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Philosophy of Teaching | Philosophy of Discipline

Below you will find statements regarding my personal and professional philosophies regarding effective instruction and classroom management. These statements are continually in process, they are not fixed concepts and thus continue to grow and develop with each educational experience I encounter. I have made a sincere effort to update these statements whenever possible, however please be advised that they are subject to change.

Philosophical Reflections on Teaching

It is the responsibility of the educator to construct a foundation upon which learning can occur. In other words, we as educators are responsible for facilitating an environment where student understanding can develop, in doing this we can create lifelong learners. It is this, which is most vital to successful teaching. Achieving true understanding of a concept necessitates a much more developed and involved approach than simple instruction; it requires complete comprehension. Central to this approach is the utilization of preconceived notions present in all students. Students have spent their entire life developing a unique understanding of the world around them based upon all previous knowledge and experience. This knowledge base is both valid and legitimate to that student. Rather than attempt to completely alter this world outlook, educators must embrace these preconceived ideas in an effort to facilitate growth and development through the connectivity of concepts. Essentially, we as educators must teach the students to teach themselves. This requires the effective use of higher level thinking skills developed after years of carefully planned, objective-based instruction. Experiential, performance-based learning is one of the most effective methods to allow students to construct meaning from lesson, therefore whenever possible it is beneficial for the educator to use indirect instruction in addition to the standard direct instruction model. It is crucial that students apply new concepts through well planned activities to ensure full comprehension. Furthermore, previously learned concepts must be revisited consistently to ensure retention. It is the duty of the instructor to promote intrinsic motivation from within the students. A student will only learn when learning if it is meaning to him/her and for this reason the instructor must work to develop this internal drive in each and every student in their classroom; grade alone are not sufficient motivators. Understanding has been achieved when a student possess the skills to develop their own perception and insight. If students cannot apply a concept in such a way that it is useful to them when they walk out of the classroom, it is accurate to conclude that it has not been learned. It would be a disservice to send a student into the world without essential critical thinking and problem-solving skills. Therefore, an educator must go beyond mere factual based instruction and assessment practices. Students should be able to demonstrate an understanding of the content though innovative, resourceful means. When this has occurred, we can be sure that we have nurtured lifelong learning skills in our students. "Education is not the filling of a pale, but the lighting of a fire".

Philosophy of Classroom Discipline

In regard to classroom discipline, my approach draws heavily upon theorists such as William Glasser and Rudolf Dreikurs. For effective classroom management to occur, educators must be fair and consistent with discipline, this necessitates that the classroom rules are presented and defined in great detail during the very first class. Rather than punishments for misbehavior, there must be logical consequences that apply equally to each and every student in the classroom. If the student breaks a classroom rule, they will be aware of the consequence and thus responsible for the repercussions. Central to this idea is respect, a simple concept that is overlooked far to frequently in contemporary education. The boss style of classroom management utilized years ago is no longer suited to the classrooms of today. Students are less apt to willing submit to the authority of the teacher unless there is a sense of respect that has been developed over time. Through the use of non-coercive discipline strategies, students are empowered to take responsibility for their own actions. Whenever possible, students should be given a choice based on a firm understanding of the consequences, in doing so they are likely to correct their behavior accordingly without consciously submitting to the will of another. It is not the right of the instructor to criticize or degrade the student. Rather, an effective classroom manager will develop a working relationship with the student based on mutual respect and help that student to understand why such inappropriate behavior is an obstacle to the achievement of his/her goal, such as passing the class or graduating from school. The educator will bring to light the potential repercussions of such action and allow the student to change his/her behavior based on their own intrinsic motivation. In short, the educator must maintain firm control over the classroom but in such a way that students are empowered to behave for their own benefit.