The Personal Teaching Philosophy of Traci L Schwartz

I will share my curiosity by modeling a perpetual love of learning, while fostering

students curious discovery in their own unique ways, which will be continuously informed by
reflection, and pedagogical content knowledge.
As a curious person, I naturally enjoy learning. I look forward to sharing enthusiasm and
modeling the wonders of our world daily with my students. I will share with them my curious
questions, and then display to students how I am able to find answers. I will further empower
students to follow their passionate learning by encouraging, and valuing their questions. I will
enrich the class by using their personal sense of wonder to teach them to follow scholarly leads,
enabling their personal growth and as an introduction to research.
Because I recognize the importance of modeling, I will model problem solving processes,
and self-regulation techniques for my students, in a classroom community. Ideally, I will teach
students to implement these important life skills in an arena of compassionate camaraderie and
support with, and for their classmates. Specifically, student created goals and their own
formulations of strategies on how to achieve them, will provide self-efficacy for my students,
and thereby increase their intrinsic motivation (Snowman).
I value student community, culture and diversity. Therefore, I will be emotionally and
cognitively present to comprehend the culture and values of my students. With a more thorough
understanding of the social currencies which my students use, I will be better prepared to modify
difficult concepts to their current mental schema. Because it is found that Accomplished
teachers must have an understanding of how people learn and be prepared to teach in
culturally diverse classrooms I will be open to rally from all sources of student knowledge.
(Association). The motivation of students can be fostered with concepts that are socially and

The Personal Teaching Philosophy of Traci L Schwartz

culturally relevant in their world. Utilization of the media, trends, and my students ideas help
keep interest in the lesson topic, and piques the growth of childrens mental schema.
For perpetual improvement of a lessons impact on student populations, I will habitually
be a reflective practitioner (Schoen, 1983). Scheduling a personal debriefing, and journaling
period after class, I will be able to evaluate my own pedagogical content knowledge, as well as
student absorption. Accomplished teachers must have knowledge of subject matter
(Association). The engagement of this focused, daily type of reflection can exponentially grow
both my instruction, and students comprehension, of the curriculum.
I will use my own curious nature to inspire student led curiosity, emboldening their flair
for education. I will utilize students irreplaceable diversities for effective advancement of their
comprehension, as well as our community, and their future. I will engage in conscious reflective
journaling in evaluation of my instruction, techniques, and practices. I will then share my
reflective analysis within class discussion, to encourage self-regulatory skills in my students.

The Personal Teaching Philosophy of Traci L Schwartz

Works Cited

Association, National Education. "Research Spotlight on Best Practices in Education: An NEA Venue for
Best Pedagogical Practices." n.d. http://www.nea.org/tools/17073.htm . 12 March 2015.
Koch, Janice. Teach. 2. Wadsworth: Belmont, 2014. Textbook. 12 March 2015.
Schon, D. A. The Reflective Practioner: How Professionals Think in Action. New York: Basic Books, 1983.
Book.
Snowman, J. , McCown, R. Psychology Applied to Teaching. (14th Ed.) Cengage Learning, 2015.
Textbook. 8 April 2016

The Personal Teaching Philosophy of Traci L Schwartz

InTASC Standard Nine: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses

evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families,
other professionals, and the community), and adapts practice to
meet the needs of each learner.
Name of Artifact: Personal Teaching Philosophy
Date: 4/27/2016
Course: EDUC 250: Educational Psychology
Brief Description: (Revised) Personal Philosophy of Education
Rationale: Meaningful, ongoing learning, is practiced in systematic observation
and reflection on professional and state standards. Understanding is evolved by the
appreciation that any prior experience, or bias, on behalf of themselves, or others,
can affect the perception, interaction, and behavior in class. Analytic reflection is
the duty of educators who value both learning and their students educational
rights. In the careful deliberation of student and classroom reactions and
requirements, reflective teachers build ethical and professional expectations of
practice. The effects of modeling strategic reflection may translate to a deeper
student value of interactions and community relationships.

The Personal Teaching Philosophy of Traci L Schwartz

InTASC Standard Three: Learning Environments

The teacher works with others to create environments that support

individual and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and selfmotivation.
Name of Artifact: Personal Teaching Philosophy
Date: April 6, 2016
Course: EDUC 250:
Brief Description: The philosophy I embrace is one of inclusion. I will work diligently to
create an atmosphere of learning by modeling curiosity and encouraging student wonder and
participation.

Rationale: Motivated students are curious, and consciously engaged in class activity. I will
effect student participation by utilizing the uniquely diverse knowledge base that preexists,
thereby encouraging growth of the mental schema.