Teaching Philosophy

My beliefs on teaching are highly motivated by Lev Vygosky and John

Dewey because I strongly believe students learn best when they are actively
learning and using hands on methods. Students need to learn by doing and
not just by lecture, especially those at a young age. It is vital that students
are engaged and participating in learning: There is, I think, no point in the
philosophy of progressive education which is sounder than its emphasis upon
the importance of the participation of the learner in the formation of the
purposes which direct his [sic] activities in the learning process, just as there
is no defect in traditional education greater than its failure to secure the
active cooperation of the pupil in construction of the purposes involved in his
studying. (Dewey, John, Experience and Education). Vygosky's theory of
cognitive development is based on childrens ability to learn socially and
culturally. He states that, through social interactions, children eventually
develop higher mental function such as language, counting, problem solving
skills, voluntary attention, and memory schemas. I agree with Vygosky
because I can observe my own students learning through social interactions
and cooperative learning.
John Dewey states, there is an intimate and necessary relation
between the processes of actual experience and education, (Dewey, 1997).
This further underlines the ideas of Vygosky and translates into an active
classroom and learning experience. I strive to create hands-on activities to

coincide with my lessons to engage the students in active learning. I also put
great emphasis on partner and group work and whole class collaboration. I
dislike the idea of only calling on an individual student because it limits
participation and only that student is engaged, whereas in partnerships and
groups, all are participating. My teaching style also incorporates Kagan
Cooperative Learning strategies and it is very engaging for my students
because they are all participating. Dewey argues that if we only focus on
content we will eliminate opportunities for students to grasp concepts and
develop their own opinions (Dewey, 1997). He believes that each student
has a different interpretation of information and view of topics and will walk
away from that information with individualized outlooks (Dewey, 1997). He
strongly believes that experiential components to lessons are necessary for
education to progress (Dewey, 1997). I agree that all students have
different views, learn in different ways, and will take away different
interpretations. I know from my years of teaching and working with a variety
of cultures, religions, national origins, and spoken languages, students learn
in unique and individual manners and as such, develop equally unique and
individual knowledge bases.
Preparation" is a treacherous idea. In a certain sense every
experience should do something to prepare a person for later experiences of
a deeper and more expansive quality. That is the very meaning of growth,
continuity, reconstruction of experience. But it is a mistake to suppose that
the mere acquisition of a certain amount of arithmetic, geography, history,

etc., which is taught and studied because it may be useful at some time in
the future, has this effect, and it is a mistake to suppose that acquisition of
skills in reading and figuring will automatically constitute preparation for
their right and effective use under conditions very unlike those in which they
were acquired. (Dewey, John, Experience and Education). I feel it is
important to have class discussions and not always be prepared with a
written lesson because students can bring deeper meaning to the lessons
with discussions and sharing of personal views and experiences. Students
learn from each other and learn from the experiences they have in their
everyday life. I learn from my students just like they learn from me and their
peers. I think it is important to teach our students the importance of
cooperation, collaboration and respect for varying and conflicting opinions.
One best practice I have a passion for is Cooperative Learning, and, I
use it in my classroom every day. I feel Kagan Cooperative Learning is
effective and greatly liked by my students; it is one of the most effective
methods in teaching. Research has shown that cooperative learning has a
positive impact on the classroom, student self-esteem, empathy, control,
role-taking, classroom management, and staying on task (Kagan, Dr.
Spencer, 1985). Cooperative learning eliminates competitiveness and
individualistic learning structures for all ages and all subjects. Research has
shown that classroom academic growth has increased. Robert Marzano
summarized the results of various meta-analyses of cooperative learning,
and there is an average percentile gain of 28 in a cooperative classroom.

Structures are instructional tools for the teacher (Kagan, Dr. Spencer, 1985).
They help organize classroom instruction by having students and the teacher
interacting in the curriculum. All structures are built to work in any content
subject. Structures allow regular academic curriculum to be delivered yet
also allow for the differentiated methods in which each student learns. Not
only are the students learning academic knowledge, but they are
strengthening their teamwork and leadership skills, engaging and developing
their multiple intelligences, furthering their social and thinking skills and
developing character virtues. Teamwork is an important life skill and serves
as a great foundation for more complex social and life skills. Classroom
management dramatically decreases because students know what is
expected of them, how to complete their tasks, and that they will be held
accountable for their tasks. Classroom building helps create a positive
learning atmosphere in which the students work as a team and become
comfortable working with anybody in their class. Social skills are a necessary
aspect of life both for a child and as an adult. Students need to learn how to
listen, help, coach, praise, greet, share, respect, participate, and cooperative
learning strategies helps cultivate each of these skills (Kagan, Dr. Spencer,
1985). In the PIES Principles: P stands for Positive Interdependence creating support among each other and working together; I stands for
Individual Accountability - everyone must perform in front of someone; E
stands for Equal Participation - equal time is given to complete a task; and, S
stands for Simultaneous Interaction constant participation. (Kagan, Dr.

