Running head: TEACHING PHILOSOPHY 1
Personal Educational Philosophy
Emily M. Brown
University of Alabama at Birmingham
TEACHING PHILOSOPHY
As a prospective teacher, the most important aspect that I need to keep in mind is
to ensure that students receive the best possible learning experience through a
combination of my teaching methods, the resources available to them, and an
environment that is conducive to learning. This environment should elicit hands-on
learning, critical thinking, and encourage students to develop skills that they will use
throughout their entire educational experience and beyond.
My curriculum approach is based upon a combination of theories, ideas, and
practices from several different sources, as well as an integration of my own beliefs and
ideas. Outlined below is the summary of my curriculum approach, all of which will be
discussed in detail throughout this paper.
Theoretical or Philosophical Background
Approach based on a combination of constructivist theories developed by Jean Piaget and Lev Vygotsky, as well as John Dewey’s approach to progressivism.
Content of the CurriculumIntended for elementary classrooms. Content should include topics that are developed based on student’s prior knowledge. Content should be authentic and promote lifelong learning.
Instruction Implementation
DAP should be considered when implementing instruction. Teacher should lead class discussions using inquiry-based methods. Group work and The Project Approach are key components of classroom instruction.
Role of the Teacher
Teacher is responsible for getting students acclimated to new ideas, serve as a guide and model for students, and to encourage students to be active learners. Teacher is also responsible for getting to know their students’ learning styles and adjusting teaching methods accordingly.
Role of the Students
Students should strive to be active learners, continuously seeking out information. Students are encouraged to find answers to questions and problems using the resources available to them as well as trial and error experiments. Students are expected to follow classroom rules and use their time within the classroom constructively.
Role of the Classroom Environment
Classroom environment should be conducive to learning and reflect a diverse, multidimensional culture. Organization is key. Students should feel comfortable, safe, and invited into the classroom. Class rules and regulations are clearly outlined and posted to ensure the best possible learning scenario for all students at all times.
Role of the Materials
Hands-on materials such as experimental tools, art supplies, educational games, and models are critical. Non-fiction materials such as encyclopedias, textbooks, and magazines are just as important for conducting research and reading. The integration of technology also plays a major role in the classroom.
Role of Assessment Assessments should measure students’ knowledge about material that is being taught. A variety of assessments including presentations, a portfolio of
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students’ work, journal writing and performance assessments should be used consistently. Standardized assessments are used, but minimally.
Role of the Parents
Parents play a crucial role in students’ learning. Encouraging the continuation of learning at home is important to the educational success of students. Communication between parent and teacher is mandatory and will be conducted using a biweekly class newsletter and a class website. Teacher will provide multiple outlets by which parents can contact her. Teacher should encourage classroom volunteers and classroom visits regularly.
Role of the Community
Teachers should use community resources whenever available to demonstrate their importance. This includes, but is not limited to, regularly visiting the public library, field trips to government buildings or historical locations, inviting members of the community in to provide demonstrations, and explain how to engage in activities that better the community.
Theoretic Approach
Curriculum has been defined in many different ways. Roberts, Moore, &
Kellough (2005), defined curriculum as simply the experiences that students encounter,
while Parkay & Standford (2010), provide a variety of definitions ranging from a course
of study to the learning outcomes based on the means of instruction. My definition of
curriculum is a combination of these ideas. To me, curriculum refers to the experiences
that enhance and expand student’s knowledge, from either guided instruction and/or
social interaction. Curriculum should not be defined as the planning of strictly specific
activities that occur within the classroom, but rather the overall spectrum of what and
how students will learn.
The approach to my theory of curriculum is not aligned with one specific theory
or idea. Rather, it is a combination of several theories and my own system of beliefs. One
of those theories is the constructivist theory, which emphasizes learning based on the
individual and how they construct meaning (Parkay & Stanford, 2010). In this approach,
Piaget (1953) asserts that humans cannot be given information directly and be expected
to understand it to its fullest, but instead they construct their own knowledge based on
their own personal experiences with the given information (as cited in Powell & Kalina,
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2009). I believe that this interprets, for teachers, as the need to provide students with
opportunities to learn required material through a variety of experiences with said
material, in order to construct their own knowledge based on those experiences.
