Philosophy of Teaching

In the famous words of Nelson Mandela, education is the most powerful weapon which
you can use to change the world. I believe in Mandelas ideology that education has the
potential to give children opportunities to academically, socially, and emotionally excel in life,
but the key word here is potential. Graduate course discussions, projects, observational
fieldwork, and teaching experiences have taught me that a teacher has the capability of turning
that potential into a reality for each deserving student. My growing competence in multicultural
education, culturally responsive teaching, ESL best practices, partnerships beyond the classroom,
and professional development are all factors that enable me to create meaningful learning
experiences for my future students. It is my greatest hope that these authentic learning
experiences will challenge and inspire my students to become individuals who will make a
positive difference in our world.
Multicultural education is not an isolated concept. Instead, it is the common thread that
guides every decision about what and how I will teach on a daily basis. I strongly believe if I
teach in a way that reflects multicultural education, I will be able to create equitable learning
experiences for all students. Although the definition of multicultural education is widely debated,
most scholars agree that its purpose is to give every student, regardless of race, culture, age,
gender, social class, or ability, an equal opportunity to achieve to her or his full potential
(Gorski, 2010, p. 1). Some institutions promote multicultural education by integrating
experiences of diverse cultural groups into the curriculum. Others portray men, women, boys,
and girls in gender roles that challenge stereotypes. Most importantly, I understand that
multicultural education works to eliminate equity issues inside and outside the classroom.
My awareness of multicultural education directly impacts my instructional methods and
philosophy of teaching. I recognize that in order to facilitate multicultural education, I must
modify my instructional methods and management styles to fit the needs of each individual

student. Knowing childrens behaviors are shaped by their culture and home environment, I will
use culturally responsive teaching methods and assessments as well as best practices in ESL
instruction to respond to their needs.
Culturally responsive teaching is a powerful tool that uses students cultural diversity to
promote growth and achievement. It acknowledges the differences in beliefs and behaviors of
many cultures and lifestyles and uses that knowledge to facilitate learning in a meaningful,
relevant way. Rather than taking a one size fits all approach to learning and trying to fit students
into Western molds, culturally responsive teaching considers the needs of each student by
building on his or her unique prior knowledge, skills, and worldviews to help that child develop.
Additionally, Ormrod (2013) mentions that culturally relevant teaching considers differences in
cultural characteristics, such as dialects, verbal/non verbal responses, making eye contact,
public/private performance, cooperation and competition when assessing a students
development (p. 95-99).
Knowing the instructional behaviors a culturally responsive teacher exhibits will help me
facilitate this type of teaching to my future students. First, culturally relevant teachers provide
instruction that reflects and accommodates for their students cultural behaviors and beliefs. For
example, a culturally responsive teacher would give a devout Muslim student a private place to
pray during class time (Ormrod, 2013). The first step is respecting the fact that certain cultures
have important religious practices, and then the next step would be to take action and make
accommodations. The reason for accommodation is so each student can feel valued and
respected thus comfortable enough to learn in the classroom environment. A second instructional
behavior of a culturally relevant teacher is to ensure the classroom curriculum integrates relevant
and legitimate cultural characteristics of the students. According to Ormrod (2013), some
examples are looking at major historical events from different cultural perspectives or reading

poems and pieces of literature that are ethnically diverse. Allowing students to connect to their
cultural heritage, gives them a sense of pride and belonging in the classroom.
I think one of the biggest challenges I face when implementing culturally relevant
teaching into our classrooms is my own personal biases and misunderstandings I may have about
particular groups of people. I grew up in a white, middle class family and in a culture where
parents were highly involved in their childrens education. However, I must remember my
culturally diverse students experiences will differ greatly from my own. For instance, if the
parents of one of my students remain uninvolved in their childs schooling, I must look at the
situation through the lens of that particular familys culture, not my own. I must not be quick to
assume that the family does not care about their childs education because the real reason might
be a language barrier or that parent involvement is not a norm in their culture. Ormrod says that
effective teachers do not pass judgment on behavior that is different from their own but rather
try to understand why people of other cultural groups think and act as they do (p. 99). The best
way I can approach understanding my culturally and linguistically diverse students is by figuring
out the why for their behaviors. Most importantly, culturally relevant teaching can make all the
difference in a students academic, social, and emotional growth, which affirms its vital place in
the classroom.
In addition to implementing culturally relevant teaching methods, I have a strong sense of
commitment to modify instruction for my linguistically diverse group of students, specifically
my future English language learners (ELLs). My knowledge of second language acquisition
(SLA) theorists, such Stephen Krashen, and understanding of ESL best practices will impact my
instructional methods and types of assessments.
To begin with, the Comprehensible Hypothesis claims that ELLs acquire new language
by being exposed to messages that are marginally above their existing English language level
(Krashen, 2013). According to Krashen (2013), these students acquire new language by building

