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My Teaching PhilosophyLoading...
Courtney Ann HerbstLoading...
ST10118117
1.2 My Teaching Philosophy
My own experiences in the classroom and my development as a new teacher have shaped my philosophy of teaching. I have critically analyzed my prior teaching philosophies and considered the difficulties and achievements I faced in the classroom. My presumptions and beliefs about teaching and learning have been improved as a result of this process, and I have redesigned my teaching philosophy, which now forms the basis of my professional identity as a teacher.
Perspective on Knowledge and Learning:
My approach to teaching and learning is constructivist, shaped by the ideas of Vygotsky and Piaget. Learning is a dynamic process that involves information mediation between students and the topic they are studying. Students learn in two stages: individually, when they absorb and process information, and socially, when they learn from one another in groups. Constructivism differs significantly from traditional teaching in that it places an emphasis on the learners' active participation in producing their own knowledge.
I think that when new information confronts their preexisting knowledge, students ought to go through a state of disequilibrium. Growth and learning are accelerated by this discomfort. Learning is more than just taking in information; it is also about making sense of what you have done and getting past challenges. It is my responsibility as a teacher to support and guide students through this process so they can create their own understanding.
Education and Teachers' Role:
Being accountable is my main responsibility as a teacher. Being on time, organizing lessons well, and setting an example for the students are all parts of accountability. It also entails maintaining discipline when called for and expressing faith in the content being taught. I have a basic duty to show respect for students. Respecting students leads to meaningful interactions and an atmosphere where all students, regardless of background or pace of learning, feel appreciated.
Furthermore, I see myself as a learning mentor. Offering the appropriate support and being aware of each student's unique needs and difficulties—including those with learning disabilities—is crucial. Another important duty is to facilitate learning. This entails helping students access and understand the content in order to guarantee efficient and successful learning.
Perspective on Knowledge and Learning:
My approach to teaching and learning is constructivist, shaped by the ideas of Vygotsky and Piaget. Learning is a dynamic process that involves information mediation between students and the topic they are studying. Students learn in two stages: individually, when they absorb and process information, and socially, when they learn from one another in groups. Constructivism differs significantly from traditional teaching in that it places an emphasis on the learners' active participation in producing their own knowledge.
I think that when new information confronts their preexisting knowledge, students ought to go through a state of disequilibrium. Growth and learning are accelerated by this discomfort. Learning is more than just taking in information; it is also about making sense of what you have done and getting past challenges. It is my responsibility as a teacher to support and guide students through this process so they can create their own understanding.
Education and Teachers' Role:
Being accountable is my main responsibility as a teacher. Being on time, organizing lessons well, and setting an example for the students are all parts of accountability. It also entails maintaining discipline when called for and expressing faith in the content being taught. I have a basic duty to show respect for students. Respecting students leads to meaningful interactions and an atmosphere where all students, regardless of background or pace of learning, feel appreciated.
Furthermore, I see myself as a learning mentor. Offering the appropriate support and being aware of each student's unique needs and difficulties—including those with learning disabilities—is crucial. Another important duty is to facilitate learning. This entails helping students access and understand the content in order to guarantee efficient and successful learning.
For me, establishing a personal connection with students is one of the most inspiring parts of teaching. As a teacher, it is essential that I get to know my students' environments and histories, include their parents in their education, and modify my lesson plans to meet their needs.
Goals for My Pupils:
As a teacher, my primary objective is to ensure that learning occurs as efficiently as possible. In addition to wanting each student to engage with and comprehend the material, I also want to give them the freedom to establish and meet personal objectives. They gain problem-solving abilities, responsibility, leadership, and the capacity to function both individually and cooperatively with this approach. Critical thinking, time management, and effective communication are just a few of the practical skills that I think education should impart in students.
Views on Discipline:
I do not think discipline is just about applying harsh penalties to follow the rules. Rather, its foundation ought to be based on reciprocal esteem and responsibility. I support a social contract approach in which rules are made jointly and students are held accountable for their deeds. A key component of my discipline strategy is respect for the rights, dignity, and beliefs of my students—including their right to privacy and confidentiality. Promoting gender equality and avoiding abuse or humiliation of any kind are vital.
