Philosophy of Teaching Statement

Kyleigh Pharris

Why Teaching? Why Me?

Reflecting upon my experiences as a young child I can often remember playing the game
my friends and I called, School. I always enjoyed playing the role of the teacher. I am unsure of
the exact moment in my life that I decided I wanted to become an educator, however, I can recall
how once I was old enough to acquire a part time job, I applied to child care centers in my town.
I wanted to gain experience working with young children, and after four years in high school of
working at one center I knew that teaching was my passion.
Via my experiences at various child care centers and public schools throughout my years
in high school, college, and graduate school, I began to view young children from a new
perspective. The teaching philosophy that I have today has been molded and shaped by the many
encounters I have had with teachers, children, and families. I discovered that young children are
incredibly curious about their environment. I want the children I teach to be motivated and
empowered by the journey of learning and I look for the spark of interest within children,
kindling interests until they become born bright. I challenge myself to contribute this flame of
acquiring knowledge, without allowing the fuse of learning to burn out.
Image of the Child
I believe that children are capable of accomplishing magnificent things when given the
opportunity, and can develop independence through learning. Children are natural investigators,
explorers, and detectives. Through analyzing and observing the environment in which they live,
children become risk takers who gain confidence as learners. When children are interested and
find purpose in what they are investigating, their learning experience is deepened.
However, children need opportunities to share knowledge, perspectives and insights with
their peers and teachers. These moments allow the children in a classroom to experience an
enriched curriculum, for they are hypothesizing and collaborating. As a teacher I value the times
when children are learning from one another, because I feel this is how one establishes an active
learning community.
As an early childhood special educator, I believe it is of the utmost importance to provide
children with a least restrictive learning environment. The least restrictive learning environment
is different for each child, and I see it as my obligation to understand every child individually to
provide the most inclusive learning space. When a child has a disability this does not eliminate
my obligation to ensure that the child receives equal rights to an education. All of the children
are active learners and my classroom will always be a place in which every child can grow.
Supporting Childrens Learning
The learning that occurs within the classroom should have relevance and meaning to the
childrens lives. This perspective is rooted in the constructivist model of teaching, a part of which
includes emergent curriculum. This approach allows for teachers to take the time to listen to the
children, which is vitally important in their development.
As I embarked upon coursework in teacher education I came to understand that my
approach and beliefs were aligned with the philosophy known as constructivism. In a
constructivist approach the teacher creates an environment in which childrens explorations are
valued and cherished. The curriculum is connected to the interests of the children, because when
children are interested in the curriculum, they soon become experts upon the subject material. I
am an enthusiastic individual who brings energy and excitement to learning whether the
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Philosophy of Teaching Statement

Kyleigh Pharris

curriculum comes from childrens interests, from my passions, or as based on benchmarks or

standards.
As I continued into my graduate studies and have emerged a special educator, I have
grown to see myself as a dynamic teacher who obtains a multitude of roles. Although I am one
individual I am many teachers. In different settings I become a different educator because I must
adapt to the needs of the children I am in the presence of. I am a classroom teacher, an Early
Interventionist special educator, a teacher of small group interventions, a teacher for each child
based upon their needs-typically developing and those with challenges. I have grown to
understand that it is critical I adapt myself to support my learners in a variety of contexts.
Balancing Relevant Curriculum in a Standards-Based Climate
As the common core standards are being practiced in schools, I believe in ensuring that
each lesson has clearly addressed one of the standards. It is crucial that teachers abide by the
standards of their schools and state, for they outline the concepts children need to accomplish.
However, I also believe that teachers can incorporate these standards into curriculum that
emerges from the childrens interests. During my student teaching the first grade children were
fascinated by the differences of flags. As we began learning about flags the children grew to
understand their peers different ethnicities. The children were invested in this learning
experience, and I was able to connect their learning to many social studies standards. Teaching
children in a way that is relatable to their interests and lives is my obligation so that children gain
a better understanding of the world around them and can apply this knowledge in various
settings.
Time and Reflection
When supporting the learning of children, I find that unhurried time is the one of the best
ways in which children and teachers can learn together. This enables children to revisit and
continue exploring in various settings. As children continue to dive deeper into a topic, they are
able to create a better understanding. I like to allow children to revisit explorations and offering
choices during their play and work times. As the children reflect upon prior experiences I am
able to carefully analyze the curriculum and lessons. This allows me to not only gain insight
from the childs perspective, but it also allows me to critique my teaching. When thinking about
supporting childrens learning, I believe that it is important to reflect upon my teaching and the
responses of children. In this way I ensure that I am being responsive to the needs and interests
of the children. I believe that it is important to always critique your teaching because a strategy
that may have worked for one group of children, most likely will not for another. By being an
active participant in the learning alongside children, I am able to assess what I may need to do
differently to ensure that each of my children are succeeding.
Working with Families and Communities
Teaching children is not my only job, for each of these children come from diverse
families and communities. As a teacher my purpose is to openly and regularly communicate with
families about their childrens learning at school. When reinforcing conversations with families, I
am able to open many doors of discovery for all who are involved. I practice community
mapping, which allows teachers to learn about the different assets in the community in order to
assist families. By discovering these assets, I not only am able to provide families with additional
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Philosophy of Teaching Statement

Kyleigh Pharris

support I am able to bring these assets into the classroom. Children learn best when their
community and family are represented in their learning, for then they are able to make powerful
learning connections. School is a place where children and families should feel welcomed to
explore, for at any age there is always something to be gained. A way that I find time to share all
that happens in the classroom families is through weekly photo essays. The photo essays have
photos of the children along with a caption describing the image and curriculum. The children
are proud to share with their families these images, and it allows for the families to have a
snapshot of the childrens learning and seeing what this looks like in the classroom!