Philosophy on teaching and learning
A well-defined teaching philosophy is necessary for every teacher. My philosophy is inspired by Vygotsky’s Zone of Proximal Development, Bandura’s theory on self-efficacy, and Deci and Ryan’s Self-Determination Theory. I am a strong believer in an autonomous classroom where teachers have equitable expectations for all students and students set goals that are attainable.
As a teacher, it is my job to motivate and challenge students to reach their potential. Expectations for all students cannot be the same. It is important that all students be treated equitably, but it is unfair to expect all students to attain the same results. To make sure each student challenges themselves, it is important that all students set goals that allow them to reach their potential and the expectations of teachers reflect the goals of those students.
For a student to get to the stage that they have the confidence to set their own goals, it is important that teachers improve the self-efficacy of their students. Teachers can do this in many different ways such as being specific when praising students instead of generalized positive comments. For example, instead of saying “you’re improving” tell a student that “you’re serving and ready position are improving” (for badminton). This way, students understand how they are growing and see where improvments can be made.
Reaching curriculum outcomes is very important, but it is counterproductive to give students work that they have not been given the tools to complete. For self-efficacy to increase, students need to be given work that is challenging, but can be completed. This means lesson plans must be tailored so that each student can improve, but the information is also in their zone of proximal development.
As a teacher, it is important to foster learning from peers to challenge and expand the knowledge of our students. This can be done through group work and peer teaching. It is also important to give students the opportunity to control their own learning which can be done through project or group work.
Overall, I believe that in the classroom as much control as possible, while still maintaining order, should be given to the students. Teachers are in the classroom for the students, so it is logically that the students have some control over their environment. When students take an interest in what they are learning, they begin to enjoy school and remember what they are taught instead of just memorizing what it says in a book or what their teacher told them. I have a teaching philosophy the enables critical thinking and decision making by the students because at the end of the day we are not just supporting the development of students; we are supporting the development of future and young adults.
As a teacher, it is my job to motivate and challenge students to reach their potential. Expectations for all students cannot be the same. It is important that all students be treated equitably, but it is unfair to expect all students to attain the same results. To make sure each student challenges themselves, it is important that all students set goals that allow them to reach their potential and the expectations of teachers reflect the goals of those students.
For a student to get to the stage that they have the confidence to set their own goals, it is important that teachers improve the self-efficacy of their students. Teachers can do this in many different ways such as being specific when praising students instead of generalized positive comments. For example, instead of saying “you’re improving” tell a student that “you’re serving and ready position are improving” (for badminton). This way, students understand how they are growing and see where improvments can be made.
Reaching curriculum outcomes is very important, but it is counterproductive to give students work that they have not been given the tools to complete. For self-efficacy to increase, students need to be given work that is challenging, but can be completed. This means lesson plans must be tailored so that each student can improve, but the information is also in their zone of proximal development.
As a teacher, it is important to foster learning from peers to challenge and expand the knowledge of our students. This can be done through group work and peer teaching. It is also important to give students the opportunity to control their own learning which can be done through project or group work.
Overall, I believe that in the classroom as much control as possible, while still maintaining order, should be given to the students. Teachers are in the classroom for the students, so it is logically that the students have some control over their environment. When students take an interest in what they are learning, they begin to enjoy school and remember what they are taught instead of just memorizing what it says in a book or what their teacher told them. I have a teaching philosophy the enables critical thinking and decision making by the students because at the end of the day we are not just supporting the development of students; we are supporting the development of future and young adults.
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