Planned Approach for Prioritizing Conflicting Rights:
It is possible for conflicting situations to arise in the classroom; dealing with them calls for a careful balancing act between student rights and classroom unity. My dedication lies in putting the welfare and quality of education of my students first, all the while creating an equitable and encouraging learning environment. The best interests of the students and their right to a secure and encouraging learning environment must be taken into account when addressing issues like bullying, copying, a lack of resources, improper teacher behavior, and unequal grading.
To sum up, my revised teaching philosophy emphasizes constructivism, respect, accountability, and giving students the freedom to decide what they want to learn and how to do it. In a balanced and student-centered way, it addresses discipline and conflicting rights while promoting meaningful learning, personal development, and a supportive, cooperative classroom environment. This philosophy forms the foundation of my professional identity as a teacher.
Goals for My Pupils:
As a teacher, my primary objective is to ensure that learning occurs as efficiently as possible. In addition to wanting each student to engage with and comprehend the material, I also want to give them the freedom to establish and meet personal objectives. They gain problem-solving abilities, responsibility, leadership, and the capacity to function both individually and cooperatively with this approach. Critical thinking, time management, and effective communication are just a few of the practical skills that I think education should impart in students.
Views on Discipline:
I do not think discipline is just about applying harsh penalties to follow the rules. Rather, its foundation ought to be based on reciprocal esteem and responsibility. I support a social contract approach in which rules are made jointly and students are held accountable for their deeds. A key component of my discipline strategy is respect for the rights, dignity, and beliefs of my students—including their right to privacy and confidentiality. Promoting gender equality and avoiding abuse or humiliation of any kind are vital.
Planned Approach for Prioritizing Conflicting Rights:
It is possible for conflicting situations to arise in the classroom; dealing with them calls for a careful balancing act between student rights and classroom unity. My dedication lies in putting the welfare and quality of education of my students first, all the while creating an equitable and encouraging learning environment. The best interests of the students and their right to a secure and encouraging learning environment must be taken into account when addressing issues like bullying, copying, a lack of resources, improper teacher behavior, and unequal grading.
To sum up, my revised teaching philosophy emphasizes constructivism, respect, accountability, and giving students the freedom to decide what they want to learn and how to do it. In a balanced and student-centered way, it addresses discipline and conflicting rights while promoting meaningful learning, personal development, and a supportive, cooperative classroom environment. This philosophy forms the foundation of my professional identity as a teacher.
For me, establishing a personal connection with students is one of the most inspiring parts of teaching. As a teacher, it is essential that I get to know my students' environments and histories, include their parents in their education, and modify my lesson plans to meet their needs.
Goals for My Pupils:
As a teacher, my primary objective is to ensure that learning occurs as efficiently as possible. In addition to wanting each student to engage with and comprehend the material, I also want to give them the freedom to establish and meet personal objectives. They gain problem-solving abilities, responsibility, leadership, and the capacity to function both individually and cooperatively with this approach. Critical thinking, time management, and effective communication are just a few of the practical skills that I think education should impart in students.
Views on Discipline:
I do not think discipline is just about applying harsh penalties to follow the rules. Rather, its foundation ought to be based on reciprocal esteem and responsibility. I support a social contract approach in which rules are made jointly and students are held accountable for their deeds. A key component of my discipline strategy is respect for the rights, dignity, and beliefs of my students—including their right to privacy and confidentiality. Promoting gender equality and avoiding abuse or humiliation of any kind are vital.
Planned Approach for Prioritizing Conflicting Rights:
It is possible for conflicting situations to arise in the classroom; dealing with them calls for a careful balancing act between student rights and classroom unity. My dedication lies in putting the welfare and quality of education of my students first, all the while creating an equitable and encouraging learning environment. The best interests of the students and their right to a secure and encouraging learning environment must be taken into account when addressing issues like bullying, copying, a lack of resources, improper teacher behavior, and unequal grading.
To sum up, my revised teaching philosophy emphasizes constructivism, respect, accountability, and giving students the freedom to decide what they want to learn and how to do it. In a balanced and student-centered way, it addresses discipline and conflicting rights while promoting meaningful learning, personal development, and a supportive, cooperative classroom environment. This philosophy forms the foundation of my professional identity as a teacher.
