My Teaching Philosophy

By: Emily MacInnis

The answer to the question what kind of teacher do I want to be? has been on the tip of my
tongue since I was a child. Throughout my own student experience, I have picked up
characteristics along the way that I wish to possess myself, and also ones that I do not. I believe
in being a teacher who motivates students to do their best while maintaining a passion for
learning. In my teaching philosophy, I hope to validate what kind of teacher I aim to be, and
provide examples of how I will foster these qualities within the classroom.
Differentiation
I believe that as a teacher, it is important to see potential in each student. I will embrace
diversity among my students and do everything I can to help encourage students to reach their
goals. I will never pass judgement on the needs of my students on any level, and ensure everyone
feels included in the best way possible. To me, inclusion plays a necessary role in promoting a
positive and productive classroom environment. Through my teaching, I will highlight each
students strengths, and provide the necessary resources and support for areas where they may be
struggling. There are varied learning styles, personalities, strengths and disabilities among
students, and they all should be attended too in the best way possible.
Flexibility within the Classroom
Flexibility plays an essential role within the classroom. I do not think that a classroom
should be a permanently structured classroom. I have a view that a classroom should be flexible
to adhere to all students needs. As we know, students have their own cultural and social
experiences that shape their understanding (Vygotski & Cole, 1978). This is why I find it
important to be flexible in everything I do in my classroom. Additionally, I think it is important
for students to be able relate to the material they are learning to outside sources in order to
improve their understanding. My classroom will definitely follow a constructivist approach as
Vygotsky believes to be important for learning, and be a student-centered environment. I will be
flexible by providing choice to my students in what they do, how they do it, and how I will
assess them. Every student is different and learns differently; therefore providing choices to
highlight their knowledge would have a greater effect on their learning.
Connection with Students

As teachers, it is important to recognize the importance of building a relationship with

students in order to relate to them. I place a great importance on taking the time to get to know
my students and develop a better understanding of them personally, which will reflect on how I
teach and assess them collaboratively as well as individually. During my first internship in a
grade 4 classroom, I noticed a difference between the students I made a connection with right
off, and the ones I did not. The students I connected too immediately had more interest in what I
was teaching them and more interest in learning from me. Students sometimes need reassurance
that teachers are understanding of their needs, and have a genuine concern for their well-being. It
is necessary to be aware of the different aspects that can influence a students emotional state.
How the student is feeling can determine the degree of learning that occurs. Their home life,
friendships, and even their own thoughts and feelings can immensely affect how they perform at
school. I believe it is important to keep an open connection between teacher and students to
understand why they may be excelling one day, and struggling the next. In being aware of the
cognitive implications of how students are feeling, I can make the necessary adjustments in the
classroom to help the student cope with their feelings while remaining engaged in their learning.
As you can see, my beliefs have a strong connection to the theorists Kohn, Bandura,
Vygotsky and Bruner. As for Vygotskys theories on constructivism, I agree that students need to
construct their own knowledge in collaboration with their peers to able to grow, understand and
learn. Burner has the same theory on this topic; that students learn best when given the
opportunity to express their thoughts and collaborate with peers. Kohns theories suggest that
students should have an active voice in the classroom to be able to dictate how they learn in one
way or another. Students should not be simply just listening to information all day long; they
should be actively participating to make the most out of what is being provided to them. This
will make learning intrinsically motivating for students and give them a sense of ownership over
their success. Another theorist and theory that I nd myself correlating with is Bandura, and his
idea of self-efcacy. Self efcacy determines what a student believes they are or are not capable
of. A students self-efcacy is often created through past experiences, successes or failures. If a
student is made to feel like they will succeed, they become motivated to succeed and do their
best while leaving the fear of failure behind. If a student believes they are going to fail regardless
of their efforts, the often the effort is not put in and they do indeed fail.

To me, teaching is far more than just a job; it is a way to promote a positive change
among society. By following the effective theories of Vygotsky, Bandura, Bruner, and Kohn, as
well as promoting inclusion, flexibility, and connections within the classroom, I hope to inspire
students to continue their journey of learning beyond the classroom. I hope my teaching
philosophy and views on learning help my students in reaching their goals. I want my students to
grow into being the best people they can be, and know that they too, can make a difference.

REFERENCES
Gagne, Marylene, and Edward L. Deci. "Self-determination Theory and Work Motivation."
Journal of Organizational Behavior. 26.4 (2005). Print.

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic
Books, 1983. Print.
Davies, Anne, and Sandra Herbst. "Co-constructing Success Criteria." Education Canada. 53.3
(2013): 16. Print.
Kohn, Alfie. "Choices for Children: Why and How to Let Students Decide. Phi Delta Kappan
(1993). Print.
Kohn, Alfie. The Limits of Teaching Skills Reaching todays Youth (1997). Print.
Kohn, Alfie. The Case against Grades. Educational Leadership. (2011). Print.
Vogtski, L. S., & Cole, M. (1979). Mind in society: The development of higher psychological
processes. Cambridge: Harvard University Press.