, 1997). Age, individual growth patterns, and cultural factors

should all be considered when implementing instruction. The realization that all children

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learn and develop differently is key in determining the best possible way to implement

instruction. Once each individual child’s development is determined via the teacher,

appropriate teaching methods should be applied.

Another method of implementing instruction that is of particular interest to me is

The Project Approach. Project-based work should be integrated into the classroom

whenever applicable. Working on projects provides students with the opportunity to build

upon their social development and allows children to experience how to solve conflicts

that inevitably arise during group work. Furthermore, working on projects in groups

aligns with my philosophy of the role of the students, which is to be active learners. This

approach ìemphasizes children’s active participation in their own studies,î (Katz &

Chard, 1989, p. 3). Group work on projects also creates the opportunity for children of

different ability levels to contribute to the project. It is crucial to group children of

different learning styles and abilities in order for the group to succeed.

Inquiry-based instruction is yet another key component in a successful classroom.

ìInquiry is any activity aimed at extracting meaning from experience,î (Audet & Jordan,

2005, p. 6). Integrating inquiry into classroom instruction provides students with

opportunities to seek out information and explanations for themselves. Inquiry also

requires students to reflect and be able to explain to others what they have learned (Audet

& Jordan, 2005). By using inquiry-based instruction, students have the opportunity to

construct what they are learning using the resources available to them to answer the given

problem or question. This directly aligns with constructivist theory, of which this

curriculum approach is partially based from.

Role of the Teacher

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In alignment with Piaget and Vygoysky’s constructivist theory, I believe that

teachers should not act as dictators or lecturers, but rather as guides that serve as a

resource for the students (Powell & Kalina, 2009). Giving lectures and citing

information at students is ineffective in my opinion, because it does not provide students

with the necessary experiences to construct that knowledge into their own minds. Instead,

providing students with some background information of a particular subject and then

modeling ways of discovering more information and providing students with hands-on

activities will allow for a more meaningful and memorable approach to learning new

material.

In alignment with the definition of differentiated instruction, it is my belief that

teachers are responsible for getting to know their students on a personal level and to

ultimately realize their learning needs, then teach in a responsive manner. As a teacher, it

will be crucial to be able to identify the learning style of every student and to ensure that

various approaches to learning are being implemented within the classroom.

ìResponsive teaching suggests a teacher will make modifications in how students get access to important ideas and skills, in ways that students make sense of and demonstrate essential ideas and skills, and in the learning environment—all with an eye to supporting maximum success for each learner.î (Tomlinson, 2006, p. 18).

Learning, by one definition, is ìan active process by which students connect new

ideas with prior understandings,î (Audet & Jordan, 2005, p. 140). As mentioned

previously, it is also my goal as a teacher to identify students’ prior knowledge to ensure

that new learning is not based on the assumption of prior knowledge, or that knowledge

of subject areas are being unnecessarily repeated. Prior knowledge can be determined by

using simple graphic organizers or by holding class discussions.

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Role of the Students

The primary role of the students in my classroom is to strive to continuously be

active learners. ìLearning is not an automatic consequence of pouring information into a

student’s head. It requires the learner’s own mental involvement and doing,î (Siberman,

1996, p. ix). Without the constant involvement of the student, my curriculum approach is

ineffective. Students need to constantly be engaged in their learning by linking their prior

knowledge, trying new skills, and figuring things out for themselves using the resources

available to them (Siberman, 1996).

Students will be taught how to use their time within the classroom constructively

and will be expected to follow such guidelines. As a guide, I will introduce students to

different activities that can be conducted within the classroom if they finish their primary

assignment during the allotted time frame given. Students will learn how to make choices

that reflect the active learner definition and make such choices as to not disrupt the

learning of other students within the classroom. Respect for learning will be a universal

theme within my classroom.