Goals for My Pupils:
As a teacher, my primary objective is to ensure that learning occurs as efficiently as possible. In addition to wanting each student to engage with and comprehend the material, I also want to give them the freedom to establish and meet personal objectives. They gain problem-solving abilities, responsibility, leadership, and the capacity to function both individually and cooperatively with this approach. Critical thinking, time management, and effective communication are just a few of the practical skills that I think education should impart in students.
Views on Discipline:
I do not think discipline is just about applying harsh penalties to follow the rules. Rather, its foundation ought to be based on reciprocal esteem and responsibility. I support a social contract approach in which rules are made jointly and students are held accountable for their deeds. A key component of my discipline strategy is respect for the rights, dignity, and beliefs of my students—including their right to privacy and confidentiality. Promoting gender equality and avoiding abuse or humiliation of any kind are vital.
Planned Approach for Prioritizing Conflicting Rights:
It is possible for conflicting situations to arise in the classroom; dealing with them calls for a careful balancing act between student rights and classroom unity. My dedication lies in putting the welfare and quality of education of my students first, all the while creating an equitable and encouraging learning environment. The best interests of the students and their right to a secure and encouraging learning environment must be taken into account when addressing issues like bullying, copying, a lack of resources, improper teacher behavior, and unequal grading.
To sum up, my revised teaching philosophy emphasizes constructivism, respect, accountability, and giving students the freedom to decide what they want to learn and how to do it. In a balanced and student-centered way, it addresses discipline and conflicting rights while promoting meaningful learning, personal development, and a supportive, cooperative classroom environment. This philosophy forms the foundation of my professional identity as a teacher.
1.3 Classroom Management
Justifying the Theoretical Foundations of a Classroom Doorbell Management Tool:
Using a doorbell as a classroom management tool may seem unconventional, but it is grounded in educational theories that highlight engagement, motivation, and behavior reinforcement. One such foundation is the Social Learning Theory by Albert Bandura, which suggests that individuals learn by observing others' behaviors and the resulting consequences. In the classroom context, the doorbell acts as a stimulus for students to observe and learn that respectful behavior and punctuality are not just appreciated but rewarded. By pressing the doorbell, students actively participate in a positive social learning process, witnessing their peers benefiting from their respectful actions.
Another theoretical basis is the Self-Determination Theory, which emphasizes that individuals are most motivated when they feel a sense of autonomy, competence, and relatedness. When students use the doorbell to initiate a positive classroom privilege, they exercise autonomy by choosing the privilege they prefer. This aligns with the constructivist approach to teaching, where students actively participate in shaping their learning environment, fostering a sense of competence. The doorbell also promotes relatedness by creating a shared experience among students and the teacher, emphasizing the importance of mutual respect and collaboration.
Using a doorbell as a classroom management tool may seem unconventional, but it is grounded in educational theories that highlight engagement, motivation, and behavior reinforcement. One such foundation is the Social Learning Theory by Albert Bandura, which suggests that individuals learn by observing others' behaviors and the resulting consequences. In the classroom context, the doorbell acts as a stimulus for students to observe and learn that respectful behavior and punctuality are not just appreciated but rewarded. By pressing the doorbell, students actively participate in a positive social learning process, witnessing their peers benefiting from their respectful actions.
Another theoretical basis is the Self-Determination Theory, which emphasizes that individuals are most motivated when they feel a sense of autonomy, competence, and relatedness. When students use the doorbell to initiate a positive classroom privilege, they exercise autonomy by choosing the privilege they prefer. This aligns with the constructivist approach to teaching, where students actively participate in shaping their learning environment, fostering a sense of competence. The doorbell also promotes relatedness by creating a shared experience among students and the teacher, emphasizing the importance of mutual respect and collaboration.
I effectively employed the doorbell as a classroom management tool, the following steps were taken:
Reflecting on Success and Vulnerabilities:
The doorbell tool achieved notable success in the classroom. It aligned with Social Learning Theory, motivating students to observe and learn from their peers' behavior and the consequences of being respectful. It also resonated with Self-Determination Theory by promoting autonomy, competence, and relatedness.
One potential vulnerability was the risk of the doorbell tool losing its effectiveness over time as the novelty faded. To address this, new and exciting privileges were occasionally introduced to sustain student engagement. Additionally, some students required more time to grasp the connection between their behavior and the privilege they received.
