Alyssa Supple

Professor Suk
Educational Field Experience EDUC 230-13
Spring 2015
Personal Philosophy of Teaching
As a student of seventeen years, I consider myself a nave expert when it comes to
understanding the education system. Doctor Corbett, my Educational Psychology professor at
Raritan Valley Community College, first described this term to me in the introduction to her
course. She explained how, in the case of being a nave expert, we are not gullible nor
uneducated as the term nave would lead us to believe but that we, the students, have
indirectly acquired expertise in the area of education through our educational experiences and
from our exposure to the school setting. I can address that, as I further my schooling, my view
and understanding of education is evolving, but it is these changes in perspective and in
experience that lend to the development of my personal teaching philosophy as a future educator.
As a student who always aspired to become a teacher, I have been observing, and
reflecting upon, my past educators keeping note on how each has affected his or her students.
The teachers that stick out most in my mind are the teachers that brought out the best in their
students, while continuing to challenge them. Teachers who limited their praise, in lieu of
providing constructive criticism, taught me more about my capabilities as a student; they also
pushed me to achieve more in, and out of, the classroom. Educators who set high expectations
for students provided more room for growth, while also raising the bar for personal achievement.
I felt more inspired to work to my best abilities with teachers such as this, than with teachers
who set the bar low, so as to ensure a rewarding letter grade. While I realize that not all
students appreciate this sense of drive in the classroom, and would rather take the easy A, I
know that this mindset will not aid anyone in the future, as our lives outside of school are

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substantially based on our self-efficacy: our ability and drive to do well for ourselves and for
others (Woolfolk, 2007).
From further observations, I believe that it is necessary to establish between the teacher
and the student a level of respect that inspires growth. Teachers need to set the expectations for
their students at an appropriate level that will yield the best efforts from their students, while not
overwhelming them. If a student feels that he or she can work hard and do well because of their
effort, they will be more optimistic and perform better than if they do not need to apply
themselves well to succeed, or if they cannot meet the requirements despite their best efforts.
Furthermore, teachers need to be understanding of their students needs and to be flexible in the
classroom. To be unyielding is often perceived to be negligent of the needs of others. There
should be a level of trust in the classroom that makes students feel comfortable to approach the
teacher, and the teacher flexible enough to modify their expectations and course objectives to
meet the needs of the students. In this regard, it is important that the teacher has some authority
in the classroom, and is not seen as inferior to the students. With respect being a two-way street,
there should not be an evident power struggle in the classroom, as the relationship between the
student and teacher is a professional one.
All of these aforementioned principles and beliefs define my personal teaching
philosophy, upon which I will build my practices as a teacher. I will have a classroom that is
more classically structured, but one that will allow for emotional and academic growth. I am
striving to create a nurturing environment, one in which students can feel free to communicate.
My standards will be high, and my expectations for a students work are to be based on personal
effort and achievement, as opposed to strictly on letter grades. Social interaction is also a main
component of my classroom, as through communication we can better understand material and

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make it relevant to ourselves. My goal is to develop thinking and communicating capabilities,

particularly in the study of English, that can be applied outside of the classroom.
Applying my personal teaching philosophy to the learning philosophies and psychologies
that I have been exposed to, I find that I am most inspired by Jean Piagets theory of cognitive
development. In short, Piagets theory focuses on how cognitive development is largely based on
the balance of nature and nurture (Bohlin, 2012, p. 119): meaning that individuals are not only
biologically inclined to develop in a specific way, but their cognitive development is largely
based on their surrounding environments. In this way, social interaction also plays a large role in
the development of individuals.
Piaget argues that individuals learn through active exploration of the physical
environment, (Bohlin, 2012, p. 120), and that in order to learn, students need to be able to take
part in, and understand the material, rather than just memorize it. I think that this is crucial for
learning, both in the early, and late stages of cognitive development. We cannot learn through
rote memorization; through application and relevance, we best understand, remember, and apply
information. In the classroom, this can be enforced through critical thinking exercises and
personal reflection. By taking the material you learn and manipulating it to become your own
thought and memory, you are being an active learner, and the material you absorb will become
more relevant to you.
Interactions among peers in the classroom are also important, as Piagets theory proposes
that peer socialization allows for students to better understand different ways of thinking (Bohlin,
2012, p. 120). That is why, in my classroom, I intend to not only have personal journal
assignments, but also class discussions, as I have experienced first hand the changes in thinking
that can come from these discussions. Every individual is at a different stage of his or her

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cognitive development, but it is utilizing these differences to help you grow that makes you a
better learner. Piaget recognized the importance of a having the teacher as a facilitator in the
classroom (Bohlin, 2012, p. 119), and it is our job as an educator to understand the differences
between our students and how we can best help them achieve their goals and gain understanding
of new material.
All together, my classroom will be one in which there is a professional learning
atmosphere, in which students and teacher alike can participate in the learning material. I want
ideas to flow in the classroom, and I want students to be able to communicate their thoughts
effectively: be it through writing, speaking, or other means. I think that, in order to achieve this,
my classroom will be rather traditional in structure, in that there will be individual desks, but
these will be mobile. When the time calls for it, we can circle up to discuss material. Perhaps
when covering something new, we will remain in our rows to focus on the board, or a speaker
but this speaker need not necessarily be myself at all times. There will not be unnecessary
rowdiness in the room, but I hope that there will be some static from passion and enthusiasm.
Movement and communication will be observed, but will be kept relevant to the material.
Through balancing individual development with the academic curriculum, I hope to create a
learning environment that is beneficial to all of my students, as well as one that is academically,
emotionally, and personally stimulating.

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Works Cited
Bohlin, L., Durwin, C.C., Reese-Weber, M. (2012). Ed Psych: Modules. New York:
McGraw-Hill.
Woolfolk, A. (2007, August 13). Academic Optimism. Anita Talks About Teaching: Audio Notes
by Anita Woolfolk to Accompany Educational Psychology 10E. Podcast retrieved from
https://anitatalks.wordpress.com