Philosophy of Teaching Kristin L.

ODell
MS of Educational Psychology
Spring 2017


Teaching requires knowledge, skill, passion, and creativity. Part science and part art,

teaching is a talent that improves through study and practice. The science of teaching requires an

understanding of the psychology fundamental to learning and motivation, as well as mastery of

content knowledge. The art of teaching requires one to balance structure and flexibility, to spark

curiosities, to be keenly aware of the needs of others, and to be infectiously enthusiastic. My

philosophy of teaching is shaped by motivation theories, learning theories, and my personal

sense of responsibility to be a positive force in the lives of students.

Before my students reach my classroom, my plans for their learning are already being

affected by the students physical, emotional, and psychological states. The decisions that I make

about my classroom, my students, and my teaching are with student motivation in mind.

Employing the ideas of motivation experts like Carol Dweck, I aim to keep students motivated

by promoting better student self-efficacies, mastery goal orientations, and growth mindsets. I

make sure that my students experience success through persistence. Students are encouraged to

try challenging things, to learn from mistakes, and to take pride in their accomplishments. In my

classroom, learning is valued, and students are taught that they are capable of learning anything.

With my actions and my words, I show students that talent is wonderful but tenacity is essential

to success.

To teach students I use a blend of strategies from essential learning theories and intuition.

Learning is meaningful (and memorable) when students are given opportunities to build on what

they already know with authentic experience. Using Vygotskys Zone of Proximal Development,

I work with students at a level just above what they can do independently. Before presenting new

material I engage with the students in ways that cue information that they already know. By

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Philosophy of Teaching Kristin L. ODell
MS of Educational Psychology
Spring 2017


helping students to encode new information with relevant prior knowledge, students make

connections, which aid in retention and recall (a main tenet of information processing theory). I

often use the steps of the Cognitive Apprenticeship Model when teaching. Important features of

the lessons I teach include: relevant/authentic learning tasks, a discussion of how to approach

learning tasks/narrated thinking, scaffolded practice that increases in complexity and scope,

feedback/assessments that promote self-regulated learning and student motivation, and

opportunities for learners to work collaboratively, explain their thinking, and reflect on their

learning.

Creating a positive learning environment for students is as much a priority for me as the

learning itself. The learning environment is an important consideration for all teachers, but it is

most crucial for teachers of young learners. Considering Bronfenbrenners theory of ecological

systems, elementary and middle school teachers are in a position to make a significant impact on

the developments of their students. Features of my classroom management include: positive

language, consistent expectations of student behavior, goal setting, both collaborative and

individual reward systems, and democratic decision making in which students raise questions

and concerns, voice their opinions, and vote on solutions. In addition to explicit positivity and

encouragement, I examine the implicit messages that I send to my students. It is my goal that

students internalize messages such as: every person has value, diversity is an asset, everyone

deserves kindness and respect, conflicts can be solved with words and compromise, we learn

from our mistakes, we can make the world a better place, and my teacher loves me and believes

in me.

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Philosophy of Teaching Kristin L. ODell
MS of Educational Psychology
Spring 2017


With each passing school year I am able to add new ideas to my teaching strategies.

Every few weeks I make time to reflect on how well things are going in my classroom. Through

reflection I am able to identify the things that seem to be effective and issues that need to be

resolved. Through research, reading, and listening I find new ways to engage and challenge my

students. I often ask students to help me identify what works well and what does not. During the

last two years as I worked toward my masters degree in educational psychology, I made many

changes in my classroom teaching. I feel fortunate to have had the opportunity to learn about

teaching and participate in classroom teaching during the same time period. The daily reminders

of the relevance of my schoolwork improved my motivation to learn, and the insights gained

from my graduate courses encouraged me to improve in the classroom. At this point in my career

I feel efficacious, yet I know that next year I will be a better teacher than I am today because I

will always want to learn more about my craft. My growth as an educator does not end with the

completion of my degree. Through professional organizations, quality literature, professional

development opportunities, and the continued thoughtful reflection of my experiences I will

continue to grow and develop in my teaching.