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My Teaching Philosophy
Benjamin Etters
EDU-1301.100
My Teaching Philosophy
I believe that learning should be as easy as possible for the student. All the information
the student needs to succeed in the classroom should be presented in a way that accommodates
all learning styles. When presenting material, there should be a verbal description of the content
along with visual diagrams and applications followed by a hands-on project or lab.
For me, chemistry is an amazing thing that can show us how the world, and the
things that happen in and around it, work. I want to translate that to my students by making them
question things and try and figure out why they work the way they do. Questioning to try and
Students should be familiar with each other and be able to work as a team to solve a
problem. At the start of the year, the students should share with each other about who they are
and where they are from. If the students are familiar and comfortable with each other, they will
There should be a list of major topics that will be covered throughout the year and
assignment should stay related to these topics. There should be time to question the material of
the section and ask how and why it works, but a schedule of when material should be presented
should be kept.
Short assignments should be given out each week covering the material discussed for that
week, then four exams spread throughout the year to cover all the material between each exam
period. A hands-on lab should be done every few weeks that relates to the prior lesson and
discussion on why we got certain results. There should be a week for work on STAAR related
material and give students time to study for the STAAR tests.
If there is a low average of grades over a topic covered, then the material should be
MY TEACHING PHILOSOPHY 3
shortly described again. Specific students with low averages should be highly encouraged to
come in before or after class in order to discuss material, concerns, and questions. Extra credit
work should be offered to everyone in order to improve grades. Students who do not have
English as a first language or reading deficiencies should be compensated with packets written in
their first language or a more verbal description of the material, along with extra time to