Running Head: PERSONAL TEACHING PHILOSOPHY

Personal Teaching Philosophy

Emily Kooiman
Regent University

In partial fulfillment of UED 495 Field Experience Portfolio, Fall 2016

PERSONAL TEACHING PHILOSOPHY

Introduction
Teaching is not for the faint of heart. If done correctly, teaching has the power to shape a
childs intellect, heart, and life. Some could view teaching as just another way to get the bills
paid, but when a teacher takes the time to get to know his or her students and provide
high-quality instruction geared toward each learner, lives are changed. My personal teaching
philosophy is to shape the hearts and minds of students through excellent, well-planned
instruction, tailoring learning to the unique needs of each student in order to help individuals
reach their maximum potential. Because of my faith in Jesus Christ, teaching goes beyond
classroom knowledge. I desire to be a protective factor for at-risk students, providing mentorship
and a safe classroom community where respect, honor, and grace are experienced and learned.
Beliefs about Learners
Since I began my teacher education program four years ago, my beliefs have evolved
dramatically. I used to adhere to the teacher-centered philosophy of education called
perennialism. I gave little thought to student differences, but rather, believed in sticking to
time-tested classics and ways of thinking and learning. After spending hundreds of hours in the
classroom, though, I began to realize teaching is less and less about the teacher. Rather, good
teaching is student-centered. It is about figuring out the diverse emotional, physical, and
intellectual needs of the students that make each one different from anyone else in the classroom.
It is about learning how I, as the teacher, can make learning interesting and attainable for each
student, seeking to inspire them to achieve their greatest dreams.
Before starting in the classroom, I had no concept of the importance of differentiation,
much less how to go about doing it in the classroom. After student teaching in two classrooms

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with learners at all different levels--gifted, inclusion, below or above grade level--I see not only
the importance of differentiation but the dire need for it. As a teacher, I must give all students the
opportunity to exceed in their learnings goals. This is achieved through providing different levels
of support, whether simply through differentiation of teaching to fit the learning style of the
learner or providing services for those with disabilities.
Schools of Thought
My teaching philosophy is now more characterized by existentialism with hints of
essentialism. I adhere to existentialism because I believe in developing the whole person, not just
the mind. I believe a classroom should be filled with the opportunity for wonder and discovery. I
want to teach my students personal responsibility and the importance of making choices that will
have a ripple effect in their lives. Though I love the self-paced and self-directed (Greene, 1978,
as cited by Powell, 2015, p. 232) nature of existentialism, I also recognize the need for basic
learning goals--reading, writing, and math--and the reality that there has to be some basis for the
curriculum. Therefore, my teaching philosophy has hints of essentialism in it as I seek to teach
basic skills and academic subjects vital to a successful life.
Teacher-Student Relationship
One of the things that sets me apart from other teachers is my belief about the
teacher-student relationship. Because of my faith in Jesus Christ, teaching is not just a job to me.
It is an opportunity to pour time, energy, and love into students who do not have that needed
attention and support from home. I desire to work with at-risk children and be a protective factor
in their lives in the midst of so many risk factors. Teachers have the opportunity to not only teach
to their students but to also mentor them--to be a positive role-model for them and walk

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alongside them, providing the support needed to become successful. I want to show Jesus to my
students by serving them so they can achieve exceedingly more than they could ever imagine.
My main goal as a teacher is two-fold. First, it is to help my students reach their
maximum potential academically. Second, it is to shape their hearts. My hope is that by my
example and the rules of classroom, my students will learn how to walk in love, kindness, and
grace for themselves and the people around them. Though these goals make teaching harder and
more time consuming, it is worth it to make a lasting impact in the lives of my students.

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References

Powell, S. (2015). Your introduction to education: Explorations in teaching, 3rd edition. Upper
Saddle River, NJ: Pearson.