My Emerging Philosophy

My Perception of Teaching
I believe that teaching requires collaboration between the teacher and students through
the emergence of a positive and respectful relationship. I believe that the students should
see me as a master of my craft with a wealth of knowledge to share. As a consequence,
students will be motivated to learn because they believe that I can provide a meaningful
learning experience. Even though it is the duty of a teacher to encourage growth, it is also
the students job to take responsibility for their own learning. I do not force decisions
upon my students, rather, I trust that they will make the right decisions in regards to their
learning. Students believe more in their abilities when they are positively encouraged,
and praised for their strengths. Challenge will occur frequently in the process of learning,
though, it is necessary to communicate to the students that this is the greatest opportunity
to learn. Through collaborative goal setting, brainstorming, and problem-solving, the
students are able to appreciate the process and more readily trust the experience that has
been provided by the educator. Teaching is exponentially more complex than simply
transmitting information, it is the opportunity to create meaningful experiences through
collaboration.
Indeed, challenge will occur inevitably but it is important that I reinforce the
students strengths in the learning process. As a result, it is crucial that feedback remains
frequent and consistent in the process of creating because students can be easily
discouraged when they are challenged. Accommodations should be made when meeting
with the students individually to discuss achievement and areas of improvement. By
creating positive, open relationships with students, it becomes easier for them to express
concerns and make goals for improvement. Above the role of an authority figure, an
educator should be a caring mentor, facilitator, and role model; students will trust in the
teacher even more when they see these qualities. Above all, I strongly believe that
motivation is inspired through curiosity, choice, and exploration because the process of
discovery is just as important as the final product. Students are more motivated when
they believe that they hold some control over their learning, and when the skills are
transferable to their everyday lives. As a result, the teacher can guide the student to a
deeper self-awareness that they will take away with them outside the confines of the
school environment.
My Perception of Learning
Students should not be learning in a vacuum because every student is unique.
Rather, I declare that education be in unison with the ideals of a tree of knowledge. Like a
tree, learning should be organic and natural. However, the curriculum can be restricting in
the same way one wraps a bonsai tree tightly around with copper wire in order to contain
a desired form. In this way, the curriculum is the wire and the tree is all that encompasses
life. We must reach look to a harmonious relationship between teaching and learning by
loosening this wire. As a result, it is the role of the teacher to facilitate growth, providing
learners with appropriate programs and support systems that will further academic and
social development. Similarly, a Bonsai tree symbolizes balance and the continuation of

life as it appears to be in motion but motionless at the same time. It is important to

include that some of the most important lessons such as, interpersonal and social skills,
are learned outside of the curriculum. This unconscious form of learning in the school is
also a part of what forms the roots and trunk of our lives.
For the individual to arrive at that moment of change and growth, there must be
openness to experience success and failure. It is the role of the student to be able to
accept the risk that is being offered by the teacher. It is indeed under the teachers
digression to choose content and topics that will benefit the teaching-learning process,
though, the students should have a voice in their own learning. In addition, my
experience in the classroom has allowed me to see that there should be support multiple
forms of assessment in order to support the diversity of learners in the class. For example,
the students with IEPs in my grade 11/12 split class succeeded more in the sculpture unit
than drawing because they are not as confined to their seats with hands-on work. It is
with this last note that content and assessment should support be enriched with diverse
perspectives, though most importantly, students should leave high school feeling secure
in their abilities to survive and thrive in the real world. As a challenge occurs, I am
immediately working with the student to solve the problem but I leave options for how
they could change the composition for better unity or balance. I do not believe in giving
the student the right answer because the arts values critical thinking from various
perspectives and ideologies. Thus, students should walk away from a learning experience
with respect for difference and equality; learning must connect with the surrounding
world.
My Teaching Goal
Students should:

Respect perspectives from various identities and cultures by exposing students to

diversity and challenging preconceived notions. Students may be required to
explore a genre, philosophy, or artist/writer that they are motivated to research,
analyze, and reflect.
Learn that the arts can approach any issue and should work to create an
experience that invites change. This can be done by showing work that has the
ability to empower student creativity. I can motivate this by working with students
to find what he or she finds important in their personal life or in the community
and explore the topic through writing or creating.
Become confident in their abilities to create by working collaboratively through
challenge, feedback, and constant encouragement. Students will make their own
goals incrementally throughout the course and I will meet individually with
students to see if there are accommodations needed to succeed.
Take responsibility for their own learning and be willing to collaborate with the
teacher on a path towards success.
Be motivated to form a positive relationship with the teacher. Students should see
the teacher as a mentor that will guide them in their quest for meaningful
experiences.

My Growth as a Teacher

I want to continue to achieve rapport with my students, and be able to motivate through
this relationship.
I want to find different ways to make students excited about learning and their
achievements. I feel that I can do this by observing how I may inspire curiosity, inquiry,
and creativity.
I want to continue to gain more confidence in my abilities to manage the classroom. Find
more preventative strategies and motivators that will keep the students on task.
I want to create more assignments that allow students to grow in skill level and
confidence. Varying the types of assessments that I use to develop the student
I want to implement more peer feedback, and self-assessment in my next placement as
this greatly improves student performance of writing tasks.
Find strategies to improve students abilities to self-regulate and time manage: graphic
organizers, reminders, time lines to complete tasks.
Find more strategies to improve student confidence and resiliency
Strategies to encourage more active participation in class discussions
More integration of technology when it will be beneficial.
Experience the implementation of a cross-curricular lesson and observe the benefits of
collaborating with other teachers.