Role of the Classroom Environment

First and foremost, the classroom should be a place where children feel safe,

welcomed, invited, and comfortable. Classroom organization is extremely important in

creating this type of environment. Materials for students should each have a place within

the classroom and should be easily accessible. Students should have plenty of space to

read, write, solve problems, work in groups, and create projects. I also believe that in

order for students to feel a sense of accomplishment, their work should be displayed

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around the classroom. Sharing and talking about their work is vital to their success in the

classroom, and also builds incentive to continue to create work that is worthy of sharing.

In order for students to get the most out of their time in school, outlining rules and

expectations for their learning space is necessary. Since my beliefs fall within the

constructivist approach, I believe that students should create a majority of the classroom

rules. Time in the beginning of the year should be allotted for outlining and for constantly

reminding students of the class-implemented rules. Students will be held responsible for

abiding by the classroom rules. By allowing students to set their rules, it will create a

sense of ownership within the classroom and students will feel more obligated to follow

the rules and to protect the materials within their classroom.

The classroom as a whole should have a positive classroom climate. I intend to

create such a climate within my classroom that makes students realize that I genuinely

care for them and believe that each one of them can learn (Parkay & Stanford, 2010).

Students should feel comfortable speaking in class, answering questions even if they are

not sure of the answer, and asking questions when necessary. Together, the students and I

will also create a culture that is diverse, multidimensional, fun, and conducive to

learning.

Role of the Materials

Materials within the classroom should promote all of the teaching methods that I

have outlined thus far. Students should have access to hands-on materials such as posters,

art supplies, experimental tools, models, puzzles, and educational games. Books, both

fiction and non-fiction, should be in abundance within the classroom. Encyclopedias and

magazines appropriate for the grade level should be easily accessible for students to read

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as well as to conduct research. Technology is also very important within the classroom.

This includes, but is not limited to, computers, overhead projectors, laptops, and

interactive white boards. Students need the opportunity to work with technology as much

as possible in order to keep up with current technological advancements and trends.

By providing students with the above outlined materials, teaching methods such

as the inquiry-based approach allow for student-based, hands-on research. Students

should have all of the necessary tools to seek out the information that they need. Students

are also more prone to constructing their own knowledge about a particular subject when

they use materials that require their full involvement.

In order to create a multicultural classroom, it is important to include materials,

particularly books, that ìare sensitive, accurately portray the contributions of ethnic

groups, and reflect diverse points of view,î (Parkay & Standford, 2010, p. 278). Fictional

material within the classroom should include diverse characters and there should be

plenty of non-fiction material that includes factual information along a broad spectrum of

cultures, races, and historical events. This is especially important in early elementary

education because it instills positive attitudes and sets the foundation for diverse

dispositions.

Role of Assessment

Because of the No Child Left Behind Act of 2001, students need to be taught how

to handle standardized assessments. However, I do not believe that standardized

assessments should be the sole and focal assessment that is used within the classroom.

Assessments should do what the word implies; assess students’ learning. Assessing

students learning should not come from a standardized test in which students have the

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opportunity to choose from a list of answers. Students need to able to prove their learning

through ways that demonstrate what they know. Examples of these types of assessments

include performances, portfolios of students’ writing, and project-based work.

Since I believe that children all learn in different ways, students should also be

able to demonstrate their knowledge in a variety of ways. Authentic assessments allow

for these different types of demonstrations. These types of assessments are directly

related to the learning within the classroom, focus on purposeful learning, and provide a

broad overview of what and how students are learning (Branscombe, Castle, Dorsey,

Surbeck & Taylor, 2003). Observing children is another effective, yet simple way that

assessment can be conducted. Diligent documentation on the teacher’s part is critical to

the effectiveness of this assessment strategy. Careful monitoring and continuous

sampling of students’ work is critical to ensure that students are learning at an adequate

rate.

Standardized testing is such a controversial subject in the teaching world, and

rightfully so. In my opinion, if we as teachers are following the required state-mandated

curriculum, testing students on it should not be of concern. By incorporating

constructivist approaches to teaching and getting to know each student on a personal

academic level, students have a better chance at truly learning the necessary material.

Good teachers will find a way to make sure each student learns what they need to learn.

