Teachers need to display personal attributes that will make them effective as models and socializers: a cheerful disposition, friendliness, emotional maturity, sincerity, and caring about students as individuals as well as learners. The teacher displays concern and affection for students, is attentive to their needs and emotions, and socializes them to display these same characteristics in their interactions with one another (Jere Brophy)
MY TEACHING PHILOSOPHY
First and foremost, I believe it is crucial to develop a strong bond with students, and this is what makes teaching possible. My teaching philosophy incorporates elements taken from Vygotsky's theory of social constructivism, while employing the best practices that will make our students successful learners and mature members of our society. This means using various tools and technology for learning, while creating different activities and assessment that will benefit the many diverse learners of the classroom. Differentiation becomes a part of this, as we strive to find ways that English language learners, gifted individuals, and students with learning deficits can excel. Sparking the imagination of students through inquiry and art, while finding new ways to engage their interest is an integral part of the learning process. This process should encompass experiential and hands-on learning. Working within a student's zone of proximal development is equally important, as we direct students to think for themselves and become masters of their own learning.
Vygotsky’s theory of social constructivism plays an important role in my teaching philosophy. During my teaching experience, I have realized the importance of children learning in a social-constructed environment. Discussing topics as a class in a social setting is useful for invoking students’ prior knowledge before teaching a new concept. Students can build on their knowledge when they recall from their memory, especially for something that relates to them. Furthermore, with the right guidance and management, having students work in pairs can largely benefit the learning of students in some cases. Sometimes, students learn well from their peers versus learning solely from the teacher. Having student pair-share discussions is a great way for students to have proper discourse sessions. By explaining concepts to others, knowledge can further be consolidated.
I also agree with Vygotsky in that once children master mental tools, they gain control of their own learning. It is not merely about memorizing a fact that has been repeated enough, yet if children remember those things intentionally in a purposeful way, they begin to advance in their cognitive thinking. By using different mental tools, a child’s thinking and behaviours can be improved. Using Mathematics worksheets is only one way out of many that students can build upon new skills. Creating purposeful games or having the students create something of their own can also be utilized in practising a new skill. For example, in one class, I recall witnessing how Piet Mondrian artwork was transformed into a mental tool wherein students could practice their measurements and area calculations for Mathematics.
Using technology as a means for learning can work wonders in the classroom. Whether a child is using Raz-Kids to improve their reading, or Power Point to report findings on a given science topic, software can be their best friend. As one example, learning about weather for science cannot be more fascinating when children see these weather patterns, wind, temperature, and cloud formations on a real-time software application. Even learning about story-writing can take on a whole new level when students are creating their very own digital book. Utilizing SMART Boards in the classroom is another way to get children engaged with what they are learning, as they interact with the board and all that it has to offer. All these educational tools lie at the tips of our fingers.
I also agree with Vygotsky in that once children master mental tools, they gain control of their own learning. It is not merely about memorizing a fact that has been repeated enough, yet if children remember those things intentionally in a purposeful way, they begin to advance in their cognitive thinking. By using different mental tools, a child’s thinking and behaviours can be improved. Using Mathematics worksheets is only one way out of many that students can build upon new skills. Creating purposeful games or having the students create something of their own can also be utilized in practising a new skill. For example, in one class, I recall witnessing how Piet Mondrian artwork was transformed into a mental tool wherein students could practice their measurements and area calculations for Mathematics.
Using technology as a means for learning can work wonders in the classroom. Whether a child is using Raz-Kids to improve their reading, or Power Point to report findings on a given science topic, software can be their best friend. As one example, learning about weather for science cannot be more fascinating when children see these weather patterns, wind, temperature, and cloud formations on a real-time software application. Even learning about story-writing can take on a whole new level when students are creating their very own digital book. Utilizing SMART Boards in the classroom is another way to get children engaged with what they are learning, as they interact with the board and all that it has to offer. All these educational tools lie at the tips of our fingers.
Vygotsky’s zone of proximal development (ZPD) is important to my philosophy of teaching. Developing proper scaffolding techniques is a crucial element to the child’s learning. For example, some children who are completely lost in learning a concept can become frustrated (and thus give up) if we do not give just the right amount of assistance. However, with most students, I find that asking the right questions prove to be a useful tool in scaffolding. We want to lead students in their learning without giving out the answer so easily. This allows them to think for themselves. If we give too much, it takes away the excitement of learning and does not train students to think; yet if we give too little, it may result in complete failure. There is a fine balance on this scale of learning within each child’s ZPD, and catering to that student based on their needs is crucial, as each child is at a different level of learning, despite our assumptions. Giving children hints and waiting time during class discussion questions can create the anticipated excitement of answering after thoughtfully pondering.
