Running head: PERSONAL TEACHING PHILOSOPHY 1

Personal Teaching Philosophy

Lyssa Heath
Regent University
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As an educator, I have been given one of the most demanding, yet rewarding jobs that I

could have chosen to pursue. Being tasked with the opportunity of helping students through both

their academic and personal lives is such a humbling opportunity and I gladly look forward to in

my future classroom. Among the many goals that I have for my classroom, I want to strive to

create a safe environment for my students while also designing and implementing engaging

lessons. I also desire to build a strong lasting relationship with each student in my classroom that

is unique and mirrors Christ’s love. My personal teaching philosophy, in short, is give them love,

respect and opportunities.

After physical needs, the desire for safety is often a driving factor for students in the

classroom. Increasingly students are being faced with situations that are both emotionally and

socially unsafe as well as physically dangerous. While I can take some precautions to prevent

physically dangerous situations, there are many safeguards I can put into place to make sure my

students feel safe among their peers. First, I will be sure to monitor students’ interactions with

their peers to be sure there is no evidence of bullying or other forms of humiliation occurring.

Many times, students are afraid to stand up for themselves or a fellow classmate, so being aware

of conversations between my students will help me identify any action that I will need to take to

ensure students’ safety. Addressing students on any behavior one-on-one is another way to

develop an emotionally safe classroom. No person wants to have their faults addressed publicly

before their peers, including students. Making sure to privately, quietly and quickly correct any

unwanted behavior will further promote trust and respect in the classroom. Teachers can also

create a safe learning environment by the way they address and answer students in the classroom.

If a teacher constantly berates pupils for their wrong answers or actions, they will begin to

disconnect from their classroom and their learning. I am striving to be a teacher that does not just
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tell a student when they are right or wrong but respectfully encourages them to identify their own

learning mistakes and correct them. In this way, students do not focus on the fact that they

missed the mark on a question, but rather on how they will successfully approach a similar

problem in the future. This concept helps students to continue grow in their learning in my

classroom.

Effective lessons plans will also ensure my students are able to meet their learning goals

effectively and adequately. When I originally started my path to a teaching career, I pictured

whole group lessons that were the same across the board for all students; this however, is not

how students learn. As mankind has grown in its understanding of the brain’s functions, so has

the field of teaching in its lesson plan preparation. One-size-fits-all lessons are no longer

adequate for every learner in the classroom. As a teacher, I plan on creating lessons that are both

engaging and tailored to each student’s learning ability. By differentiating the content, delivery,

and materials, my students will be able to grasp concepts in a way that works for them. This will

ensure that each student is provided with plenty of learning opportunities that present the

material at a developmentally appropriate level. These opportunities also involve encouraging

them to take risks and reach for learning goals that seemed impossible in the past. In my opinion,

engaging lessons should also include real-life applications where students are able to apply their

knowledge throughout learning domains and gain a deeper understanding of a concept. By

creating connections with learning outside the classroom, students are more likely to retain and

practice their knowledge in the future.

Finally, establishing strong relationships with students is an objective that I intend on

achieving. John 13:35 states, “By this all will know that you are My disciples, if you have love

for one another” (New King James Version). This verse has honestly been my life motto or goal;
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being that person who shows God’s love through her actions and words. I have seen and heard

stories of students failing academically and socially because someone at one point labeled them

as the “bad kid” or “slow.” Other teachers can be quick to then identify the students with these

labels and approach them with the idea that they are not as capable as other students. They may

not spend much time trying to work with these students because it will not make a difference

anyways. In contrast, I want to be the teacher that gives every student a chance to be the best that

they can be. I will accomplish this, in part, by creating and maintaining respectful relationships

with my students. I will be the teacher that is able to give every one of her students at least a few

minutes of quality time a day that tells them that they are important and valued. Again, touching

back on creating a safe classroom, I want my students to feel safe and comfortable coming to me

with any issues or problems that they may be facing with the confidence that they will not be

judged or condemned. I also desire for them share with me their accomplishments and be able to

celebrate with them. Overall, I plan on creating relationships with my students that shows them

God’s love on a daily basis.

Being a teacher is much more them simply passing on knowledge to a classroom of

students. It also requires creating a safe environment that enables learning for each student while

making sure that each one knows they are valued and loved. By setting these goals expressed

throughout this paper, I plan on constructing

a classroom that every student will enjoy

being in during their academic journey.