off of previously acquired language, context, and knowledge of the world (p. 3). Knowing that
language is acquired in this way, I will use visual aids to supplement verbal expressions
(Ormrod, 2013, p. 50) For example, while teaching a lesson on the Dust Bowl in my fieldwork
classroom, I presented students with new vocabulary such as terrace farming, drought, and soil
erosion. To accommodate for ELL students, each verbal and written description of new words
and concepts were accompanied photographs, videos, and a hands on soil erosion experiment.
Additionally, because I know affective filters, such as anxiety and low-self esteem can prevent
ELLs from acquiring new language, I will create a relaxed learning environment that allows
ELLs to work collaboratively with native English speakers (Krashen, 2013). Arranging desks to
face each other in clusters is one way to facilitate low-pressure conversation for ELLs. A second
way is grouping ELLs with supportive native English speakers and encouraging (but not forcing)
them to speak with each other during small group discussions (Ormrod, 2013).
Lastly, the limitations of traditional ESL programs also impact my instructional methods
and vision for my group of students. According to Banks (2012), in an ESL program, no
instruction is given in a students primary language (p. 227). This traditional structure of ESL
programs contradicts relevant research, which claims, The strongest predictor of [second
language] achievement is the amount of formal [native language] schooling (Thomas & Collier,
2002, p. 1). In other words, a student must continue to develop his or her native language to be
most successful with second language acquisition. Therefore, as a teacher, I must support the
childs development of their primary language to the best of my ability. I will do this is by
encouraging parents to use the childs native language at home, collaborating with ESL teachers
to provide cohesive instruction, and also encouraging same language students to communicate
with one another in their native language (Ormrod, 2013, p. 50).
Teaching linguistically diverse students will also require me to structure assessments

accordingly. Formal assessments are pre-planned in advance to yield

information about particular instructional goals or content area standards (Ormrod, 2013, p.
462). These types of assessments do have a place in the classroom because they inform the
teacher how much students have learned on a specific topic. However, results of formal
assessments can misrepresent an ELLs level of achievement, which is why I believe authentic
assessments, that measure the skills and knowledge of the student in a real-life framework, are
more effective (Ormrod, 2013). Two authentic assessment examples I have enacted while
teaching are having students perform skits of the Dust Bowl and asking them to design and build
a soil erosion simulation. Also, an authentic assessment my mentor teacher frequently uses is
student portfolios, which include a variety of artifacts they have constructed throughout the unit,
like short stories, graphic organizers, and pictures. Because these examples of ongoing, authentic
assessments do not require reading test questions and writing down answers, they allow ELLs to
truly demonstrate their comprehension of the material.
Beyond the classroom, I have a responsibility as a career educator to cultivate
partnerships with my colleagues and students families. A few strategies that I would use to
initially open and maintain communication are calling each students parents or guardians at the
beginning of the year, creating a class website, and organizing student led parent-teacher
conferences. The purpose of the phone call is to kindly introduce myself and explain my
expectations and goals for the year while demonstrating that I am an approachable teacher who
cares. Moreover, Ormrod (2013) explains, a phone call is a means through which parents can
give us information as well (p. 442). Learning about the student from their parents' perspectives
would provide me with important background information pertaining to his or her academic
social development. Secondly, a class website is an immediate and convenient way to keep
communication with most parents, however, I do understand that some parents will not have

access to computers. For these parents or families with limited access, I will write home informal
notes or newsletters that explain activities and projects going on in class, their childs
achievements and strengths, and also any academic and behavior areas that need improvement.
Lastly, a student led, parent-teacher conference encourages parents to attend, allows students to
develop leadership skills, and also helps students reflect on their own academic progress
(Ormrod, 2013, p. 442).