Spencer, 1985). Cooperative learning has many benefits in our students

learning. I have noticed using these structures in my classroom has improved
classroom management, engagement, social skills, academic growth, team
and classroom building; and, I really enjoy using these strategies.
Cooperative learning affords students the opportunities to work
together on a regular basis and this changes the entire dynamic of the
classroom. The students work in positive ways with their peers and hold each
other accountable. In working together on a task, they experience
encouragement, tutoring, and approval. This creates a sense of a community
in the classroom; and, since each student is invested in the community, it
promotes support of their fellow classmates and an interest in everyones
success. I find cooperative learning to be very effective in my classroom. My
students love these strategies because they are working with their peers and
being active. These structures engage all my students and meet their needs
regardless of their levels. Our table groups are based on levels to ensure
students are working with similarly abled students; they are homogenous
groups. Vygotsky and Bruner stated that working together in mix ability
groups in collaborative situations will allow students to perform at higher
intellectual levels. It also helps with problem solving skills (Gokhale, 1995). The
Quiz-Quiz Trade strategy is another strategy I love and use a lot in my
classroom. With this method, students are moving around the classroom,
quizzing each other, helping and coaching their peers, and learning. The
students think these structures and strategies are like games so it makes

learning fun and interesting for them. I have seen an increase in academic
grades and knowledge using this method. I use this method in all subjects
and the students really enjoy this technique of cooperative learning.
The school I work at has high parent involvement and I strongly believe
this is necessary for learning. For so many of my students, English is a
second language and their parents always try to help in any way they can. I
know parents helping their child at home with reading and homework will
help increase their learning and knowledge. I believe in having strong team
work between student, teacher, and parents. It is imperative to keep
consistent contact with the students parents. The students need to learn to
work as a community and become great citizens. I teach my students that
character development is extremely important and we need to work together
as a team. I want my students to get along with each other and know how to
socialize with each other. Social skills are essential and are a lifelong skill
need.
I have learned a lot during my master's program and it has influenced
my teaching style as well. Literacy is vital for our students to learn. As an
educator, I have learned best practices in literacy instruction. Best Practices
in Literacy Instruction, by Linda Gambrell and Lesley Morrow, has taught me
to see the research behind these best practices and how important they are
in teaching instruction. Since I have taught first grade for three years in first
grade and am moving to teach second grade next year, I have learned many
best practices for early literacy, struggling readers, dual language learners,

phonics, and many other areas of literacy. I have learned more assessment
tools throughout my courses to help strengthen and support my struggling
readers and help challenge my higher level students. Piaget's theory was
that children acquire knowledge by interacting with others and with
experiences (Gambrell & Morrow, 2011). I do agree that it is a best practice
for students to work with others and use experiences to learn. It is important
to integrate curriculum students can make connections to and build on those
connections. It is important, as an educator to model, scaffold, and gradually
release to help students learn. I have seen how important technology is and
how to incorporate it into my teaching and learning.
To be literate is to be able to read and write. As a teacher, I of course
want my students to be able to read and write; but, I also want them to
comprehend what they are reading and make connections to it as well. Many
students can read well, but they are not comprehending what they have
actually read. I see this often in first grade. I have to explain to parents that
it is not just about reading the words, but really understanding the materials.
I focus on comprehension a lot in my class through modeling, discussions,
scaffolding, starters, close reading, finding evidence in the text, and much
more. It is important for students to gain these skills so that each year they
can take it to the next level.
Overall, I believe my teaching consists of cooperative learning and
hands on learning. I feel working together in partners, small groups, and as a
whole class is essential for their learning. Communication and cooperation is

imperative for successful learning. As a teacher, I must impart appropriate

social skills and demonstrate how to be a good citizen. Literacy is a huge
part of learning and using the best practices and research I have
accumulated throughout the master's program will help strengthen my
teaching and help me become a better teacher. I will continue to teach,
learn, and grow as an educator. I will be starting my fifth year of teaching
and welcome the change from first grade to second; and, I will take what I
have learned from my master's program and implement it into my teaching
career. However, I know that this is not the end of my education as I will
always pursue the classes and information to aid me in becoming a better
teacher.

References
Bohonos, J. (2013, June). Key theories of Lev Vygosky and John Dewey:
Implications for academic advising theory. Academic Advising Today, 36(2).
Dewey, J. (1938/1997). Experience and education. New York: Macmillan Co.,
p. 7
Gambrell, L. B., & Morrow, L. M. (2011). Best practices in literacy instruction.
New York: Guilford Press.
Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of
Technology Education JTE, 7(1). doi:10.21061/jte.v7i1.a.2

Kagan, Miguel & Spencer.(1985) Kagan Cooperative Learning