PHILOSOPHY OF TEACHING 1

Theoretical Framework for Philosophy of Teaching

Cara Lutes
Drake University

PHILOSOPHY OF TEACHING 2
How I Believe that Students Learn
I believe that students learning is altered and affected by external influences. I
align with Social Cognitive Theory, where Bandura states, learning is the process of
converting information from the environment into mental representations that guide
behavior (as cited in Fetsco & McClure, 2005, p. 92). Bandura also developed the idea
of Reciprocal Determinism. This states that learners behavior is influenced by
environmental factors and personal factors (Festco & McClure, 2005, p. 92). Students
need educators to understand the influences in their life and their culture in order for the
students to truly learn. Parents have expectations for students; communities as well have
expectations for students. When teachers can partner with students, parents, and
communities to understand the backgrounds, the strengths, the struggles, and the
potentials of students, the best environment is being cultivated for students to learn in. In
this way, students will feel most comfortable, confident, and motivated when the
influences of environment, person, and behavior are in sync.
Constructivism is a theory that I substantially agree with. I am a strong believer
that students construct knowledge that makes sense to them. I think that students learn
best by constructing knowledge rather than recording knowledge. Also, the best learning
occurs when immersed in authentic and real world tasks (Eggen & Kaucheck, 2007, pg.
234). I agree with points from both cognitive constructivism and social constructivism,
yet I see the immense strength in Jean Piagets theories of schemas, assimilation, and
accommodation. I believe that students learn by trying to make sense of material by
organizing the ideas and thoughts into file folders or schemes. When semi-challenging
information is presented to them, they can reflect and then slip it into an existing file
folder. However, when the information is extremely challenging and mind-boggling, a
schema needs to shift, adjust, and change in order for the new information to be filed
away to escape disequilibrium. A new schema could be also created as part of the
accommodation. I believe that students learn best when the teacher acts as a facilitator
and guide rather than the ultimate authority; students should be able to play a large role in
their learning in order to grow and prosper as an individual which is a part of selfefficacy (Snowman, McCown, & Biehler, 2009, pg. 328).
Social constructivism has surely influenced my thoughts on teaching philosophy.
An aspect of social constructivism is Zone of Proximal Development. Zone of Proximal
Development is Lev Vygotskys theory on how children learn, and I very much support
his ideas. There are activities or tasks that students can do completely on their own.
These do not bring about much learning because they are not very challenging. Then
there are tasks that are much too hard for students to accomplish even with support of a
teacher or more proficient peer. However, there is the zone of proximal development
which is the distance between what a student can accomplish alone and what accomplish
with assistance (Santrock, 2006, p. 51-53).This, I believe to be the best kind of learning
because students are being challenged; yet they are not overwhelmed with the impossible.
They have support for being stretched. I think that students learn best in their Zone of
Proximal Development because if we are never challenged, we will never grow.
However, if we are challenged to the point where it seems impossible, students will
become too frustrated and check out to a point where they learn little or nothing.

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How This Will Affect My Teaching

As a teacher, I will take Social Cognitive Theory and Banduras reciprocal
determinism into consideration. This is so vital because learning is affected by many
internal and external factors. I want to understand community dynamics of
socioeconomic status, parents professions, community expectations for youth, and the
schools reputation. I will connect with parents by reaching out through newsletters, and
seek feedback from parents regarding best form of communication, whether phone calls,
email, or notes in print. I want to be aware of dynamics so that I can be aware and build
relationships with students to create more avenues of learning. If students are not getting
enough to eat, it is natural that their focus in the classroom will not be top notch. If
students have many chores at home to accomplish, it makes sense why homework may
not be completed. I want to work with my students and colleagues to not give the
students breaks but be understanding and create ways to challenge and support the
students in the context that is effective and practical.
The theory of constructivism will most definitely affect my teacher because I
want to be a facilitator and a guide in my classroom. I want to set the stage for students to
take ownership in their education and help them construct realistic, challenging, and
short-term goals. I will encourage students to think more than the basics. I will provide
questions and ideas that may be challenging to students existing schemas and possible
misconceptions by asking questions that challenge their existing conceptions, challenge
those misconceptions and questions that challenge students to apply their revised
thinking to new scenarios (Eggen & Kaucheck, 2007, pg. 247). For example, if we are in
a unit on the Civil War. I will address the fact that most of us have learned that Abraham
declared the Emancipation Proclamation just in the name that abolishing slavery because
it was immoral. However, I want to ask my students to look at that historical event
through various lenses and critically think about political, historical, economic, and social
factors that were poured into that decision as well. I will encourage critical thinking in
order for students to construct their opinions and views to sort through bias and fact. I
want to provide my students with engaging lessons and activities that call for more than
completion, but also call for reflection. However, with this reflection I do not want to be
forceful or lecturing with the material. Instead, I want this to be driven by self-efficacy. I
will promote this type of thinking by providing forums online and in-class for the
students to share their ideas with peers and giving them positive and specific feedback. I
will encourage students to contemplate how issues learned in class affects their lives, not
simply their grade.
Social Constructivism is very important to me as I form my teaching philosophy.
The Zone of Proximal Development is an aspect of social constructivism. Looking back
to my education, the times when my teachers pushed me the most was when I learned the
most. I want to cultivate an environment in my classroom that encourages progress.
Students will not grow and expand their horizon if they are only give simple tasks that do
not provide opportunities to go a little deeper than they would on their own. I will
implement the idea of Zone of Proximal Development by providing scaffolding and

PHILOSOPHY OF TEACHING 4
support. I want to be of help, but I also want to be a teacher who investigates. I will be a
question-asker by challenging the students to analyze or synthesize a question a way that
they would not on their own. I will be aware of age-appropriate and developmentallyappropriate instruction to ensure the material is not overwhelming where students get to a
point where they simply want to give up. Also, I believe that group work will be
important in supporting the Zone of Proximal Development. Since students have various
skills, they will be able to help their peers think in new ways. I will organize activities
such as Think-Pair-Share and Jigsaw II. Discussion and teamwork-oriented group will be
vital in developing as a class together. Differentiation is also an important component of
the Zone of Proximal Development. One-size fits all no longer works. I will adjust
reflection questions to access different levels of high order thinking. In addition, I will
create heterogeneous groups. For ELL students or students with specific academic needs,
I will find sources or create sources that communicate information in a more
comprehendible manner. Learning should be interactive because that makes the learning
experience richer and will equip students to be contributing members of society.

PHILOSOPHY OF TEACHING 5
Works Cited
Eggen, P., & Kauchek, D. (2007). Educational psychology: Windows on classrooms (7th
ed.). Upper Saddle River, NJ: Merril Prentice Hall.
Fetsco, T., & McClure, J. (2005). Educational psychology: An integrated approach to
classroom decisions, 92.
Santrock, J.W. (2006). Educational Psychology (2nd ed.). Boston, MA: McGraw Hill.
Snowman, J., McCown, R., & Biehler, R. (2009). Psychology applied to teaching (12th
ed.). Boston: Houghton Mifflin Company.