Teaching Philosophy

My Teaching Philosophy

Introduction

My central goal as a teacher is to support students in realizing their own potential as life-long learners and engaged community members. I realize this goal by fostering a creative and inquisitive spirit of scientific discovery in the classroom and providing opportunities for students to demonstrate and develop diverse skills, knowledge and interests, while continually cultivating positive relationships. I believe that I am obligated to enter the classroom each day with warmth, openness, and high expectations, and that by upholding my commitment, students will rise to the challenge of broadening their views and ultimately take ownership in their learning.

Theories of Learning

All students come to the classroom with their own knowledges, backgrounds and needs. Centered in the humanistic and constructivist learning theories, I believe that science education must engage the whole self of the learner and provide opportunities for students to find meaning and relevancy in the content. 

Both humanism and constructivism center what the learner brings to the classroom- including not only knowledge on the subject but their world-views, backgrounds and identities. Both also promote the creation of meaning through connection of the subject material to the self. The constructivist approach aims to inspire inquiry and enhance motivation, while the humanist approach creates learners who are inspired and empowered in their education (Hadzigeorgiou, 2005). This intersection represents the balance I would like to achieve between head and heart, facts and processes, power and responsibility. I will achieve this balance through student-centered learning strategies, recognizing multiple intelligences, connecting to societal issues, cultivating positive student-teacher relationships, and restorative discipline.

Learning Strategies

Student-centered applications of this combination include activities and strategies such as problem based learning, collaborative learning, and self-reflection (Frias, 2019). I will specifically integrate humanism into the science curriculum by discussing moral and scientific reasoning, presenting science through the life stories of scientists, and connecting science to the goals of community and citizenship (Hadzigeorgiou, 2005). 

Both learning theories support student-guided learning whenever possible, believing that students will create the most meaning when they are given choices and structured freedom in the learning process (Gray, n.d.). To this end, I will strive to provide assignments and projects that can be completed in multiple ways or that can follow multiple paths of interest. This practice of providing multiple modes of representation and expression of knowledge also supports the multiple intelligence theory, which broadens the view of intelligence to acknowledge non-traditional forms such as spatial and musical intelligences (Stanford, 2003).

Connecting to Societal Issues

I seek to further enhance the creation of meaning by relating content to broader issues and discussing the implications of learned scientific knowledge. Engaging students in discussion of morals and ethics can be difficult, but the power of scientific knowledge requires the counterbalance of knowing how to ethically apply and pursue it (Hadzigeorgiou, 2005). This idea is in line resistance/critical pedagogy, which helps students to further broaden their viewpoints and clarify their own values and systems of belief towards the goal of bettering society (Friere, 1993). This is also supported by the constructivist learning theory as a method of contextualizing information and promoting problem-solving (Gray, n.d.). Finally, this ties in the social reconstructionist philosophy by fostering leadership in moral debates (Lynch, 2016).

Positive Relationships

Students show higher commitment to their education when they are able to form relationships with teachers, and when teachers demonstrate care and concern for students (Chickering & Gamson, 1987). I will create opportunities for those relationships by offering informal office hours and hallway chats ("Enhancing Student Learning," n.d.), talking to each student every day, and treating students with respect and compassion as complex beings (Harmon, 2017). 

Discipline

I contribute to this cause by uplifting diverse voices and experiences in the classroom, holding space for diverse skills and knowledges, and recognizing the potential in each student. Education should not be a system of right and wrong, but of continual opportunities for reflection and growth. As such, my classroom focuses on positive and restorative discipline techniques. Restorative discipline uplifts students through mutual respect and understanding (Meyer & Evans, 2012). This practice also supports constructivism and humanism by providing opportunities for reflection and personal growth.

Conclusion

Education is a great equalizer and a unique commitment made by our society to the betterment of all people. Our communities are dependent on nurturing responsible and compassionate youth who are equipped with skills to make the big decisions of coming generations. Science education provides an integral framework for understanding the world around us and making evidence-based decisions. I contribute to the cause of education by supporting students in discovering their skills and passions, and engaging students in discussions of meaning and ethics alongside scientific content. Through a constructivist and humanist approach to education that recognizes diverse intelligences and aptitudes, students are empowered to become life-long learners and engaged community members.

References

Chickering, A., & Gamson, Z. (1987). Seven Principles for Good Practice in Undergraduate Education (pp. 3-7) (United States, Education Commission of the States). Retrieved October 05, 2020, from https://files.eric.ed.gov/fulltext/ED282491.pdf.

Enhancing Student Learning: Seven Principles for Good Practice. (n.d.). Retrieved October 05, 2020, from https://crlt.umich.edu/gsis/p4_6

Frias, J. (2019). Improving learning experiences by using Humanism and Constructivism teaching approaches in the classroom. Retrieved October 04, 2020, from https://static1.squarespace.com/static/5b3cd3f5c258b4498dad913d/t/5c87fea4eb39314c4e2e1722/1552416420975/Philosophy+of+Education.pdf

Freire, P. (1993). Pedagogy of the oppressed. New York, NY: Continuum. Retrieved October 5, 2020, from https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf

Gray, A. (n.d.). Constructivist Teaching and Learning [Scholarly project]. In SSTA Research Centre. Retrieved October 05, 2020, from https://saskschoolboards.ca/wp-content/uploads/97-07.htm

Harmon, W. (2017, August 25). Why Building Relationships Should Be at the Center of Everything You Do. Retrieved October 05, 2020, from https://theartofeducation.edu/2017/08/28/5-strategies-help-build-relationships-students-order-improve-classroom-management/

Lynch, M. (2016, November 03). Philosophies of Education: 3 Types of Student-Centered Philosophies. Retrieved October 05, 2020, from https://www.theedadvocate.org/philosophies-education-3-types-student-centered-philosophies/

Meyer, L. H., & Evans, I. M. (2012). Restorative School Discipline. In The school leader's guide to restorative school discipline (pp. 5-18). Thousand Oaks, CA: Corwin. Retrieved October 5, 2020, from https://us.sagepub.com/sites/default/files/upm-binaries/50294_Pages_from_Meyer_The_School_Leader%27s_Guide_to_Restorative_School_Discipline_Final_3.pdf

Stanford, P. (2003). Multiple Intelligence for Every Classroom [Abstract]. Intervention in School and Clinic, 39(2), 80-85. doi:10.1177/10534512030390020301