Standardized testing is simply a formality of what students are learning. I also believe

that good teachers have the obligation to explain to students what standardized tests are

and teach students how to be prepared for these inevitable tests without overwhelming

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them. Finding ways that will make this possible will depend on each child’s learning

style and personality (which is incorporated into my curriculum approach).

Role of the Parents

Communication with parents is a top priority in my curriculum approach. Bi-

weekly newsletters should be sent home that summarize lessons, suggest at-home

discussions and activities, and detail upcoming classroom events. Maintaining contact

with parents is vital to the academic success of the students (Parkay & Stanford, 2010). I

also plan to have a class website that I will update weekly so that parents have the option

to see what their students are working on each week. Parents should be encouraged and

feel welcomed to contact their child’s teacher at any time, for any reason, and should be

given multiple outlets to do so. Communication from parents onto the class website is

also encouraged if accessible; it shows that parents are actively participating in their

child’s learning.

Providing plenty of opportunities for classroom volunteers is also beneficial for

the teacher, students, and parents alike. Parent volunteers that come into the classroom

setting not only provide assistance for the teacher, but also experience their child’s

learning environment first-hand. Parents can see the sort of expectations that are set for

the classroom and encourage similar behavior at home. Inviting parents to volunteer also

builds solid parent-teacher relationships.

Role of the Community

Community involvement is important for any school. ìCommunities provide

significant support for the education of their young people and determine the character of

their schools,î (Parkay & Standford, 2010, p. 63). Community collaboration is important

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for not only certain financial needs, but is also important for creating a sense of

connection for students. It is important for students to feel like they are a part of their

community.

Community resources should be used whenever possible. Teachers should model

using community resources such as the library and should participate in as many

community events with students as possible. Inviting members of the community, such as

firefighters, police officers, and even political officials is strongly encouraged in my

curriculum approach. Members of the community that come to talk to children can

discuss many different topics, from local volunteer opportunities to possible career

options. Community members can also serve as role models, especially for young

children.

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Conclusion

Implementing instruction through developmentally appropriate practice; gauging

students’ prior knowledge; creating a caring, safe, diverse, and encouraging classroom

climate; providing students with hands-on materials; and using a variety of authentic

assessments combined will provide students with a well-rounded educational experience.

Additionally, constant communication with parents and integrated community

involvement also provide students with a feeling of inclusion and closeness with their

community, which encourages academic achievement.

As I continue my quest in becoming a teacher, I will keep this curriculum theory

close. Each aspect that has been discussed will ultimately provide students the best

possible learning situation that I can provide for students. Though I do realize that I have

so much more to learn about becoming a successful teacher, I now have a foundation that

I can build upon. Students’ success in learning is my ultimate priority and will not be

taken lightly. My approach to curriculum provides students with plenty of room for

academic growth. It is my goal to provide students with the necessary tools to be

successful, both in school and beyond.

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ReferencesAudet, R. H. & Jordan, L.K. (2005). Integrating inquiry across the curriculum. Thousand

Oaks, CA: Corwin Press.

Brandscombe, A., Castle, K., Dorsey, A., Surbeck, E., & Taylor, J.B. (2003). Early childhood curriculum: A constructivist approach. Boston, MA: Houghton Mifflin Company.

Hart, C.H., Burts, D.C. & Charlesworth, R., (1997). Integrated curriculum and developmentally appropriate practice. Albany, NY: State University of New York Press.

Katz, L.G. & Chard S.G. (1989). Engaging children’s mind: The project approach. Norwood, NJ: Albex Publishing Corporation.

Parkay, F. & Stanford, B. (2010). Becoming a teacher. 8th ed. New York, NY: Merrill.

Powell, K.C. & Kalina, C.J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250. Retrieved from ERIC database.

Roberts, P., Moore, K., & Kellough, R. (2005). A resource guide for elementary school teaching: Planning for competence. 6thed. Upper Saddle River, NJ: Prentice Hall.

Siberman, M. (1996). Active learning: 101 strategies to teach any subject. Needham Heights, MA: Allyn & Bacon.

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

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