Personal Statement of Teaching & Learning Philosophy Anthony J. DAngelo once said, Develop a passion for learning.

If you do, you will never cease to grow. This is a statement that truly defines my career as an educator. I also believe that this is the reason why many adult learners seek higher education. They want to continue to grow, to expand their current knowledge, and to achieve greater things in life. This defines the role of higher education. Institutions of higher education should strive to help all students reach their goals. And essentially, it is part of my responsibility to assist them in helping to make students hopes and dreams a reality. Education is much more than just a job or a profession; its a calling. Its a life choice that is filled with inspiration, passion, and enthusiasm for touching others. As an educator there are specific beliefs, assumptions, and values that guide my practice as it relates to adult learning. Many adult learners are self-directed, have accumulated lifeexperiences, and are goal oriented. They have chosen to pursue higher education and therefore have high expectations from their instructors. This is why it is vital for instructors to also have high expectations of their students. Pajares (1992) states, beliefs teachers hold influence their perceptions and judgments, which, in turn, affect their behavior in the classroom (p. 307). Because adult learners have had prior experience in an educational setting teachers must make sure that they explicitly state their expectations and hold students accountable. By setting high expectations students begin to see that you genuinely care for them and want them to succeed. Setting high standards also leads to a sense of ownership. When adult learners know exactly what is expected of them, they are more likely to challenge themselves and strive for higher achievement. I also believe in treating students with dignity and respect at all times, no matter their age. Miller & Pedro (2006) state, Respect is a fundamental human value that forms the basis of character and personality (p. 293). When working with students it is especially important to remember this definition. Though we are working with adult learners, teachers are essentially shaping lives and nurturing life-long learning. By treating students with respect and dignity, we are instilling those crucial values that are necessary for success in the world. Miller & Pedro (2006) believe that, the teachers role is imperative to successful teacher student interaction and creating a positive classroom climate. There is a positive relationship between teacher expectation and student achievement, and teachers must be mindful that all students are entitled to their help, attention, and feedback (p. 294). By remembering this relationship and being attentive to what our obligation is an educator; we will create an environment of respect and dignity within the classroom. While these two principals form the foundation of my classroom practice, as a reading instructor my overall teaching philosophy is deeply

rooted in constructivist theory. Constructivist theory demands attention to who the readers are, what they bring to the text, the expectations they have of texts, and the choices they make as they read (Probst, 1987). Constructivism is based on the belief that students actively construct their own knowledge (Strommen, E.F & Lincoln, B., 1992). The teacher serves as guide, leading students to create and construct their own ideas based on their interaction with what is taught. In my classroom I make it my goal to remember that all students have different ability levels and work at different paces. It is essential to differentiate instruction, allow students adequate time to work, and provide the necessary assistance. This allows students to take ownership for their learning, see purposes for lessons, and connect old knowledge with new knowledge, which is the foundation of constructivism and the foundation of everything that takes place within my classroom. When students begin to construct their own knowledge they begin to feel more successful at the tasks they are asked to complete. This feeling of success leads to an increased ability and opportunity to learn. It is my responsibility to develop a classroom culture that invites student participation, collaboration, and a willingness to share. By developing this rapport and creating this environment of trust, students will begin to feel more successful. Once this feeling of success is instilled in students, it will increase their overall confidence and motivation to learn. If teachers show students that they understand or at least make an effort to understand where they are coming from, instruction will become more authentic for these students. I am striving to use what I know about students and their learning to produce individuals that are invested and connected to learning for a lifetime. One of the most important aspects of my philosophy of education is the importance of activating students prior knowledge. Constructivist learning emphasizes the significance of each individual learners previous knowledge. Prior knowledge consists of specific knowledge about the topic of the text, general world knowledge, and knowledge about the organization of the text (Dole et al., 1991). Background knowledge and experiences are one of the most important indicators of reading comprehension (Reutzel & Cooter, 2003). As a reading instructor I feel that it is important that students know that their knowledge is relevant to what they are reading and why that relevance is important. Another important part of my philosophy of education is assessment. According to Reutzel & Cooter (2003), For you a teacher, the goals of assessment ought to beleading to a plan of action or next steps in helping students develop strategic reading behaviors (p. 17). While I think that summative assessments can be very useful and informative, I tend to administer more authentic formative assessments. I feel that these assessments give me a better view of students true ability levels. In

authentic classroom based assessment the teacher continuously gathers information and uses it to make decisions about what instruction will best support students literacy growth (Cooper & Kiger, 2008). At the center of my educational philosophy is the idea of metacognition. Metacognition refers to the knowledge that you possess regarding your own cognitive process. Simply stated, metacognition is thinking about thinking. In my classroom, I foster many conversations focusing on students thought processes. This is vital to adult learners specifically in the area of reading. They must be able to understand their thinking processes in order to begin to delve deeper into critical thinking and comprehension. I use tools such as graphic organizers, double entry journals, reading logs, and collaborative conversations to further discuss the metacognitive process within the classroom. Reading is, perhaps, one of the most essential aspects of higher education. Without successful reading skills, students will struggle in other courses which will ultimately inhibit their progress. By focusing on prior knowledge, formative assessment, and metacognition students will be able to synthesize information for better comprehension. Not only will this allow them to experience success throughout their college careers, but it will also help them greatly in their futures. Reading is critical component to any job, career, or profession. By learning these skills now, students will be able to apply them for a lifetime.

Works Cited Cooper, J.D. & Kiger, N.D. (2008). Literacy assessment: Helping teachers plan instruction (3rd ed.). Boston: Houghton Mifflin Company. Dole, J.A., Duffy, G.G., Roehler, L.R., & Pearson, P.D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61(2), 239-264. Retrieved from the JSTOR database. Miller R. & Pedro, J. (2006). Creating respectful classroom environments. Early Childhood Education Journal, 33, 293-299. Pajares, F.M. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332. Probst, R.E. (1987). Transactional theory in the teaching of literature. ERIC Digest. (ED284274) Reutzal, D.R. & Cooter, R.B., Jr. (2003). Strategies for reading assessment and instruction: Helping every child succeed. Upper Saddle River, NJ: Pearson Education. Strommen, E.F & Lincoln, B. (1992). Constructivism, technology, and the future of classroom learning. Education and Urban Society, 24, 466-476.