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Teaching Philosophy of Jeanny Gilpin

If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you. Introductory Statement I believe teaching is an extremely complex social activity where students are united with the common purpose of learning. Each person has value and has the right to be treated with respect. The learning environment shapes the people we want to become. Therefore, it is my desire as a teacher to help each student fulfill their greatest potential. As mentor and facilitator, I encourage and applaud risk-taking behaviors within the realm of critical thinking. An archway symbolizes my teaching philosophy. In this entrance, one side of the arch is me, the teacher. I facilitate, model, encourage, and inspire. The opposite side of the archway looks identical, yet is made up of students who have their own abilities and talents. They will be challenged to discuss, process, model, encourage, and inspire each other, as well as me. A beautiful archway supports the building of knowledge and both sides have a role to play. Teaching Principles I believe the process of constructing knowledge is centered on the learner. More than simply empty vessels, the learning is student-driven. As teacher, I fulfill the role of a facilitator who presents, monitors, and challenges the learners. As learners, their quest for knowledge will begin with learning to find the answers to their own questions through our journey together. Since I believe knowledge is socially constructed, it is the individual who must take control of his own motivation for learning. By using the MUSIC Model of Motivation (Jones, et al. 2015; Jones, et al. 2012; Jones, 2009), my contribution will be to design instruction so that students will become self-regulated learners and will be motivated to continue on their quest for knowledge. I may offer choices, connect content to its usefulness to the learner, scaffold their learning until they find success, help them find areas of interest, and show that I not only care about their grades, but about them as an individual. Learning Environment I strive to create an environment that is safe and caring, and one in which regular feedback can develop self-regulating learners. Setting personal learning goals is an important part of the environment. Therefore, my teaching methods are well-thought out so as to relieve stress within the learning process. Teaching Strategies I believe in designing and implementing instruction in a way that best suits the individual to carry as much ownership as they are able to handle. By creatively using technology in order to find solutions to problems, I will allow student voices to be heard. The instructional design of each lesson will have student motivation at the forefront in order to best enhance student learning. Evaluation and Assessment I believe evaluation and assessment to be an important part of developing learners. The formative design assessment method best aligns with my own teaching philosophy because it uses alternative forms of assessment which aid me in discovering what the learner knows. These pieces may come in the form of observations, oral questions, creating representations, along with quick and informal written assessments. I believe in scaffolding student learning with activities to enrich their self-esteem as I challenge them to stretch their own abilities. Although I believe in using summative evaluations, they are not my primary focus. Developing self-assessments using rubrics, projects, presentations and portfolios help learners to reflect upon their own learning and

hopefully understand that the process is never complete. With appropriate feedback from myself and student peers, this spiraling process continues until the learner has developed something tangible of which they are proud. Summation I believe teaching also provides me with many opportunities for personal growth and learning. My goal is to instill a love of learning in my students as I provide solid educational experiences, coupled with an awareness of individual needs. My students are the reason I have become a strong, compassionate and dedicated teacher.

References Jones, B. D. (2015 publication date, invited). Teaching motivation strategies using the MUSIC Model of Academic Motivation. In M. C. Smith, & N. DeFrates-Densch (Eds.), Challenges and innovations in educational psychology teaching and learning. Charlotte, NC: Information Age. Jones, B. D., Watson, J. M., Rakes, L. & Akalin, S. (2012). Factors that impact students motivation in an online course: Using the MUSIC model of academic motivation. Journal of teaching and learning with technology, 1(1), 42-58. Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC Model of academic motivation. International journal of teaching and learning in higher education, 21(2), 272-285.