In conclusion, the doorbell tool cultivated a respectful and engaging classroom atmosphere, reinforcing the importance of punctuality and respectful behavior while empowering students with a sense of autonomy. Its success lay in its ability to combine theory and practice, making classroom management a positive and enriching experience for both students and the teacher.
- Installation: The doorbell was positioned near the classroom entrance for easy student access.
- Explaining the Procedure: At the start of the school year, the doorbell procedure was elucidated to the students. They were informed that ringing the doorbell signaled the beginning of the class and an opportunity to choose a daily class privilege.
- Privilege Choices: A range of age-appropriate class privileges that students could select from to contribute to a positive learning atmosphere was defined.
- Daily Implementation: Students were encouraged to ring the doorbell as they entered the classroom. The student who rang the doorbell was acknowledged and allowed to choose a privilege for the day.
- Consistency: Consistent use of the doorbell was ensured, and privileges were awarded to reinforce respectful behavior and punctuality.
Reflecting on Success and Vulnerabilities:
The doorbell tool achieved notable success in the classroom. It aligned with Social Learning Theory, motivating students to observe and learn from their peers' behavior and the consequences of being respectful. It also resonated with Self-Determination Theory by promoting autonomy, competence, and relatedness.
One potential vulnerability was the risk of the doorbell tool losing its effectiveness over time as the novelty faded. To address this, new and exciting privileges were occasionally introduced to sustain student engagement. Additionally, some students required more time to grasp the connection between their behavior and the privilege they received.
In conclusion, the doorbell tool cultivated a respectful and engaging classroom atmosphere, reinforcing the importance of punctuality and respectful behavior while empowering students with a sense of autonomy. Its success lay in its ability to combine theory and practice, making classroom management a positive and enriching experience for both students and the teacher.
I effectively employed the doorbell as a classroom management tool, the following steps were taken:
Reflecting on Success and Vulnerabilities:
The doorbell tool achieved notable success in the classroom. It aligned with Social Learning Theory, motivating students to observe and learn from their peers' behavior and the consequences of being respectful. It also resonated with Self-Determination Theory by promoting autonomy, competence, and relatedness.
One potential vulnerability was the risk of the doorbell tool losing its effectiveness over time as the novelty faded. To address this, new and exciting privileges were occasionally introduced to sustain student engagement. Additionally, some students required more time to grasp the connection between their behavior and the privilege they received.
In conclusion, the doorbell tool cultivated a respectful and engaging classroom atmosphere, reinforcing the importance of punctuality and respectful behavior while empowering students with a sense of autonomy. Its success lay in its ability to combine theory and practice, making classroom management a positive and enriching experience for both students and the teacher.
- Installation: The doorbell was positioned near the classroom entrance for easy student access.
- Explaining the Procedure: At the start of the school year, the doorbell procedure was elucidated to the students. They were informed that ringing the doorbell signaled the beginning of the class and an opportunity to choose a daily class privilege.
- Privilege Choices: A range of age-appropriate class privileges that students could select from to contribute to a positive learning atmosphere was defined.
- Daily Implementation: Students were encouraged to ring the doorbell as they entered the classroom. The student who rang the doorbell was acknowledged and allowed to choose a privilege for the day.
- Consistency: Consistent use of the doorbell was ensured, and privileges were awarded to reinforce respectful behavior and punctuality.
Reflecting on Success and Vulnerabilities:
The doorbell tool achieved notable success in the classroom. It aligned with Social Learning Theory, motivating students to observe and learn from their peers' behavior and the consequences of being respectful. It also resonated with Self-Determination Theory by promoting autonomy, competence, and relatedness.
One potential vulnerability was the risk of the doorbell tool losing its effectiveness over time as the novelty faded. To address this, new and exciting privileges were occasionally introduced to sustain student engagement. Additionally, some students required more time to grasp the connection between their behavior and the privilege they received.
In conclusion, the doorbell tool cultivated a respectful and engaging classroom atmosphere, reinforcing the importance of punctuality and respectful behavior while empowering students with a sense of autonomy. Its success lay in its ability to combine theory and practice, making classroom management a positive and enriching experience for both students and the teacher.