All entries for Monday 29 March 2021
March 29, 2021
What is my teaching philosophy? How has this originated, and can you evaluate how your educational touchstones will impact on the teacher you aspire to be?
‘Who we are, what we believe, and what assumptions we hold about students, the material, and the world significantly affect what we do in the classroom, no matter the course content or teaching style’ (Ramsey and Fitzgibbons (2005) cited in Beatty, Leigh and Lund Dean, 2020).
The essence of my journey into the classroom has been succinctly captured by Ramsey and Fitzgibbons (2005). I am a strong believer in the concept that the brain is elastic and can grow (Berliner and Eyre, 2018) if it is tended and nurtured.
I set up a school called BlossomHall School with a motto that says, Explore, Evolve, Excel and a symbolic allusion to growth and the concept of blossoming and this captures my teaching philosophy. To blossom is to become more attractive, successful, or confident. Children, like flowers, blossom under the right conditions provided by teachers, parents and other caregivers.
According to Dweck C. (2012) “Prodigies or not, we all have interests that can blossom into abilities” pg. 97.
A personal experience of growing my brain from underachieving to high performing after discovering my areas of strength and the right combinations for thriving, further enacts my conviction that everyone has the ability to thrive and succeed at something.
I believe that by applying effort and working hard, every child will discover where his strength lies. While we all celebrate and promote hard work and effort, not every young person is motivated to work hard or go the extra mile. In teaching, I want to nurture high performers who excel because they try and who try because they enjoy putting in effort. I celebrate effort. (Evidence 2) Within and around the class, I always aim to create an ambience and environment that supports hard work because hard work will always pay off. (Willingham D.T 2009)
I had a Mathematics teacher in secondary school, whose strategy was to make us work through every problem in the textbook from cover to cover. Although initially it was tasking, it was enough healthy competition and motivation to keep practicing. Constant practice opens up the memory and increase its capacity to take in more information and attainment (Dweck 2012).
Each time I am in a classroom, my objective is to leave no child behind in learning. However, I have encountered a few underachieving children who leave me wondering if I achieved my objective. I have been challenged by my mentor to improve on my application of differentiation and to seek more clarity on understanding the individual needs of my pupils (TS5). This is an improvement area for me as I want to be known as that teacher giving hope and a chance to succeed to children where others have given up, creatively adapting the teaching to meet their needs and to ensure that my class provides an welcoming at sphere where they are motivated to learn without much persuasion (TS7). If my philosophy is to see children excel and blossom, giving hope to such children is the only way that I will able to say I have succeeded as a teacher.
I want to help children to realize their potentials if they can consistently ‘grow’ their brains. Every child can learn and excel at something. No child should be left behind.
Beatty, J., Leigh, J. and Lund Dean, K. (2020) "Republication Of: Philosophy Rediscovered: Exploring The Connections Between Teaching Philosophies, Educational Philosophies, And Philosophy". Journal Of Management Education 44 (5), 543-559
Berliner, W. and Eyre, D. (2018) Great Minds And How To Grow Them. 1st edn. OX: Routledge
Dweck, C. (2012) Mindset. London: Robinson
Willingham, D. (2009) "Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How The Mind Works And What It Means For Your Classroom". Choice Reviews Online 47 (01), 47-0421-47-0421