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Philosophy Statement

I believe it is essential for educators to have a philosophy for the way in which his or her

classroom is run to help guide and inspire his or her teaching career. My classroom will not

follow a set of traditional rules. Academics are essential, and that is why the students are in

school, however, I do not believe in teaching to the test. I do not believe that simple knowledge

is enough motivation for the kids. I do not believe that reading, worksheets, homework, and tests

have the power to change the lives of the students. I do not necessarily believe that math and

reading homework have the potential to develop the character of a young learner. In many

instances, teachers spend more time with children than their parents do. School is a place where

students learn right from wrong; they learn respect and self-control; they learn how to work hard,

and how to believe the best in themselves. You see, the four walls of the classroom do not only

provide the space to promote growth academically, but children learn fairness, equality,

compassion, and critical thinking there as well.

There are two main ways in which teachers can run their classroom: traditionally or

progressively. In a traditional classroom, the teachers directly instruct their students. It is very

teacher-centered, with the instructor presenting the lessons to the students. The way that I feel is

most effective, though, is the progressive approach. Rather than the students staring at the

teacher in the front of the classroom, the students will be a part of the teaching process. They

will be asked to problem-solve and critically think with their peers. They will be challenged, and

will also be responsible for their own academic growth. I, as the teacher, will act more as a

facilitator to the discussions; asking questions, pushing the students to further inquiry; and

guiding students to reach their own personal success. This approach to teaching is investigative

and exploratory. The students will establish a sense of accomplishment, and belief in themselves
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as learners. They will work through frustrations, and expand their realm of thinking. They will

be able to see that with each challenge, they have the ability to reach new heights.

I also believe that students learn best when they see how their hard work can and will

directly be applied to their lives someday. The classroom is a complete cross-section of the

community and an environment that fosters the development of our future mayors, lawyers,

police officers, teachers, artists, missionaries, and sadly, even the criminals. It is important to

help the students to see the bigger picture; empowering them to one day apply to college, or

strive toward becoming a nurse or a doctor or a teacher. Encouraging the students to translate

their work into real-life situations could help to motivate them intrinsically, fostering a sense of

belief in their own abilities as learners. In order for all students to be influenced, however,

instruction must be differentiated. All students must be working on an even playing field, being

given the same opportunities for success.

Although the students will all be working at different levels, I will encourage a strong

classroom community. The students will learn to accept the differences among their classmates,

and learn to appreciate and encourage diversity. I want to promote an environment of diversity

and acceptance. I believe it is important to address commonalities as well as embrace

individualities. In order to develop this type of atmosphere, I will need to discuss the taboo

subjects with the kids. I think it is important to discuss race, religion, poverty, injustice, sexual

orientation and bullying. I want to continually learn from the insights that my students have on

these subjects. I will continually remind my class that they are all unique, and have varying

strengths, weaknesses, and even beliefs. I will express to them that I believe they can help to

strengthen one another, and really learn from one another if they care about the progress of their

peers. Positioning their desks in groups will encourage interaction with one another, and peer-to-
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peer teaching. The groups can be composed of students that will be able to cooperate on their

school work. It will be helpful for English Language Learners to be placed together so that they

may speak in their first language. This will help the students to step outside of the individualistic

mindset that the American culture so values.

In encouraging my student to accept one another, it is essential that I walk into my

classroom believing that each and every one of my students has immaculate potential. If I were

to enter a room full of my students, doubting their capabilities and failing to believe the best in

them, it would become a self-fulfilling prophecy. They would not be able to push through their

struggles or experience new personal successes. In creating an environment of belief, positivity,

hard work, and perseverance, my students will begin to believe that they, themselves, have the

potential to live up to their own dreams of what their lives could be. Children are like sponges—

they soak up what they hear; they repeat and believe much of what they are told. So many

children are told that they are stuck, that they can never measure up to anything, that they can

only play sports, that they are stupid, or that they will grow up to be “just like their fathers or

mothers.” Teachers have the power to reverse those lies, and feed them truth—that they are

beautifully and wonderfully made; that they were created with potential for wisdom and

knowledge and love. I long to, more than anything, instill hope into the hearts of my students.

I believe that having a community of open communication is also extremely beneficial to

the learning of a classroom. Being a teacher that is approachable and warm results in honesty

and more student-led learning. I would like to meet one-on-one with every student bi-weekly to

ask the students how they are doing. Whether they tell me that life is hard or they tell me that all

is well, I will be able to gain a better picture of why they make the choices that they do or why

they receive the grades that they do. Talking with the students about their lives builds
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relationships of trust and honesty, which will play a huge role in classroom management in the

long run. I think that having open communication with the parents is essential as well. Having

the support of the parents will assure them that I am doing my job, and will assure me that the

students are having some sort of direction from home. To implement this, I will send parent

newsletters home weekly to let the parents know what we are doing in class, and why it is

important. I can also send e-mails to the parents, so that they can have an input on how the

classroom would best cater to their child’s needs. If I am located in an area where students have

little encouragement or guidance from their parents, it will help me to know how often to offer

tutoring, and which students would benefit most.

I think ultimately, for me, I am not teaching for me, and I am not teaching to please my

fellow employees or even my boss, I am working to love these kids with the love of Christ, and

that is what is most important to me. I want to love endlessly and unconditionally, offering

forgiveness and clean slates. I want them to walk out of my room each day feeling energized

and cared-for. I want them to know that I care about them as more than just a teacher, but that I

genuinely want the very best for each and every one of them, and that I will do my very best to

set them up for success. Lastly, I recognize my inability to know everything, however, I get

excited about forever being a student. I want to continually develop and deepen my teaching

philosophy and practices. I am more than willing to update and accommodate and to learn that

which I do not know how to do. A part of being a teacher is being humble enough to admit

mistakes and areas of growth, and I am prepared to do so.