Since I originally made the decision to become an educator, my philosophy of teaching

has changed quite a bit. One of the biggest ways in which it has changed is my newfound belief
that the role of a teacher is to help students become globally minded thinkers and problem
solvers as well as individuals who have the tools to take action. Before entering the TCLDEL
program at GMU, I knew a huge part of education was to instill characteristics, such as empathy
and tolerance in students, but I was not aware of the way in which those qualities could be put
into action on a local and global scale. I attribute part of my limited understanding to my own
public elementary school experience. My elementary education was not focused on taking action
or developing a worldview nor did the curriculum challenge me to become a globally minded
thinker as a child. Nevertheless, while completing fieldwork at an International Baccalaureate
school here in D.C., I witnessed elementary school students learning about water issues in the
U.S. and abroad and then applying their knowledge to create local water conservation campaigns
in their communities. This experience and countless others have inspired me to make student
initiated action one of the hallmarks of my future teaching because I realize that this type of
instruction gives students the tools they need to make the world a better place.
My philosophy is constantly transforming as I take more graduate courses, teach lessons,
and observe students and teachers. In order to continue my growth as a professional and ensure

the success of my future students, I have established professional development goals that reflect
student outcomes of this course.
First, I would like to continue to understand how cultural groups and students' cultural
identities affect language learning and school achievement (Abrams, 2015, p. 4). Research
projects, such as the Child Study in EDUC 511 and Bridging the Divide in EDUC 537, gave me
a strong foundation of how culture affects language learning and school achievement. However, I
would like to build on this foundation by conducting home visits and establishing strong
connections with families to gain a better understanding of my students cultural backgrounds.
A second professional goal of mine is to model digital-age work and learning (Abrams,
2015, p. 4). I recognize that acquiring technological competence will greatly enhance learning
for my future students. In fact, Ormrod (2013) states, well designed technology-based
instruction is highly interactive and can keep students motivated and engaged for lengthy
periods (p. 241). To meet this professional goal, I plan to attend workshops that inform teachers
on how to implement technology into the classroom. With more confidence in technology-based
learning, I know I would regularly have my students create websites or videos to present projects
or use it to participate in virtual experiments. Developing my understanding of technologysupported learning would also allow me to have more involvement with my students parents by
making online discussion boards where parents post questions and maintain open
communication.
Lastly, I would like to strengthen language acquisition strategies (Abrams, 2015).
However, I should not expect schools to provide me with this type of professional development.
The National Education Association (NEA) claims, school and district policies do not always
provide teachers with specific guidance and support for meeting common ELL learning needs

(NEA, 2011, p. 3). Therefore, it is my responsibility to collaborate with ELL instructors and gain
effective language acquisition strategies for each individual ELL student and bring it into my
general classroom.
In conclusion, one thing I know for certain is that the most influential teachers strive to
do better for their students and believe that there is always room for improvement. For example,
if a behavior management strategy is not working, they change it. If a colleague has a better
solution, they are quick to adopt it. These effective teachers never hesitate to modify and tailor
their craft to meet the needs of their culturally and linguistically diverse students. Most
importantly, as a future teacher, I must always ask myself whether or not my instructional
methods truly mirror my philosophy of teaching and if they allow each and every student the real
opportunity to thrive.

References

Abrams, M. (2015). EDUC 537: Introduction to Culturally and Linguistically Diverse Learners
[Syllabus]. Fairfax, VA: Division of Advanced Professional Teacher Development &
International Education. George Mason University.
Banks, J. (2012). Multicultural education: Issues and perspectives (2nd ed.). Boston, MA: Allyn
and Bacon.
Gorski,P.(2011,April14).MulticulturalEducationDefinition.RetrievedDecember11,2015,
fromhttp://www.edchange.org/multicultural/initial.html
Krashen, S. (2013). Second language acquisition: Theories, applications, and some conjectures.
Mexico City, Mexico.: Cambridge University Press. Retrieved from

http://www.sdkrashen.com/content/articles/krashen_sla.pdf

National Education Association. Policy Brief 32: Professional Development for General
Education Teachers of English Language Learners. NEA Quality School Programs and
Resources Department, 2011. Web. 11 Dec. 2015.
http://www.nea.org/assets/docs/PB32_ELL11.pdf
Ormrod, J. (2013). Educational psychology: Developing learners (8th ed.). Upper Saddle River,
N.J.: Merrill.
Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language minority
students' long-term academic achievement. Center for Research on Education, Diversity
and Excellence. Santa Cruz, CA.: [Abstract]. Retrieved from
http://files.eric.ed.gov/fulltext/ED475048.pdf