Statement oI Personal Teaching Philosophy
Lindsay M. Adams
Regent University

Personal Teaching Philosophy
James 3:1: Not many of you should presume to be teachers, my brothers, because you know that
we who teach will be fudged more strictly.
As one may view the Biblical scriptures about teachers, educators can be certain that they
must not take teaching lightly Ior they will be judged more harshly under the eyes oI God. My
personal philosophy oI education is centered around this importance. When we are called to be
teachers by God, we are given a huge responsibility; the great inIluence on young minds. It is
how we help to mold our highly impressionable students that determines how eIIective we are as
Purpose oI Education
Matthew 5:16: In the same way, let your light shine before others, so that they may see your
good works and give glory to your Father who is in heaven.
There are many philosophies and approaches to education which include moving the
minds oI students positively, keeping students interested in education, and assisting student
learning. For the purpose oI this paper, we will concentrate on the main principles that teachers
must display in order to be eIIective. My personal teaching philosophy directly Iollows and
supports these valuable teaching principles.
The Iirst point that educators must understand is teaching is a precious experience. We
are usually given the most time with our students daily and we have a chance to really make a
positive inIluence on our student`s lives. While we may not be able to out-right discuss religious
views within the public school setting, we can still let our light shine Ior God. This will keep our
students wondering what about their lives may be missing in regards to Iaith and God`s love.
Additionally, we can help keep our students wanting to learn new inIormation. The way
that teachers can accomplish this seemingly great Ieat is by making learning Iun and by teaching
inIormation in exciting ways to keep student attention.
While we are keeping students actively engaged in learning, we can help them reach
individual academic goals. This can be achieved by allowing students to selI monitor their
progress and show where progress has been made. Teacher`s treating this as a personal
achievement will Iurther help the students want to strive to reach even higher objectives. In using
these methods we will have a better understanding that they will lead towards positive,
purposeIul teaching.
Proverbs 19:8: e who gets wisdom loves his own soul, he who cherishes understanding

This is one main understanding that a teacher must have in order to teach eIIectively;
knowing that all students are capable oI learning. With this understanding, teachers will strive to
help learners achieve their personal academic goals. In addition, students will be treated as
individuals. Existentialism Iurther lends itselI to this ideal.
'Existentialist thought believes reality and humans to be too complex and unpredictable
to Iit into a neatly predictable system (Wiseman, Knight, & Cooner, 5, p. 58).¨ This is a true
reality because God created man in his image yet, we all portray unique characteristics and
personalities. To make categories Ior every type oI person as complex as God has made us
would be nearly impossible. This view should be carried into the world oI education because
every learner will not Iit into a speciIic category and thereIore should be taught at an individual

Teachers and Teaching
Deuteronomy 3:et my teaching fall like rain and my words descend like dew, like showers
on new grass, like abundant rain on tender plants.
EIIective teachers are good educators. They have deep knowledge oI many diIIerent
content areas and strive to teach all students new inIormation to help them obtain new academic
goals. Additionally, eIIective teachers constantly are looking Ior new and more-eIIective ways oI
teaching inIormation to most beneIit their students; they are continuous learners. Educators
should be highly-qualiIied individuals, meaning that they have a teaching degree and are
qualiIied to teach several diIIerent subjects. Their teaching methods should be varied to Iit the
many diIIerent intelligences students display.
Instructional Strategies
Proverbs :6: Train up a child in the way he should go, Even when he is old he will not depart
from it.
While eIIective teachers must display many diIIerent characteristics that add positively to
their teaching, they also must have an understanding that diIIerentiated instruction is the key
method oI teaching. DiIIerentiated instruction includes the teacher using many diIIerent Iorms
oI teaching methods to help all types oI learners. There are three main types oI learners; visual
learners, auditory learners, and kinesthetic learners. We as teachers must use varied instruction
in eIIorts to help each type oI learner gain the most Irom what they are being taught. This being
done will help keep each learner actively engaged in the learning process and will keep them
wanting to learn more.
Additionally, classroom instruction should center around the student-centered approach.
This approach allows the student to better understand the learning process and to Iurther be able
to be selI learners. The teacher must allow the students to be engaged in the learning process and
takes a more passive role (Wiseman, Knight, & Cooner, 5p. ). Likewise, students have
the chance to have more responsibility in their learning.
Classroom Management
Colosians :5-6: Walk in wisdom toward outsiders, making the best use of the time. et your
speech always be gracious, seasoned with salt, so that you may know how you ought to answer
each person.
Along with teachers diIIerentiating instruction and using the student-centered approach,
teachers need to display good classroom management. Classroom management includes having
clearly planned days, using eIIective classroom behavior strategies, and being organized to help
support a community oI learners.
To help the day run more smoothly, teachers should have well thought out and organized
plans. They need to take the time to gather all materials Ior a particular lesson beIore the lesson
begins and to have a clear idea oI how they are going to present new inIormation to their students
eIIectively. Teachers also need to be prepared to be Ilexible and know that their plan may need
to change.
In addition, teachers need to use behavior strategies which will Ioster a positive teacher-
student relationship. The strategies provided by the theory oI Love and Logic promote this
relationship while also promoting student responsibility. By using Love and Logic strategies, the
teacher can expect to hold a 'higher standard oI behavior¨ and can use preventative measures
which will help the students selI-correct their behavior beIore it becomes a problem (Fay &
Funk, 1995, p.6). Having behavior strategies such as those taught in Love and Logic is an
essential component to good classroom management.