Another theory that my curriculum beliefs align with is that of John Dewey and
his views of progressivism. I adopt this theory partially, and I say that because while
there are certain aspects of this theory that I am adopting, there are other aspects of it that
I am not. Like Dewey, I believe that learning is active rather than passive and that
students should be taught based on their individual learning styles (Parkay & Stanford,
2010). However, I do not believe in giving students the freedom to determine the content
of the curriculum. At the risk of sounding old-fashioned, I tend to lean more towards the
essentialist theory and believe that providing students with authentic instruction that
ultimately prepares children for life is the most realistic approach to developing
curriculum content (Parkay & Stanford, 2010). It will be my job as an educator to
discover ways in which students respond enthusiastically to the content that is critical to
their success both in school and throughout life.
Content of the Curriculum
Elementary classrooms are the intended targets of my curriculum theory
approach, although the overall ideas of my approach could be applied to any grade level.
The content of my curriculum theory, or any curriculum for that matter, should have the
sole intention of expanding the students’ knowledge base. I also believe that curriculum
content should not be based on a strict set of pre-determined required material, but rather
a generalized summary (provided by state mandates) that the students build upon.
Students’ background knowledge and prior experiences should determine what they learn
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in my classroom. I would not teach addition and subtraction to a classroom full of
students that already knew how to multiply and divide; it would be a waste of the limited
time that could be used for learning new material. Instead, it is the job of the teacher to
get to know their students’ knowledge base and build their learning experiences from
there.
The content of my curriculum would ideally include authentic material that would
promote lifelong learning for the students. Particularly for early elementary students,
reading and writing should be of key interest throughout the entire curriculum and should
be integrated every day within the classroom. In my opinion, reading and writing are the
two most important aspects of any early elementary curriculum. Without either of these
skills, students would not succeed as adults, neither in school nor in the work force.
My views and thoughts on curriculum content are divided. On one hand, I see the
need to provide for students extensive experience with specific subject matter that is
important to learn. On the other hand, I also believe in emphasizing the growth and
development of students and ensuring that all students are learning at the individual
developmental level (Parkay & Standford, 2010). The ideal curriculum for me would be
an even balance of both subject-based and student-based curricula ideas.
Instruction Implementation
Developmentally appropriate practice (DAP) should be considered when
implementing instruction, especially when dealing with early elementary-aged students.
Children should be the main focus and the primary source of curriculum implementation
(Hart, Burts, & Charlesworth, 1997). Age, individual growth patterns, and cultural factors
should all be considered when implementing instruction. The realization that all children
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learn and develop differently is key in determining the best possible way to implement
instruction. Once each individual child’s development is determined via the teacher,
appropriate teaching methods should be applied.
Another method of implementing instruction that is of particular interest to me is
The Project Approach. Project-based work should be integrated into the classroom
whenever applicable. Working on projects provides students with the opportunity to build
upon their social development and allows children to experience how to solve conflicts
that inevitably arise during group work. Furthermore, working on projects in groups
aligns with my philosophy of the role of the students, which is to be active learners. This
approach ìemphasizes children’s active participation in their own studies,î (Katz &
Chard, 1989, p. 3). Group work on projects also creates the opportunity for children of
different ability levels to contribute to the project. It is crucial to group children of
different learning styles and abilities in order for the group to succeed.
Inquiry-based instruction is yet another key component in a successful classroom.
ìInquiry is any activity aimed at extracting meaning from experience,î (Audet & Jordan,
2005, p. 6). Integrating inquiry into classroom instruction provides students with
opportunities to seek out information and explanations for themselves. Inquiry also
requires students to reflect and be able to explain to others what they have learned (Audet
& Jordan, 2005). By using inquiry-based instruction, students have the opportunity to
construct what they are learning using the resources available to them to answer the given
problem or question. This directly aligns with constructivist theory, of which this
curriculum approach is partially based from.
Role of the Teacher
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In alignment with Piaget and Vygoysky’s constructivist theory, I believe that
teachers should not act as dictators or lecturers, but rather as guides that serve as a
resource for the students (Powell & Kalina, 2009). Giving lectures and citing
information at students is ineffective in my opinion, because it does not provide students
with the necessary experiences to construct that knowledge into their own minds. Instead,
providing students with some background information of a particular subject and then
modeling ways of discovering more information and providing students with hands-on
activities will allow for a more meaningful and memorable approach to learning new
material.
In alignment with the definition of differentiated instruction, it is my belief that
teachers are responsible for getting to know their students on a personal level and to
ultimately realize their learning needs, then teach in a responsive manner. As a teacher, it
will be crucial to be able to identify the learning style of every student and to ensure that
various approaches to learning are being implemented within the classroom.
ìResponsive teaching suggests a teacher will make modifications in how students get access to important ideas and skills, in ways that students make sense of and demonstrate essential ideas and skills, and in the learning environment—all with an eye to supporting maximum success for each learner.î (Tomlinson, 2006, p. 18).
