Philosophy Paper: Josie Parry

March 30, 2019

Having a teaching philosophy is crucial, as it puts my values and beliefs into concrete

words. It sets a path for a number of different classroom components: the environment, the

curriculum, the interactions between the teacher and a child, as well as a child’s family.

Formulating a teaching philosophy assisted me in uncovering my own identity, better enabling

me to strengthen my individuality. A teaching philosophy considers the following: how a child

learns, the involvement of families, the role of educators, curriculum implementation, assessment

practices, and ultimately why teachers choose to teach.

Through the process of developing my teaching philosophy, I first identified and

developed my own beliefs of how a child learns. Through my experience of teaching in a Reggio

Emilia-based school, it is no surprise that my beliefs in regard to child development and learning

closely align with that of the Reggio approach. According to Biermeier (2015), “Children

construct their own knowledge through a carefully planned curriculum that engages and builds

upon the child’s current knowledge, recognizing that knowledge cannot simply be provided for

the child” (p. 73). A child learns through hands-on experiences and explorations; a child learns

from his/her environment and his/her peers; a child learns through play; a child learns when

he/she is given the opportunity to be a part of the teaching process. A child is capable of so much

more than he/she is given credit for, and when given the tools and opportunities needed to be

successful, he/she will exceed all expectations.

Understanding a child’s home life is critical in giving him/her the tools and opportunities

needed to succeed; therefore, the role of families takes part in the forefront of my teaching

philosophy. My classroom may have different definitions of “family.” One child may have two
parents while another has a single parent; one child may have five siblings while another is an

only child; a child’s grandparents may be considered the parents, due to a loss or a disconnect

with a parent. No matter how a child defines his/her families, each one plays a large role in the

success of the child. Families are a great source of information in regards to a child’s emotional,

social, physical, and cognitive development. While student teaching in Pugsley, I conducted

home visits at the beginning of the semester, where I was assigned seven children and I attended

each of their homes. Through these visits, I gained perspectives into each child’s family beliefs,

values, cultures, and traditions. Not only that, but I was also able to gain an understanding of the

family’s goals for the child. Giving a child’s family an opportunity to express input will not only

make them feel more involved, but will also help the child feel more comfortable in the

classroom.

According to the Reggio Emilia approach, the family is a child’s first teacher and the

classroom teacher is second; however, a classroom teacher does not play the role of a teacher

alone. As a classroom teacher, I will serve as a guide and a mentor, a role model, a resource, a

documenter, a facilitator, an enforcer, a counselor, and a communicator. When thinking of the

role of a teacher, I often refer back to Vygotsky’s theory of zone of proximal development (ZPD)

and scaffolding. According to Welsh (2017), “The role of the teacher involves circulating

through the room and guiding collaborative groups through hints, directed questions, and

clarification… The method helps students develop problem-solving skills as they think through

problems collaboratively” (p. 10). As an educator, I will help a child become his/her own

teacher. Rather than giving the child precise directions of how to do an activity or complete a

project, I will present an idea and allow him/her room to grow and develop independently,

guiding him/her along the way.

 One of the main tasks I will have as a teacher when guiding my classroom is the

implementation of an effective curriculum. I, along with teachers across the nation, will be

responsible for incorporating the Common Core standards mandated by the federal government.

According to the Common Core website (2017), “The standards were created to ensure that all

students graduate from high school with the skills and knowledge necessary to succeed in

college, career, and life, regardless of where they live” (sect. “About the Common Core State

Standards”). Although I will be held responsible for the completion of these set standards, I will

have some flexibility in how to meet them. Within my teaching philosophy, I recognize the

importance of developmentally appropriate practices. To help me identify developmentally

appropriate practices, I often refer to Erikson’s eight stages of psychosocial development.

Dunkel and Harbke (2017) found the following:

“Child-initiated goal-directed actions increase marking the beginning of the third

Eriksonian stage of initiative versus guilt… Caretakers that assist in the development of

initiative and help the child develop the strength of purpose by helping children formulate

and reach realistic goals.” (p. 59).

Each stage within Erikson’s theory is important, and depending on what age level I have in my

classroom, I will be sure to refer back to the stages to ensure I have a curriculum that implements

developmentally appropriate practices.

Another responsibility I will have as a classroom teacher will be the conduction of

assessments, whether formal or informal. Assessments should be collected and analyzed through

continuous observation, and they should not only center on a child’s academic performance, but

his/her social and emotional development as well. Assessments can be completed in a number of

different ways: through observations, anecdotal notes, surveys, pictures/videos, checklists,

portfolios, and so much more. Utilizing a variety of tools will allow me to determine where each

individual child is at in his/her developmental progress, better enabling me as the teacher to

make decisions in regards to curriculum and lesson planning. I will communicate effectively

with a child’s family and keep them informed on their child’s progress. A child also benefits

from assessments, as he/she can create personal goals and strive to reach them, as well as

monitor his/her own progression in the classroom.

Developing my teaching philosophy has given me insight into why I chose the profession

of teaching. Curriculum and assessments are certainly a part of teaching, but they are most

certainly not the reasons I chose this rewarding career. Thinking about the idea of working with

children who will ultimately determine our society’s future gives me so much excitement and a

sense of pride. Becoming a teacher will give me the opportunity to be a positive influence and

role model in a child’s life. Becoming a teacher will allow me to work with families who will

give me new and different perspectives and views of the world, and I will learn so much by

working with the families of the children in my classroom.

My teaching philosophy, as stated before, includes a number of components: how a child

learns, the involvement of families, the role of educators, curriculum implementation, assessment

practices, and ultimately why teachers choose to teach. It is important, however, to understand

that I am continually changing and developing my teaching philosophy with each new

experience I have, and I do not think my teaching philosophy will ever be finished.
 References

Biermeier, M. A. (2015). Inspired by Reggio Emilia: Emergent curriculum in relationship-driven

learning environments. Young Children, 70(5), 72-79. http://www.naeyc.org/yc/files/yc
/Reggio%20Emilia.pdf.

Common Core State Standards Initiative. (2017). About the standards. Retrieved from
http://www.corestandards.org/about-the-standards/.

Dunkel, C. & Harbke, C. (2017). A review of measures of Erikson’s stages of

psychosocial development: Evidence for a general factor. Journal of Adult Development,
24(1), 58-76. DOI: 10.1007/s10804-016-9247-4.

Welsh, M. J. (2017). Assist student learning through scaffolding. Pennsylvania CPA

Journal, 88(1), 10-11. http://web.b.ebscohost.com.excelsior.sdstate.edu/ehost/.