Statement of Teaching Philosophy

Ashley Schroeders
As my journey to becoming a successful teacher enters its beginning stages, I
have been faced with the idea that it is now the time to contemplate my
goals when it comes to the conduction of a prosperous classroom. My
teaching philosophy begins with the simple and broad idea that the student
will forever be more important than the subject, as they should find
themselves in each and every classroom. This has been launched by the
various characters that I have had the pleasure of being taught by in my own
experience as a student. Now facing the other side of the desk that I have
spent so long sitting behind, I am free to pursue my chosen career path with
the plentiful enthusiasm that has been gathered and built upon from the
study of various theories and of the establishing areas of education.
I firmly believe that, as a student, there is nothing more enriching than
perceiving your educators as more than authoritative figureheads at the front
of the classroom. That is why I choose to conduct myself in a way that finds
me defined as a learning partner to my students. It is rare, and potentially
unheard of, that a student will perform at their optimum level when being
covered in piles of information day after day, with facts spending very little
time being absorbed before new ones take their place. By ensuring that the
students see each day as a learning opportunity rather than a basket of
general information that may or may not appear on an exam, I believe that
students will learn to appreciate the subjects at hand and grasp a passion for
what they are being taught and, ultimately, for learning in general. Students
may enter my classroom with the understanding that they will be learning
something that is pertinent to their lives and that they will be heard,
challenged and accepted within the walls of my classroom as we tackle new
topics together. I will remain expectant and open-minded to the potential that
learners have the full ability to teach me, and their peers, something new
about topics or subjects that I may have previously believed myself to be an
expert in. I will build a safe environment for my students where they will feel
encouraged to ask the questions that they deem inappropriate to ask in any
other place, an environment where they will be taught respect for others, as
well as for themselves. School-age individuals are the future. Each and every
day they are being prepared to be set out into the world on their own, with
nothing but the knowledge that they acquire from their time in their
respective educational institutions. It is my responsibility to make sure that
each and every individual that comes through my classroom feels prepared
and confident enough to make the next step in their lives; to achieve
authentic independence.
In order to promote these objectives, I plan to conduct my classroom through
a number of approaches that are equally important for the success of the
learner as well as myself. The first approach is to understand the students on
more than just a general level. This will begin on the first day of class where it
will be explained to the students that I view them as much more than a

simple number or name on the attendance sheet. They each have wants and
needs and I intend to support them in any way possible. This begins by
determining what each individual define as their own wants and needs and
finding a way to meet these requirements together. The beginning of each
period will be used to get to know the students through group discussions
where they can talk about whatever they believe is important for myself and
their peers to know, whether that be their plans for the weekend involving a
hobby that they are particularly interested in to answering a question that
has been forever probing at the back of their minds. Another approach that
finds a particular importance in my understanding of a good teacher is the
emphasis I will place on organization. By having each lesson plan drawn out
before coming into the classroom and informing the students of the learning
objective for the day, we can collectively keep our minds geared towards
what needs to be done each day. Consistence will be key: meaning that
homework will be assigned on the same days every week and the students
will be prepared well in advance for any examinations that take place in the
classroom in order to evaluate their progress. Lastly, effective teaching and
learning will fundamentally be attained through the building of healthy
relationships between student and teacher. I have found that the goal should
never be for a teacher to become friends with their students. While we all
egotistically aim for everyone that comes into contact with us to like us and
appreciate us, the focus should be to create a stable and fair environment
where the success of each individual is at the center. With this in mind, the
rest will follow. Students will appreciate the teacher that respects them and
encourages them to perform at their greatest possible level which will, in
turn, lead to a friendly relationship that is beneficial to both parties. This
comprehension may be acquired through the creation of the respectful, safe
and organized environment previously discussed as well as through dialogue.
The exchange of ideas allows for the recognition of each students diverse
knowledge and background, which can only amount to the ideal ambiance for
success.
Because the main focus will interminably be the creation of a learning
partnership, each class will be broken into group discussion, a lecture and an
assignment (in-class or as homework). These group discussions will allow for
the achievement of a deeper understanding of each individual while a lecture
(with PowerPoints or other media support) will serve as the lesson-learning
introduction of each particular topic and/or subject. The assignment or
examination portion will serve as observing points to ensure that each is
progressing at the desired rate and essentially showcasing which subjects
need to be reviewed in order to assure that each understands what is being
presented to them. The activities may be described as a wide variety,
meaning that different competencies will be tested with each assignment,
whether that be written, verbal, artistic etc. in order to give each student the
chance to demonstrate their best work. This caters to the various types of
intelligences which is a more fair and just system than expecting each to be
an expert at every type of expression by the time that they leave the

classroom. Overall, each student should feel that they are being presented
with the opportunity to do their best and learn something along the way each
and every day. Once comfort has been found, they will understand that a
learning partnership has been created; one where each can benefit from the
knowledge of the other through the encouragement to achieve our goals.