Running Head: PERSONAL TEACHING PHILOSOPHY 1

Personal Philosophy of Teaching and Learning

Allie Yowell

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2017

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Introduction

Having a personal teaching philosophy is beneficial for educators as it guides them in

their daily tasks. It helps teachers create goals, as well as the steps to follow through on them. A

teaching philosophy reminds educators of their purpose in the classroom and directs their

instruction, classroom management, and professional attitude. My own personal teaching

philosophy is rooted in my faith in God, and it is curated by my experiences in the classroom and

the strategies and theories I have learned in school. It is neither complete nor stagnant; rather it is

a collection of my unchanging beliefs accompanied by my growing educational knowledge and

the experiences I have every day in the classroom. As my philosophy strengthens the more I

learn and grow, it enables me to be an effective educator as well as a lifelong learner.

Beliefs about Teaching

There are countless theories, philosophies, practices and strategies circulating the

educational world. With every idea someone has about teaching, there is almost always a

counter-position. I have had the opportunity to witness and even practice many of these ideas

offered to educators. I have seen different aspects of many theories in action and witnessed how

students respond to varying instructional and classroom management strategies. When I began

my studies to become an educator, I held the assumption that there was one distinct philosophy

that was best. I believed that the most effective educators all held the same beliefs, implemented

the same practices, and acted in the same way in a classroom. What I have learned after being in

many different classes and learning from different educators is that my assumption could not be

further from the truth.

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I have come to realize that there a numerous teaching practices that are effective, but

what makes them so is how a teacher implements them. What works for one teacher, one class,

or even one student, may not work well for others. I was overwhelmed in the beginning with

having to learn all the best practices and how to use them every day. What I know now is that

effective teachers learn what works best for them, their current class, and the individual students

within the class. The best teachers know that the best practices may not always work. I have

found that effective teachers are always flexible and willing to try something new.

To that end, I ultimately believe that there should always be balance in the classroom

where different learning styles are represented. I think it is important to offer many learning tools

to students to be able to meet each learners needs, and a great teacher takes the time to try

different methods to find what works. Just as it states in Ecclesiastes 3:1, For everything there is

a season, and a time for every matter under heaven, there is an appropriate time for many

theories in the classroom (ESV). For example, there should be times when lessons are taught

traditionally by the teacher, and other times the students should be able to guide the lessons and

teach each other or themselves. There should be an adequate balance of technology and

traditional methods. Students should have visual, kinesthetic, and auditory learning experiences

that enable them to connect with different senses. There should be opportunities for students to

make their own discoveries and times when the teacher guides the process. Essentially,

differentiation is a key part of what I believe makes an effective teacher. I believe it is critical to

give to each learner what they need and challenge them to the full extent of their abilities. In

Romans 12:6 it says, We have gifts that differ according to the grace given to us, let us use

them (NIV). As a Christian educator, I believe it is important to help my students strengthen

their God-given gifts. Ultimately, my ideal classroom would be a student-centered one where
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differentiation allows student strengths to be enhanced and their weaknesses to be overcome. My

goal would be to create a learning community in which students are empowered to take part in

their own learning and I, as the teacher, would learn alongside them.

Beliefs about Classroom Management

Regardless of the numerous different learning theories that could be implemented in the

classroom, there is one thing that should be universal to all; that is the love that teachers put into

their relationships with students. I think that all the classroom management theories and

techniques would fall short without love. In 1 Corinthians 13, God teaches us the importance of

love. Paul goes as far as saying that even the strongest faith is void without love. I think this

greatly parallels a teachers ability to manage a classroom. It is helpful to have techniques and

strategies to aid in behavior management, but it cannot stand on its own. One of my cooperating

teachers told me to connect then correct the students. Essentially, she was saying that the

students would not respond to me if I did not take the time to make connections.

I believe that taking the time to form relationships with students, build trust, and learn

their interests is important to establishing classroom procedures. While it is vital to establish

authority in the classrooms, it must be done in a loving way. I often think about Gods

relationship with His children. We are drawn to Him because of His love for us, yet we are

compelled to obey and honor Him. I believe teachers should model this relationship with their

students. When it is evident that a teacher cares about each individual student and sets high

standards for them, the students will have a desire to live up to those standards. In my

experience, students who have formed a bond with you will hate to disappoint. They will strive

to follow classroom rules. Furthermore, correcting bad behaviors can be done with a purpose, as

students will understand that you simply want the best for them. In 1 John 4:18 it says, There is
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no fear in love, but perfect love casts out fear. For fear has to do with punishment, and whoever

fears has not been perfected in love (ESV). In the same way, students would understand that

rules and consequences are not for the sake of punishment but from a place of love. Once this

foundation of love is established, encouraging good behavior and correcting misbehaviors can

easily be done. This creates a classroom that acts more like a community, where learning can be

the focus. Ultimately, my philosophy and goal as an educator is to give students all the tools I

can to help them learn and grow, and to do so in a loving way as called by God.