- Philosophy Of Educationms. Schrader's Teaching Portfolio Lesson
- Philosophy Of Education Ms. Schrader's Teaching Portfolio Strategies
- Philosophy Of Education Ms. Schrader's Teaching Portfolio Allocation
Powered by Create your own unique website with customizable templates. My Philosophy of Teaching. Ivy Tech Community College. Central Indiana “The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.” – Martin Luther King, Jr.
This section is dedicated to my Pedagogic Creed. It is my own personal philosophy of education. The creed is based off of 'John Dewey's Pedagogic Creed' and is split into five sections. They include what education is, what the school is, the subject matter of education, the nature of method and the school and social progress. Philosophy of Teaching- Teaching How to Learn and How to Live My ambition of wanting to become a teacher originates from my own educational experience. Being brought up in both Japan and Sweden: private school in Japan, public and ballet school in Sweden, followed by an International school in Japan, I experienced new places, cultures. While a statement of your philosophy of teaching is an important item to include in your teacher portfolio, it also serves a much more important role. It guides and informs you as you prepare other portfolio items, it helps you prepare for a job interview, and it helps you to ensure that you are consistent in the way you answer job interview.
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Philosophy of Teaching
Georgia State University
I will never forget the overwhelming sense of unpreparedness, apprehension, fear, and actual nausea I felt as I walked to room 121 of Price Middle School to teach my very first lesson as a teacher, only two weeks into my teacher preparation program. How could someone possibly let me be alone with 20 eighth graders, let alone allow me to try and teach them algebra? While my lesson on solving for x was not the strongest, within minutes of standing in front of my first group of students in the heart of downtown Atlanta, my sense of fear dissipated and turned into sheer excitement at the possibilities of my future. I knew that deciding to become a teacher was the right choice. When reflecting on my knowledge, understandings, and ideals as a teacher, I must first recognize that many of my ideas about education have been shaped and influenced by my involvement and unconventional teacher preparation training with Teach For America. Before becoming a teacher, I was on track to becoming a television sports journalist. My major in college was Journalism and Electronic Media, and I had multiple internships with news organizations and newspapers. Although I truly have a passion for news, writing, and reporting, I felt a void in my life that could not and was not being filled. I decided to apply to Teach For America after hearing more about the organization and being inspired by their work. It was only after that first day of teaching during our summer training program that I was confident that teaching is what I want to do.
Philosophy Of Educationms. Schrader's Teaching Portfolio Lesson
Most of my beliefs stemming from Teach For America center around the idea that I alone can close the achievement gap in my classroom with my group of students. Using pre and post reading Diagnostic of Reading Assessment data, writing data, and ongoing tracking of mastery on learning standards and objectives, Teach For America is firmly grounded in the idea of data driven results and proof that good teachers alone can close the achievement gap between high income and low income students (Farr, 2010). My philosophy of teaching parallels this seemingly highfalutin notion:I truly believe that I can close the achievement gap in my classroom. My students can achieve the same level of academic knowledge and rigor that any student in America can. My students can grow two years in reading comprehension in only one academic year from the day they entered my classroom. And ultimately, my students can have the same life opportunities as any other student living in another area of the United States.
My mission as a teacher is for all of my students to leave my room successful and grow in their reading comprehension skills. I want my eighth graders to be critical and intuitive thinkers; to write with eloquent diction, proper grammar and develop their personal writing style; to read varied grade-level texts with fluency and accuracy; and to articulate scholarly speech and acquire stellar communication skills. I don’t want to just tell my students that I believe they are smart and capable; I want to enable my students to prove to themselves and believe deep down that they are smart, can accomplish great things, and will ultimately be successful. I want every student to leave my classroom each school year with an enhanced belief in their future and know that they are destined to do great things.
Of my five major beliefs in my philosophy of learning, the first and most important idea is that student achievement is my responsibility. No matter where my students come from, what educational background they possess, what reading level they may be on, where their writing skills may be, I am the sole person responsible for how much growth they achieve and what they accomplish in one school year. While many teachers view academically low-performing students and students behind grade level as a burden, I view them as an opportunity. Even though my students might not have had the best education leading up to my class, I can help them catch up and be even more prepared for the next grade level. Above all, I do not and will not ever make excuses for my students, as I know that their learning is my responsibility.
Another pillar in my philosophy of education is the notion that every student can learn. I often hear teachers, administrators and other peers in the field saying that their students “just cannot do it” or “are not capable” of doing rigorous and high-level work. I think just the opposite. I truly believe and have been witness to the ideal that every student can learn any subject when given the adequate support. By differentiating and modifying assignments for individual students, encouraging students to believe that they can do anything they set their mind to, and planning rigorous lessons and material to help students catch up, I know that I can get 100% of my students to a higher academic level than they currently possess (Wormeli, 2006).
Coupled with my belief that every student can learn, I also know that every student can behave. In order to have a safe learning environment, there must be a common expectation of how to act and what to do while students are in the classroom (Jones & Jones, 2006). Every child must know exactly what to do with all of their senses: who and where they should be looking, what their volume or noise level should be, what and where their body should be, and what they should be doing with their brains (Jones & Jones, 2006). In that regard, I believe that behavior largely depends on my instructions and expectations I set in my classroom. By holding high expectations not just academically but also behaviorally, I let my students know that I care about their education and their future.
The next ideal that shapes my philosophy of teaching is my deep-seated belief that the achievement gap is a literacy gap that doesn’t have to exist. I know that the achievement gap between high-income and low-income students has many historical, regional, and racial causes; however, this gap doesn’t have to exist just because of a zip code and the geographical location of where someone is born (Farr, 2010). Closing the achievement gap mainly involves closing the literacy gap, as many of the problems of underperforming students stem from their behind grade level reading scores.
In order for my students to become empowered by the potential they each posses, they will need to master each faction of the English Language Arts curriculum. Teaching English, reading, grammar, and writing in the context of meaningful texts and literature is the last pillar in my philosophy of teaching. I truly believe in what I am teaching and see the utmost value in mastering reading, writing, grammar, and effective communication skills. Of all subjects, I know that mastering English Language Arts is critical as it is a foundation for not only all other subjects, but for being an active and educated member of society. It is also the key and access point for overcoming the achievement gap in education, and can literally change the outcome of a student’s life.
Farr, Steve & Teach For America (2010). Teaching As Leadership: The Highly Effective Teacher’s Guide to Closing the Achievement Gap. San Francisco, California: Jossey- Bass.
Jones, V. & Jones, L. (2006). Comprehensive Classroom Management (8th ed.). Boston, Massachusetts: Allyn and Bacon.
Philosophy Of Education Ms. Schrader's Teaching Portfolio Strategies
Philosophy Of Education Ms. Schrader's Teaching Portfolio Allocation
Wormeli, R. (2006). Fair isn’t always equal: Assessing and grading in a differentiated classroom. Portland, ME: Stenhouse.