My Teaching Philosophy

I entered UNI a psychology major; I relished studying about how humans learn and what factors
(both internal and external) shape our behavior. As my degree progressed I realized that the clinical
populations I most enjoyed were children and young adults, and the tasks I most valued were those
designed to help these groups adapt behaviors and learn. Clearly I was meant to become a teacher.
Every life is a result of choices we make along the way; it is important that we have the widest
range of choices that we can possibly have. Education expands the number of choices the individual is
given. As a teacher I will be part of providing opportunities for students to gain knowledge which will
open doors/expand their options and potentially change their lives forever its hard to turn your back
on that kind of career.
Teaching is not just reciting specific facts hoping the captive audience of listeners will be
able later to recite the facts back on a standardized assessment. Nor does teaching function in
a vacuum the other side of the equation is that learning is also taking place. There are a
number of factors that make this interaction successful or not. I believe that it begins with my
own respect for diversity, commitment to genuinely authentic inclusion, positive classroom
management techniques, and the desire to provide my students with multiple opportunities for
cooperative and collaborative learning.
Specifically I am most comfortable with classroom management techniques that align
with Positive Behavior Supports. I believe students learn best in an environment where they feel
valued, respected and treated fairly. I will establish clear and reasonable rules and high
expectations for personal and academic effort and achievement. My goal will always be to
provide motivation for students to engage in appropriate behaviors in a management system that
focuses on positive interactions and outcomes. How successful I am at providing a safe and

accepting learning environment for all will directly impact how successful we are at reaching our
educational, social and personal goals as a classroom community and individuals.
Evidenced based instructional techniques founded on well documented research, analysis
of students response to intervention, carefully designed ongoing assessment and progress
monitoring, as well as reaching out to utilize community resources will help me plan effective
instruction to meet the needs of all my students.
One of the most important components of planning for effective instruction is the
analysis of ongoing assessment, progress monitoring and documentation of response to
intervention. I will need to know not just student scores on performance tasks/tests, but how
they are thinking. To do this I will look carefully at what type of errors students may be making
to better shape my future instruction. In addition, I will need to match the goals and specific
accommodations of students IEPs (Individualized Educational Programs) to my instructional
activities and assessments.
A variety of instructional strategies is needed to encourage learners to develop deep
understanding of content areas and their connections, as well as to build skills to apply that
knowledge in meaningful ways. I want to make sure the students in my classes learn how to
learn. I will incorporate themes, integrated units, projects, group work, individual work,
discussion, visual aids and hands-on learning in order to make children active learners. With
equal consideration towards making sure the instructional activities address the need for
engagement, adaptations to a variety of learning styles and multiple intelligences, a balance
between discussion/group work/seatwork and direct instruction presentation, I will strive to
provide balance that fosters student commitment to their own learning, intrinsic motivation and
stimulates their passion to learn.

My classes will include technology supports, differentiation of learning activities as well

as a variety of performance options, and a range of accommodations accessible to all students to
scaffold learning as needed to reflect a philosophy of authentic inclusion for all students. I
believe the importance of feedback that is meaningful and shapes instruction is also crucial to
students learning that mistakes are simply opportunities to make corrections and learn new ways
of doing things. I want my students to take risks and feel comfortable to explore options as they
make connections from our academic activities to their own lives.
Students learn better when instructors model behavior that they seek to promote in their
students. I think that students learn from more than just the lectures and the textbook; an integral
part of learning is watching the behavior of the instructor in a variety of situations. There is
always more to learn as a professional each student will teach me more about how to meet
individual needs. Each class, each grade level team, each parent and each extended community
group will provide opportunities for me to learn and grow as an individual and as a professional
educator.
As a teacher I will strive to model ethical behavior, not just appropriate classroom
behavior, but the genuine belief that I hold that students are first people with emotional needs for
belonging and affirmation; individuals who should always be given the rights and respect I
would expect/desire for myself. I do not see the role of a teacher as the top of the pyramid of
education instead we are a part of a community circle of learning.
The most effective teachers are willing to go the extra mile, as well as reach out not only to
professional colleagues/team members but utilize the resources in the community. I want to constantly
expand my skills as a teacher, learning from other educators, professionals outside my field, and the
parents and children in my classroom and school community. It is an old adage but a true one that it

takes a village to raise a child or to effectively educate one. I hope to model for my students my
own commitment to an attitude of leadership and collaboration with my peers, my students, and their
families to foster that same level of involvement from them in their own learning as individuals and
classmates.
All students need to feel a sense of hope for their future, a belief that education can help them
achieve their own present and future successes. By providing classroom instruction that is meaningful,
engaging and appropriate to their individual and collective needs I can help them see options and
foster belief in their own ability to create future options themselves. It is a huge responsibility, but one
with an equally deep sense of purpose what can be more important than helping someone realize that
by learning new things they can shape their own future.