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  • Philosophy Statement

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    A proficient teacher in the 21st century should include many different styles of learning in the classroom. My personal teaching style would be one of a facilitator where the class is student focused rather than teacherfocused. Lectures and guided notes do not work well with my teaching style.

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    A proficient teacher in the 21st century should include many different styles of learning in the classroom. My personal teaching style would be one of a facilitator where the class is student focused rather than teacherfocused. Lectures and guided notes do not work well with my teaching style.

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    © All Rights Reserved
    Скачайте в формате DOCX, PDF, TXT или читайте онлайн в Scribd
    Отметить как неприемлемый контент
    12 просмотров2 страницы

    Philosophy Statement

    Загружено:

    api-298867403
    A proficient teacher in the 21st century should include many different styles of learning in the classroom. My personal teaching style would be one of a facilitator where the class is student focused rather than teacherfocused. Lectures and guided notes do not work well with my teaching style.

    Авторское право:

    © All Rights Reserved
    Скачайте в формате DOCX, PDF, TXT или читайте онлайн в Scribd
    Отметить как неприемлемый контент
    из 2

    PhilosophyStatement

    Foley
    Ivaluethesocial,emotional,andmentalgrowthofmystudents.Iwantmystudentsto
    leavemyclassroomfeelinghumbledyetconfident;lovingtowardsothersandlovedthemselves;
    andinformedandcourageousenoughtotakeontheworld.Throughoutmythreeyearsof
    teachingexperienceIhavelearnedtouseamultitudeofskillsetswhileteaching.Jung(2012)
    suggeststhatapplyinglectures,demonstrations,activities,debates,andvideoprojectstolessons
    createsawellroundedandmultifacetedclasswhichincludesalllearners.Aproficientteacherin
    the21stcenturyshouldincludemanydifferentstylesoflearningintheclassroomwhilestill
    holdingontoanoverarchingthemethatstudentscanusetostayconsistentwithbecause
    studentsespeciallyELLsandspecialneedstudentsneeddependabilityandstability.
    Mypersonalteachingstylewouldbeoneofafacilitatorwheretheclassisstudent
    focusedratherthanteacherfocused.Iplacealotofplanningtimeatthefrontinoftheunit,
    developingideas,lessons,activity,discussions/debates,andprojectsforthestudentstothen
    workthrough.Duringthatexperiencetheywillgrowintheirdepthofknowledgeontheunit.
    Thismethodblendswellwithinquirybasedlearning,projectbasedlearning,cooperative
    learning,andcognitivestylelearning.Thereisalotofactivelearningthatispossiblewhen
    studentsworktogetherwithotherstudentsonsomelessonswhileotherlessonstheywork
    individually.
    DuringmytimeasateacherIhaveassessedthattheprojectbased,cooperativelearning
    workbestbecausestudentslikelearningaboutideasanditemstheyfindinteresting,likeallof
    us.Also,whentheyhaveavestedinterestintheirlearning,theyhaveconsistentlyshownthat
    theyaremorelikelytoparticipateinthelearning.Makingthelearningrelevanttothemandtheir
    interestalsodrawsintheirinterestsandcreatesmoreinquiryforthemtoinvestinduringthe
    year.Theinterestisnotonlyonthestudentsideoflearning,Ialsohavetobevestedinthe
    materialsomehowandfindaninterestinwhatIamteachingthembecauseifIamnotdedicated
    tothematerialinanysortofwayitwillshowtothestudentsandtheywillloseinterest.There
    havebeenalotofdifferentmethodsthathaveworkedformebutalsoalotofmethodsthathave
    notworkedforme.Lecturesandguidednotesdonotworkwellwithmyteachingstyle.Ifeel
    thatstudentshaveahardtimeprocessingtheinformationpasttherecallingdepthofknowledge
    phaseonWebbsguide.Lecturesarehardtositthroughandhardtoteach.Guidednotesarejust
    fillintheblanksandtheyusuallymovesoquicklythatstudentsdonotactuallyreadthematerial,
    theyjustbreezepasttheinformationinthelessoninordertofindthenextwordfortheblank
    space.
    ByapplyingmyteachingstyleinmyclassroomIhopetoachievemyclassroom
    managementgoalsaswell.Myclassroommanagementgoalsstriveforafullyengaged,happy,
    andhealthyclasswhereallstudentsfeelwelcomed.Mystudentslearnbestwhentheyareableto
    cleartheirmindsofoutsidepressuresandtobeabletofullycommittomylesson.Theycanonly
    achievethiswhentheyarehappyoutsideofmyclass.ThesemesterbeginswithaGettingto
    KnowYouweekwherestudentsslowlyopenuptoeachotherandareabletobegintrusting
    eachotherwithdifferentexercisesandactivitiesmeanttobuilduptheirtrustandacceptance.
    Theexercisesarealsoscatteredthroughoutthesemestertoensuretrustismaintainedandany
    issuesaresmokedout.Studentswhotakemyclassshouldleaveeveryclassfeelingloved,
    empowered,andreadytotakeonanyobstacleknowingthattheycanachieveanythingaslongas
    theynevergiveup.

    PhilosophyStatement
    Foley

    http://jungiansociety.org/images/ejournal/Volume8/Lu2012.pdf
    http://www.jstor.org/stable/1169461?seq=1#page_scan_tab_contents

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