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My Teaching Philosophy
My teaching philosophy is based on a belief that all students are born innately
able to learn; they are born as curious individuals who learn best with hands on activities
and when the material is made relevant to their life. Due to this curiosity, I believe
students need to be challenged to think outside the box and they need to participate in
student-centered activities where they become equal partners in the learning process. This
belief has helped me create an optimal learning environment, which consists of mutual
respect between the students and myself. This environment is also a place where students
are encouraged to learn, explore, and ask questions. To achieve this, I created an
environment that is most comfortable and inviting to my students, one that reflects their
own interests, cultures, and personalities. Rather than changing a child to fit a particular
mold, I celebrate their uniqueness. No student is alike, and therefore my teaching
philosophy is based on four theories, which help target the diversity present in my
classroom so each child may have the opportunity to achieve success.
I developed my philosophy of education by studying four major theorists and their
educational theories in both my undergraduate and masters degrees. These theorists and
theories have helped shape me as an educator and have helped me develop an engaging
and effective classroom for my students.
The first theory that played a large role in my journey as an educator is
Vygotskys sociocultural theory of learning. Vygotskys sociocultural theory of learning
asserts that students learn more effectively in a social environment where participation is
prevalent. According to Vygotsky, children learn best when they are given the
opportunities to collaborate with one another, communicate, share ideas, and learn

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socially. In doing so, students are challenged to explain their own ideas effectively, while
also having to listen to other students opinions and different points of view. This, in turn,
also allows childrens language and knowledge to develop. As stated in Cognitive
Linguistics and Sociocultural Theory, Vygotsky posits that human cognitive abilities
develop as a result of internalizing socially based learning through culturally constructed
artifacts. Namely, thoughts or a higher form of consciousness does not exist in isolation,
but arise from the dialectical interaction between our biologically endowed brain and
culturally shaped ways of life (Masuda 10). They also described this theory as,
Internalization is similar to a commonly accepted idea; every psychological function
appears twice, first between people, on the inter-psychological plane, and then within the
individual, on the intra-psychological plane (Masuda 10). Interacting socially, in an
educational setting, allows students to collaborate, learn from one another, and grasp the
information.
Vygotskys sociocultural theory of learning aligns harmoniously with my teaching
philosophy and the teaching strategies that I regularly use in class. Due to my educational
background and undergraduate endorsements in English as a Second Language, Bilingual
Education, and Spanish Education, I see the importance and benefits of this theory and its
practices within the classroom. I have witnessed firsthand how communication and social
interaction benefit not only these learners, but the entire class as well. It isnt uncommon
for a student to need a concept shared in a new perspective or with a new strategy from a
classmate for them to understand the material.
I saw this occur with my student Tanya (pseudonym). Tanya came to my
classroom having limited English proficiency. She struggled with whole group

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instruction, and even had a hard time in small groups. When I paired her with her table
group, I noticed she began to thrive. Her table group partners were able to explain the
material in a different perspective, one that most resonated with her. By working with her
group she improved in math and was also able to learn more English and excel in that
area as well. Allowing Tanya and the class to interact socially amongst each other has
helped me ensure my students have an optimal learning environment. Grouping them in
table teams of four has invited all cultures, ideas, and knowledge to be both shared and
recognized. Ultimately, sociocultural theory has allowed all students to thrive and it has
helped me provide an optimal learning environment where diversity is celebrated,
recognized, and encouraged.
The next two theories, Seymour Paperts constructionist theory and Piagets
constructivism theory, have played a large part in my classroom and closely relate to one
another. Paperts constructionist theory believes that learning occurs when constructing
and interacting with an object. It involves the learner personally creating something from
the knowledge theyve constructed. The constructionist theory also involves a child
participating in hands on learning and problem-solving activities. Similarly, Piagets
constructivist theory believes that knowledge is constructed by the learner being actively
involved rather than a speaker lecturing at the front of a classroom. As stated in, Teachers
Bridge to Constructivism, constructivism involves: exploration and discovery, community
collaboration and shared inquiry, participation in authentic activities, and when the
activities are unique and varied (Alesandrini 2002). Though there are some differences,
both theories recognize that the learner is successful when they are active participants in
learning, as opposed to listening to a lecture all day.

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These two theories are essential to my philosophy and have aided my efforts in
creating an optimal learning environment. My school, Somerset Academy North Las
Vegas, believes that the teacher teaches, not the program. For that reason, my
administration has been pushing us to develop activities that correlate with the program
and that make the content kid friendly, hands on, and engaging. Using these two theories,
I have been successful in developing project based learning activities. My favorite, thus
far, has been in science. During our Force and Motion unit, students were challenged to
construct tracks and cars in order to see whose could go the fastest. In the end, students
concluded that the track that provided the most speed is the one that had the least amount
of friction. They also discovered which cars and materials used to build the cars allowed
for more velocity.
Creating collaborative project based activities where students are constructing,
interacting, and learning socially through one another has created an environment in
which all students knowledge is valued. I have seen students learning to be polite to one
another, to tip-tip-teach (rather than give the answer), and Ive seen them learn to explore
new options when their previous thought didnt work. Students are learning to respect
one anothers abilities, what they have to offer, and are thinking outside the box.
The last theory I will focus on is Howard Gardners theory of multiple
intelligences, which I believe is crucial in education due to the diversity present in our
classrooms. The United States is a melting pot and we all come from different
backgrounds, cultures, perceived notions, and knowledge passed down by parents and
grandparents. Because we all have different backgrounds, we also learn differently and
are interested in a number of different things. Instead of teaching in favor of one style, I