Learning, by one definition, is ìan active process by which students connect new
ideas with prior understandings,î (Audet & Jordan, 2005, p. 140). As mentioned
previously, it is also my goal as a teacher to identify students’ prior knowledge to ensure
that new learning is not based on the assumption of prior knowledge, or that knowledge
of subject areas are being unnecessarily repeated. Prior knowledge can be determined by
using simple graphic organizers or by holding class discussions.
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Role of the Students
The primary role of the students in my classroom is to strive to continuously be
active learners. ìLearning is not an automatic consequence of pouring information into a
student’s head. It requires the learner’s own mental involvement and doing,î (Siberman,
1996, p. ix). Without the constant involvement of the student, my curriculum approach is
ineffective. Students need to constantly be engaged in their learning by linking their prior
knowledge, trying new skills, and figuring things out for themselves using the resources
available to them (Siberman, 1996).
Students will be taught how to use their time within the classroom constructively
and will be expected to follow such guidelines. As a guide, I will introduce students to
different activities that can be conducted within the classroom if they finish their primary
assignment during the allotted time frame given. Students will learn how to make choices
that reflect the active learner definition and make such choices as to not disrupt the
learning of other students within the classroom. Respect for learning will be a universal
theme within my classroom.
Role of the Classroom Environment
First and foremost, the classroom should be a place where children feel safe,
welcomed, invited, and comfortable. Classroom organization is extremely important in
creating this type of environment. Materials for students should each have a place within
the classroom and should be easily accessible. Students should have plenty of space to
read, write, solve problems, work in groups, and create projects. I also believe that in
order for students to feel a sense of accomplishment, their work should be displayed
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around the classroom. Sharing and talking about their work is vital to their success in the
classroom, and also builds incentive to continue to create work that is worthy of sharing.
In order for students to get the most out of their time in school, outlining rules and
expectations for their learning space is necessary. Since my beliefs fall within the
constructivist approach, I believe that students should create a majority of the classroom
rules. Time in the beginning of the year should be allotted for outlining and for constantly
reminding students of the class-implemented rules. Students will be held responsible for
abiding by the classroom rules. By allowing students to set their rules, it will create a
sense of ownership within the classroom and students will feel more obligated to follow
the rules and to protect the materials within their classroom.
The classroom as a whole should have a positive classroom climate. I intend to
create such a climate within my classroom that makes students realize that I genuinely
care for them and believe that each one of them can learn (Parkay & Stanford, 2010).
Students should feel comfortable speaking in class, answering questions even if they are
not sure of the answer, and asking questions when necessary. Together, the students and I
will also create a culture that is diverse, multidimensional, fun, and conducive to
learning.
Role of the Materials
Materials within the classroom should promote all of the teaching methods that I
have outlined thus far. Students should have access to hands-on materials such as posters,
art supplies, experimental tools, models, puzzles, and educational games. Books, both
fiction and non-fiction, should be in abundance within the classroom. Encyclopedias and
magazines appropriate for the grade level should be easily accessible for students to read
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as well as to conduct research. Technology is also very important within the classroom.
This includes, but is not limited to, computers, overhead projectors, laptops, and
interactive white boards. Students need the opportunity to work with technology as much
as possible in order to keep up with current technological advancements and trends.
By providing students with the above outlined materials, teaching methods such
as the inquiry-based approach allow for student-based, hands-on research. Students
should have all of the necessary tools to seek out the information that they need. Students
are also more prone to constructing their own knowledge about a particular subject when
they use materials that require their full involvement.
In order to create a multicultural classroom, it is important to include materials,
particularly books, that ìare sensitive, accurately portray the contributions of ethnic
groups, and reflect diverse points of view,î (Parkay & Standford, 2010, p. 278). Fictional
material within the classroom should include diverse characters and there should be
plenty of non-fiction material that includes factual information along a broad spectrum of
cultures, races, and historical events. This is especially important in early elementary
education because it instills positive attitudes and sets the foundation for diverse
dispositions.
Role of Assessment
Because of the No Child Left Behind Act of 2001, students need to be taught how
to handle standardized assessments. However, I do not believe that standardized
assessments should be the sole and focal assessment that is used within the classroom.
Assessments should do what the word implies; assess students’ learning. Assessing
students learning should not come from a standardized test in which students have the
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opportunity to choose from a list of answers. Students need to able to prove their learning
through ways that demonstrate what they know. Examples of these types of assessments
include performances, portfolios of students’ writing, and project-based work.
