Professional Documents
Culture Documents
SPED 475.01E
Educational Philosophy
Final Version
Education is not a preparation for life; education is life itself.
John Dewey
Why I Want to Teach:
I want to teach because I believe that all children deserve the opportunity to learn, grow,
and mature in a safe and caring environment. I also believe that all children deserve to be loved
and respected. As a teacher, I hope to provide all of this for my students.
In our society today, I believe that are so many children who are in desperate need of
positive role models. I want to be one of those role models and make a positive impact on my
students lives. I want to guide my students down the right path in order to be successful now
and later in life.
Whom I Am Going to Teach:
I am currently seeking my certification in EC-6 with a specialization in special education.
I hope to be able to teach in a Kindergarten, first grade, or second grade classroom. I also hope
at some point to be able to teach in a special education setting. I thoroughly enjoy being around
the younger children ages 4-12. I find it exciting when students learn a new concept and I can
witness their expressions once they understand that concept. However, I realize that I cannot
always have what I would like to have. Therefore, I am quite open to what God has in store for
me after receiving my degree. I realize that I might have to teach third through sixth grade in
order to get in the door of a district. If I do, I will be completely prepared and will be completely
satisfied. Regardless of the grade level, I will teach each student at his/her point of need in order
that he/she will feel successful. I will incorporate each students culture into my curriculum in
order that the students feel ownership in their classroom. I do not want any student to feel alone
or left out of my classroom.
I realize that my classroom will consist of a variety of students. I will teach those that are
cognitively on grade level, those that are above grade level, and those that are below grade level.
I will also teach students with and without disabilities. I will teach English Language Learners.
I will need to prepare myself to teach each student at his/her point of need.
How I Am Going to Teach:
I believe that to be successful my students must be disciplined. In order for them to be
disciplined, I believe that as a teacher I must be on time for classes and/or meetings. I must
always be well prepared for class by having my lessons ready as well as by having the proper
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materials and supplies ready. I must live a disciplined lifestyle at school as well as out in public.
I must represent my school with the utmost respect and professionalism. I must remain calm in
stressful situations.
As with any leader, a fundamental element of teaching is to lead by example. If I can
maintain a positive attitude towards my class then my students will hopefully maintain a positive
attitude towards learning.
I believe that my students must be engaged in the learning process at all times. To
accomplish this, I believe that learning must be fun yet relevant. Too much down time will cause
a classroom to become distracted and disrupted. I strongly believe that students must remain
busy. Group projects, hands-on experiences, and technology related assignments are excellent
ways to keep a classroom engaged. I hope to incorporate each one of these in my curriculum.
I believe that class differences such as cultural background, socio-economic status,
learning disabilities, skills, and talents need to be used to enhance the classroom and to teach the
students. I view the differences in my students as opportunities for learning. I also believe that
there should be equity in the classroom. Students need to learn to respect each other for their
differences, similarities, and ideas.
I believe in giving my students every opportunity to excel and be successful. I have no
desire to lay any groundwork for negative self-fulfilling prophecies. I believe in finding
something good in each of my students and focusing on that attribute.
I will need to teach my students at their point of need. This will include constantly
assessing my students, formally and informally, in order to know if they are learning what I am
teaching. I will need to be open to changing my teaching style if needed, as well as ensuring that
I am differentiating my instruction for my students. Teaching is not about what I want, but what
my students need.
I strongly believe that if I can be positive and encouraging and let my students know that
they can accomplish anything they set their minds to, then my students will stand a better chance
of being successful as they continue to grow and mature.
Where I Am Going to Teach:
My plans are to teach at the district where I am currently employed. Graduating in
December, 2015, I plan on finishing the school year as an aide. During the spring of 2016, I will
be looking to see if anyone is planning on retiring. There is a possibility that one of the
elementary teachers might decide to retire. If so, I will be applying for her position. However, if
no one plans on retiring, I will be seeking a position at other school districts. At this time, I am
unsure of where I will be teaching. I do want to teach at one of the smaller school districts in my
area. I feel that I am more suited to the smaller district and the culture of students who are
enrolled in those schools. I will make myself available to my students parents and families
regardless of the district I am in. I want them to know that I care for my students and want each
one of them to leave my classroom with more knowledge than they had when they entered.
Standard III: All teachers use task-appropriate tools to synthesize knowledge, create and
modify solutions, and evaluate results in a way that supports the work of individuals and
groups in problem-solving situations.
Teacher Knowledge: What All Teachers Know
The beginning teacher knows and understands:
3.2k how to use research skills and electronic communication to create
new knowledge; and
3.3k how to use technology applications to facilitate evaluation of work,
including both process and product
Application: What All Teachers Can Do
The beginning teacher is able to:
3.1s plan, create, and edit word processing documents using readable
fonts, alignment, page setup, tabs, and ruler settings;
3.4s demonstrate proficiency in the use of multimedia authoring programs
by creating linear or nonlinear projects incorporating text, audio, video, and graphics
3.11s participate in electronic communities as a learner, initiator, and
contributor;
3.12s complete tasks using technological collaboration such as sharing
information through on-line communication;
3.13s use groupware, collaborative software, and productivity tools to
create products;
3.14s use technology in self-directed activities to create products for and
share products with defined audiences;
3.15s integrate acquired technology applications, skills, and strategies and
use the word processor, database, spreadsheet, telecommunications, draw, paint, and utility
programs into the foundation and enrichment curricula
Standard IV: All teachers communicate information in different formats and for diverse
audiences.
Teacher Knowledge: What All Teachers Know
The beginning teacher knows and understands:
4.1k how to format digital information for appropriate and effective
communication
4.2k how to deliver a product electronically in a variety of media
Application: What All Teachers Can Do
The beginning teacher is able to:
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