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believe we should address all of our students needs across all subject areas, which can
best be accomplished through Gardners theory. Howard Gardners theory states, Each
individual has a unique combination of intelligences through which he or she is able to
learn or teach new information. Although each human has all identified intelligences, no
two individuals have the same amount of each (Brualdi). Because of this, it is crucial to
address all different intelligences while teaching in the classroom. The intelligences
include: naturalistic, kinesthetic, logical, linguistic, intrapersonal, interpersonal, musical,
and visual/spatial. By following this theory and its practices, I will best meet my students
needs. To do this, Howard Gardner advises, Know as much as possible about the
intelligences profile of each student for whom he has responsibility; and, to the extent
possible, the educator should teach and assess in ways that bring out that childs
capacities the educator should decide on which topics, concepts, or ideas are of
greatest importance, and should then present them in a variety of ways, by incorporating
all learning styles into the classroom (Gardner).
This theory is important to my philosophy because it has allowed me to teach so
all learning needs are met. It has helped me model activities, provide visuals, repeat and
paraphrase what I have already said, ask questions, provide hands on activities, and use
bodily kinesthetic learning just to name a few. Throughout my years of teaching, I have
seen the importance of teaching in a variety of ways. Ive seen that some students learn
best by hands on activities, while others do best by visualizing or through lecture. Due to
this theory and its practices, I have been mindful in implementing small group, partner
work, individual work, and whole group instruction. Ive also paid particular attention to
my students as well as their needs and interests. I plan to incorporate all learning needs so

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that no one is left behind in my classroom and so that I may teach my students to their
highest potential.
This theory has helped me create an optimal learning environment where all my
students needs are addressed. Every year I give students a reading inventory
questionnaire as well as a getting to know you page. Once students fill them out, I read
them over to learn more about their interests. Reading these pages also helps me learn
more about them. Are they artistic? Do they like hands on learning? Etc. This
questionnaire helps me determine which intelligences I should target throughout my
instruction, as well as how to pair students together.
These four theories Ive described above directly relate to literacy education,
which is the masters degree I am currently pursuing. Literacy, according to Websters
Dictionary, means to be able to read and write. I would argue, however, that this is no
longer true. In todays twenty first century, being literate means to read, write,
communicate both orally and in print, as well as use technology. We are moving more
towards a digital age, which means students need to learn to be literate across all content
areas as well as through technology. To enhance a students literacy development, its
important that we as teachers give them the tools they need to succeed. This includes
collaboration, student led discussions, whole group and small group instruction, as well
as hands on activities. I can enhance my students literacy development by instilling a
desire to learn and by providing a multitude of opportunities to practice the trade, which
can be done by utilizing the four theories in my teaching practice.
Because I believe students learn best by interacting with one another and through
engaging activities, I believe the best practices in reading and writing are those that

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involve movement and collaboration, which are both present in my reading and writing
block through the Daily 5 and Writers Workshop. During these blocks, I organize my
classroom into table teams of four, based on the Kagan method. Kagan is a method that
engages all students. It minimizes the amount of time the teacher is lecturing and
maximizes the amount of time students are actively involved in their own learning,
discussing strategies and answers with one another, and exploring the material. It also
offers students a safe learning environment where all voices are heard and where
engagement is increased.
I have been successful with organizing my classroom in this manner because of
the four theories described above. Allowing students to work independently, in pairs, and
small teams as well as having students learn through movement and hands on activities
has helped me incorporate all the different learning styles, cultures, and prior knowledge
in my classroom.
Throughout my Masters program at the University of Nevada Las Vegas, I have
learned a lot of valuable information that pertains to literacy that I will utilize in my
teaching. I am grateful to have learned more about literacy assessment, literary practices,
writing strategies, effective and engaging young literature novels, as well as methods in
establishing a positive and inviting multiculturally diverse classroom. Although I feel
better prepared having learned more about these areas, I wish to continue my lifelong
learning journey, and continue to grow both as a learner and educator.
My next step as an educator is to enroll in different workshops so I may continue
to grow and have the tools necessary to empower my students to be successful and the
best they can be. I look forward to researching different workshops that pertain to project

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based learning, writers workshop, as well as a refresher course on Kagan. These courses
will allow me to move towards a more collaborative learning environment, and
eventually move towards more student-led activities and lessons. I believe by letting
students take control of their learning, they will be more invested in the learning process,
which will only benefit them. I believe that by being involved in these three workshops, I
will not only be a better literacy educator, but a better instructor.

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References
Alesandrini, K., & Larson, L. (2002). Teachers Bridge to Constructivism. The Clearing
House: A Journal of Educational Strategies, Issues and Ideas, 75(3), 118-121.
doi:10.1080/00098650209599249
Figures, Allie. "Teacher-Centered Philosophies." Education.com. N.p., 2013. Web. 2015.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences.
Garrison, James W., Stefan Neubert, and Kersten Reich. John Dewey's Philosophy of
Education: An Introduction and Recontextualization for Our times. New York:
Palgrave Macmillan, 2012. Print.
Kagan, S. & Kagan, M. Kagan Cooperative Learning. San Clemente, CA: Kagan
Publishing, 2009.
Masuda, K., Arnett, C., & Labarca, A. (n.d.). Cognitive linguistics and sociocultural
theory: Applications for second and foreign language teaching.
McLeod, S. A. (2014). Lev Vygotsky. Retrieved from
www.simplypsychology.org/vygotsky.html
Oliva, Peter F. Developing the Curriculum. Boston: Allyn and Bacon, 2005. Print.
Palincsar, S. S. (2013). Sociocultural Theory. Retrieved September 14, 2016, from
http://www.education.com/reference/article/sociocultural-theory/
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Smagorinsky, P., & O'Donnell-Allen, C. (2000). Idiocultural diversity in small groups:

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Tudge, J., & Scrimsher, S. (2003). Lev S. Vygotsky on education: A cultural-historical,
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