1 Running head: Teaching Philosophy

Teaching Philosophy
Renae Alston
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

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According to Powell (2012), education is considered to be the great equalizer. This

means that the differences in opportunities and privilege diminish as children reach their
potential through quality education (p.5). I could not agree with this statement more. However,
according to Powell (2012), this statement refers to the closing of the achievement gap and
privilege and opportunity associated with academic opportunities (p.5). The closing of the
achievement gap is an important aspect of education, but it shouldnt be the only evidence that
education is at work. I believe that education not only increases opportunities in the academic
scope, but because of education there are advancements in the area of social progress, and
equality. Tarabini and Jacovkis, (2012) assert that investments in education make it possible to
empower the poor, enhance their prospects, and increase their ability to create income and
participate in economic growth. According to the bible, the deficiency of knowledge brings
destruction to those who lack of it. Hosea 4:6 (NIV) begins by saying, My people are destroyed
from a lack of knowledge.... I believe that education is the answer to the abundant social
destruction facing our society. Social ailments such as crime, teen pregnancies, poverty, and
things of the like can be thwarted with and by education. In essence, the purpose of education is
to teach the whole child. The whole child involves the cognitive, emotional, and social aspects of
development (Bergin and Bergin, 2012, p.459). All which have an effect on an individuals
education. My philosophy is based in the very belief that education can change lives if we
consider the roles that students and teachers play, the classroom environment, and the
instructional strategies used.
Roles of Learners and Teachers
The roles that teachers and learners play are not independent of one another. Their roles
engage in a symbiotic relationship, each having an effect on the other. Proverbs 22:6 says, Train

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up a child in the way he should go; even when he is old he will not depart from it. Usually, this
scripture is quoted in regard to the way children should be reared. However, I believe that the
role of a teacher is to instill in their students a love of learning that will follow them and they will
become lifetime learners. To instill that love for learning, teachers should create an environment
that encourages learning; provide a place where students can engross themselves in the content
as they build their body of knowledge. I believe teachers are responsible for setting standards of
achievement, evaluating students performance against the standard, and adjusting the teaching
approach to best suite students when the need arises. Teachers should always play the role of
advocate for their students. Powell (2012) states that in order for a teacher to be an advocate for
their students they must always put their students needs first (p.15). What I believe is at the
core of the role of a teacher is doing whatever is necessary; play and be whatever role you must,
to insure student success.
On the other end, I labor under the belief that all students come into the education system
excited about learning and wanting to learn. Yet, students must possess more than just the will to
learn and excitement is a great thing to have, but students need more. Learning is not acquired
through osmosis and requires an active component on behalf of the student. Students must be
active participants in the learning process by coming to class prepared, contributing to class
discussions, answering questions, and asking for clarification when needed. Also, students must
come to the classroom with a commitment to learn and take personal responsibility in the
achievement of their education goals. By doing so, students convey to their teachers what they
comprehend and where they may need clarification. Conveying this message allows teachers to
adjust their role accordingly.
Classroom Management

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Classroom management refers to the ability to reduce behavior problems and enforce
disciplinary actions in the academic setting (Powell, 2012, p. 159). Fred Jones, the guru of
classroom management, says, "The best way to manage behavior problems is to prevent their
occurrence (Teaching Tools, 2011)." I believe that classroom management encompasses more
than student behavior. It incorporates procedures for transitioning and procedures for how things
are done. My position on classroom management can be summarized in three words:
expectations, preparation, and time.
Setting expectations on behavior and procedures is essential to classroom management
and the earlier the better. Expectations tell the students what you expect from them and lays the
ground rules for how things are done in your classroom. Expectations impact students
performance and their behavior in the academic setting. Clearly defining these expectations will
help things go more smoothly throughout the year. The goal of setting expectations is that it
focuses more on the prevention of behavioral issues rather than the intervention when they occur
(Powell, 2012, p.159).
Ezekiel 38:7 says, Be ready and keep ready, you and all your hosts that are assembled
about you, and be a guard for them. A well-managed classroom is one where the teacher and the
students are prepared for the learning activities of the day. A teacher who is well prepared has the
learning objectives for the day in sight and a plan on how to convey those objectives. Being well
prepared, both teacher and student, keeps the learning flowing without stops to gather wits,
materials, and things of the like. Being prepared guards against idle time providing an
opportunity for behavioral issues; idle time that could be better suited for learning.
Managing time is probably the most important aspect of classroom management. Psalms
90:12 tells us that we should number our days that we may get a heart of wisdom. A teacher who

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manages time well knows that a school year consists of one hundred and eighty days and each
school day is approximately seven hours long. Hence, effective teachers who manage their time
well want to squeeze as much learning as possible into those seven hours. Managing time well
lessens down time that may open the flood gates for behavior problems and increases students
time on tasks.
Instructional Strategies
I believe that a teacher should have a plethora of instructional strategies in her tool bag;
be a jack of all trades. I also believe that an effective teacher will display whatever theory their
students need them to be at any given moment in time. That is why I believe the most effective
instructional strategy is differentiation. Differentiation, proposed by Carol Ann Tomlinson,
engages students in instruction through different approaches to learning, by appealing to a range
of interests, and by using varied rates of instruction along with varied degrees of complexity and
differing support systems (Tomlinson, 2014). In differentiated classrooms, teachers ensure that
students compete against themselves as they grow and develop more than they compete against
one another, always moving towardand often beyonddesignated content goals (Tomlinson,
2014). Classrooms are occupied with various learners who differ not only in culture and
language but also in their intellectual abilities, prior knowledge, and learning styles (Huebner,
2010, p. 79). Differentiated instruction allows the teacher to deliver personalized instruction that
is most effective for that student, insuring that they are successful in their academics.
Evolution of Thoughts and Goals
Having delved into the experience of teaching full time, my fundamental beliefs about
teaching have not changed. What has changed after the student teaching process is my optimism!

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Before embarking on this journey my goals were to have all my students master all content that
is taught to them in my class. After this journey, I have come to the realization that mastery in all
content areas for every student in my class is just not possible. There is not enough time in the
day, week, or school year; not enough resources to go around (staff included in resources), and
even if we did have all these things; the students are the variable in the situation. All students
come to us with different experiences and family dynamics that will affect the way will not learn
the same way or at the same pace. With this experience and having time to reflect, I have had to
alter my goals.
My new goals are more realistic and conducive to students, teachers, and time
constraints. My new goals are about growth and critical thinking skills rather than mastery. As a
teacher I will do my best to differentiate for each of my students so that each student gets exactly
what they need to be the best students they can be and get the most out of the education process.
But I have come to the realization that one hundred percent mastery is an unattainable feat. I
know believe that if my students leave my class knowing more than they did before they arrived,
have the ability to critically think, and have a love for education then I will have met my goals
as a teacher.

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References
Bergin, C. and D. Bergin (2012).Child and adolescent development in your classroom.
Wadswoth, Cengage Learning.Belmont, California
Huebner, T. (2010). What research says about differentiated instruction? Meeting students
where they are. 67(5) p. 79-81. Alexandria, Va. Retrieved from ASCD.org
Jones, F. (2011). Teacher training. Retrieved from www.fredjones.com
Powell, S. D. (2012). Your introduction to education: Exploration in teaching. Boston: Pearson
Education Inc.
Tarabini, A and J. Jacovkis (2012). The Poverty Reduction Strategy Papers: An analysis of a
hegemonic link between education and poverty. International Journal of Educational
Development, 32(4), 507-516.
Tomlinson, C. (2014). Differentiated Classroom: Responding to the Needs of All Learners, 2nd
Edition. Retrieved from ASCD.org