A classroom will always have diverse learners, consisting of some students with English as a second language. This makes it crucial to have a variety of activities and not just one form of assessment, in order not to exclude these children. Teaching science should utilize a blend of experiential hands-on learning, using inquiry-based activities and tying together relevant lessons through such activities. This can mean games, presentations, writing exercises, group and partner work, classroom discussion, purposeful art, and outdoor activities. It's important to engage students in different ways that will allow them to use various parts of their brain. Group activities should be used when convenient, to make sure that students are learning as a whole, and not just individually. Using art for some activities can help to foster the imagination on a given topic. Having written work within any unit as a means for children to document their discoveries while exploring science can also prove to be beneficial. One example is using daily science journals as exceptional aids in helping children to develop informational writing skills, while encouraging them to write about their developing knowledge.
A classroom will always have diverse learners, consisting of some students with English as a second language. This makes it crucial to have a variety of activities and not just one form of assessment, in order not to exclude these children. Teaching science should utilize a blend of experiential hands-on learning, using inquiry-based activities and tying together relevant lessons through such activities. This can mean games, presentations, writing exercises, group and partner work, classroom discussion, purposeful art, and outdoor activities. It's important to engage students in different ways that will allow them to use various parts of their brain. Group activities should be used when convenient, to make sure that students are learning as a whole, and not just individually. Using art for some activities can help to foster the imagination on a given topic. Having written work within any unit as a means for children to document their discoveries while exploring science can also prove to be beneficial. One example is using daily science journals as exceptional aids in helping children to develop informational writing skills, while encouraging them to write about their developing knowledge.
As educators, we should use everyday assessment to examine students' work, while using thought-provoking questions that assess and foster their thinking. It is for this reason why pre-assessment can be a valuable aid before teaching a topic, while formative assessment is used throughout the unit. However, assessment is much more than giving out standardized tests. As one example, projects and presentations can be used as a means of summative assessment, while fostering public speaking skills and communication. Using differentiation in not only activities, but also in assessment, will give us a more clear understanding of what children have learned. Some students will learn better differently than others, and one form of testing may be unfair to another student, due to his or her weakness in literacy.
There is a vital importance of family, social, and cultural practices or traditions on care, play, and learning for all children, especially at early childhood. I believe this to be equally important for students at later stages in their lives, as this is what develops them. I have seen how students in my class are affected by family and social practices, which can hinder or better their learning, by shaping their emotions and well-being. I have also seen how important play can be, and the type of play changes as the child grows—however, children still interact and play at different ages. I found it fascinating to observe play with my students during their recess break and how it influenced their learning in the classroom. The interactions that children have at home and outside of school also affect them in various ways. Students bringing cultural artifacts (or behaviour) to school, such as toys, books, or movies from home show that these things have an influence on them. This is also tied into Vygotsky’s theory. The culture of society affects the children that enter our classrooms, as I learned through conversations that I have had with each child. Each student is uniquely shaped by his or her own cultural upbringing and home environment. This is an important to take into consideration when connecting with your learners.
There is a vital importance of family, social, and cultural practices or traditions on care, play, and learning for all children, especially at early childhood. I believe this to be equally important for students at later stages in their lives, as this is what develops them. I have seen how students in my class are affected by family and social practices, which can hinder or better their learning, by shaping their emotions and well-being. I have also seen how important play can be, and the type of play changes as the child grows—however, children still interact and play at different ages. I found it fascinating to observe play with my students during their recess break and how it influenced their learning in the classroom. The interactions that children have at home and outside of school also affect them in various ways. Students bringing cultural artifacts (or behaviour) to school, such as toys, books, or movies from home show that these things have an influence on them. This is also tied into Vygotsky’s theory. The culture of society affects the children that enter our classrooms, as I learned through conversations that I have had with each child. Each student is uniquely shaped by his or her own cultural upbringing and home environment. This is an important to take into consideration when connecting with your learners.
How can we, as educators, incorporate First Nations, Métis and Inuit (FNMI) ways of knowing into the Science classroom, in such a way that Indigenous knowledge can be represented alongside contemporary science? Find out my thoughts by clicking the button below.