Since I believe that children all learn in different ways, students should also be
able to demonstrate their knowledge in a variety of ways. Authentic assessments allow
for these different types of demonstrations. These types of assessments are directly
related to the learning within the classroom, focus on purposeful learning, and provide a
broad overview of what and how students are learning (Branscombe, Castle, Dorsey,
Surbeck & Taylor, 2003). Observing children is another effective, yet simple way that
assessment can be conducted. Diligent documentation on the teacher’s part is critical to
the effectiveness of this assessment strategy. Careful monitoring and continuous
sampling of students’ work is critical to ensure that students are learning at an adequate
rate.
Standardized testing is such a controversial subject in the teaching world, and
rightfully so. In my opinion, if we as teachers are following the required state-mandated
curriculum, testing students on it should not be of concern. By incorporating
constructivist approaches to teaching and getting to know each student on a personal
academic level, students have a better chance at truly learning the necessary material.
Good teachers will find a way to make sure each student learns what they need to learn.
Standardized testing is simply a formality of what students are learning. I also believe
that good teachers have the obligation to explain to students what standardized tests are
and teach students how to be prepared for these inevitable tests without overwhelming
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them. Finding ways that will make this possible will depend on each child’s learning
style and personality (which is incorporated into my curriculum approach).
Role of the Parents
Communication with parents is a top priority in my curriculum approach. Bi-
weekly newsletters should be sent home that summarize lessons, suggest at-home
discussions and activities, and detail upcoming classroom events. Maintaining contact
with parents is vital to the academic success of the students (Parkay & Stanford, 2010). I
also plan to have a class website that I will update weekly so that parents have the option
to see what their students are working on each week. Parents should be encouraged and
feel welcomed to contact their child’s teacher at any time, for any reason, and should be
given multiple outlets to do so. Communication from parents onto the class website is
also encouraged if accessible; it shows that parents are actively participating in their
child’s learning.
Providing plenty of opportunities for classroom volunteers is also beneficial for
the teacher, students, and parents alike. Parent volunteers that come into the classroom
setting not only provide assistance for the teacher, but also experience their child’s
learning environment first-hand. Parents can see the sort of expectations that are set for
the classroom and encourage similar behavior at home. Inviting parents to volunteer also
builds solid parent-teacher relationships.
Role of the Community
Community involvement is important for any school. ìCommunities provide
significant support for the education of their young people and determine the character of
their schools,î (Parkay & Standford, 2010, p. 63). Community collaboration is important
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for not only certain financial needs, but is also important for creating a sense of
connection for students. It is important for students to feel like they are a part of their
community.
Community resources should be used whenever possible. Teachers should model
using community resources such as the library and should participate in as many
community events with students as possible. Inviting members of the community, such as
firefighters, police officers, and even political officials is strongly encouraged in my
curriculum approach. Members of the community that come to talk to children can
discuss many different topics, from local volunteer opportunities to possible career
options. Community members can also serve as role models, especially for young
children.
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Conclusion
Implementing instruction through developmentally appropriate practice; gauging
students’ prior knowledge; creating a caring, safe, diverse, and encouraging classroom
climate; providing students with hands-on materials; and using a variety of authentic
assessments combined will provide students with a well-rounded educational experience.
Additionally, constant communication with parents and integrated community
involvement also provide students with a feeling of inclusion and closeness with their
community, which encourages academic achievement.
As I continue my quest in becoming a teacher, I will keep this curriculum theory
close. Each aspect that has been discussed will ultimately provide students the best
possible learning situation that I can provide for students. Though I do realize that I have
so much more to learn about becoming a successful teacher, I now have a foundation that
I can build upon. Students’ success in learning is my ultimate priority and will not be
taken lightly. My approach to curriculum provides students with plenty of room for
academic growth. It is my goal to provide students with the necessary tools to be
successful, both in school and beyond.
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Oaks, CA: Corwin Press.
Brandscombe, A., Castle, K., Dorsey, A., Surbeck, E., & Taylor, J.B. (2003). Early childhood curriculum: A constructivist approach. Boston, MA: Houghton Mifflin Company.
Hart, C.H., Burts, D.C. & Charlesworth, R., (1997). Integrated curriculum and developmentally appropriate practice. Albany, NY: State University of New York Press.
Katz, L.G. & Chard S.G. (1989). Engaging children’s mind: The project approach. Norwood, NJ: Albex Publishing Corporation.
Parkay, F. & Stanford, B. (2010). Becoming a teacher. 8th ed. New York, NY: Merrill.
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Siberman, M. (1996). Active learning: 101 strategies to teach any subject. Needham Heights, MA: Allyn & Bacon.
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