Classroom Arrangement
In order Ior teachers to be eIIective, teachers must have an organized classroom that is
easily accessible Ior their students. 'A well organized classroom permits more positive
interactions between teachers and children, reducing the probability that challenging behaviors
will occur (Guardino & Fullerton, 1, p. 9).¨ This Iurther allows the students to be able to do
some oI their learning independently and allows the teacher to promote learning. Good
classroom organization additionally helps teachers maximize their instructional time and helps
prevent student distractions.
Democracy and Education
Job 31:15: id not e who made me in the womb make them? id not the same One fashion us
in the womb?
'Classrooms are Iilled with diverse learners who diIIer not only culturally and
linguistically but also in their cognitive abilities, background knowledge, and learning
preIerences (Huebner, 1, p. 1).¨ As God created all oI us, educators have the responsibility oI
making sure each student is treated equally, without bias. Displaying a non-stereotypical
behavior allows students to see that all people are equal as well. This will allow students and
teachers to better interact with all diIIerent types oI students and will help the teacher provide the
same superior education to all students.
Student Teaching
Romans 1:: o not conform any longer to the pattern of this world, but be transformed by the
renewing of your mind. Then you will be able to test and approve what God´s will is - his good,
pleasing and perfect will.

AIter student teaching, there were many other philosophies oI teaching oI which I was
able to observe. One oI the most prevalent components oI these philosophies was the abundance
oI resources each oI my cooperating teachers had. This led me to the understanding that
eIIective teachers should have access to many resources and will know how to access
inIormation easily. Having this inIormation on hand or knowing how to Iind inIormation
pertaining to subject matter will allow the teacher to Iind answers to the students` questions as
well as will provide them with inIormation to challenge their students` learning.
Another major component to the teaching philosophies I noticed within the classrooms I
student taught in, was the rapport each teacher had with their students. Their relationship,
whether positive or negative, had a huge eIIect on how the students reacted within the classroom.
It became evident that a teacher with an 'open-door policy¨ helps the students Ieel as iI their
opinions are valued within the classroom. This also helps to Iacilitate a positive learning
community as well as helps the teacher manage the classroom eIIectively. Each oI these
components, as part oI a particular teaching philosophy, I would hope to remember as I become a
Christian Educator. I have learned through student teaching that I must be a continuous learner
in order to become eIIective and that over time, my philosophies may change as I gain
understanding through my teaching experiences.
Romans 1:1: Therefore, I urge you, brothers and sisters, in view of God´s mercy, to offer your
bodies as a living sacrifice, holy and pleasing to God this is true worship.
In conclusion, this paper discussed philosophies that an eIIective teacher will possess
while integrating religious principles. Teachers should treat all students as equals and display
eIIective classroom management techniques. In addition, educators should have the
understanding that all students can learn and should do their best to convey new inIormation in
the best means possible. II a teacher possesses these qualities and carries a God-Iilled heart
while understanding the great responsibility that this role encompasses, they will in Iact be
eIIective and will be doing work pleasing to God (worshiping). The students will in turn
remember what they were taught and will remember the great inIluence their teachers had on
their lives.

Fay, J., & Funk, D. (1995). Teaching with love & logic. Golden, CO: The Love and Logic
Press Inc.
Guardino, C. A., & Fullerton, E. (1). Changing behaviors by changing the classroom
environment. Teaching Exceptional Children, (6), 8-13. Retrieved Irom EBSCOhost.
Huebner, T. A. (1). DiIIerentiated instruction. educational leadership, 6(5), 9-81.
Retrieved Irom EBSCOhost.
Wiseman, D.L., Knight, S.L., & Cooner, D.D. (5). Becoming a teacher in a Iield-based
setting. Belmont, CA: Wadsworth.