RUNNING HEAD: Personal Teaching Philosophy

Personal Teaching Philosophy

Aliza Robinson

CILR 601

Spring 2017
Personal Teaching Philosophy
1

Abstract

Through researching theories and understanding each one’s purpose, I have refined my

philosophy as a literacy educator. Four theories stand out to me, because of their underlying

and driving focuses; Operant Conditioning Theory, Schema Theory, Social Learning Theory,

and Metacognitive Theory all align with my views of teaching and learning. I will explain, not

only, how these individual theories are strong principles, but how these theories are interrelated

and when used simultaneously create an optimal learning environment.

Operant Conditioning Theory

Important Concepts

Operant Conditioning Theory, originated from B. F. Skinner, also known as “programmed

learning” has a behaviorist stance on learning. It focuses on the association aspect of learning

new “behaviors.” The students’ behaviors are encouraged and discouraged through rewards

and consequences until the student successfully reaches the behavioral objective. Educators

use a “schedule of reinforcement” to aid in student success until they are able to complete the

behavioral objective. Operant Conditioning is helpful in the classroom because teachers are

able to use shaping and chaining to assist students in completing more and more difficult tasks

such as metacognition and independent comprehension. Students are able to grow their

knowledge base in order to complete multi-step objectives.

My Philosophy

Although this theory is simple in contrast to other theories, I believe it has a very strong

hold on the success of a classroom, especially classrooms where multi-step processes and

independence are valued. It would be unreasonable for a teacher to model a strategy one time

and expect students to master it the first time. Operant Conditioning is a guide for the teacher
Personal Teaching Philosophy
2

and students to follow that won’t discourage students or the teacher. For example, in first grade

I want my students to be able to independently apply comprehension strategies while reading. I

can apply the principles from Operant Conditioning to aid my students and help them feel

successful. I know that I need to break down comprehension strategies and present them to my

students piece by piece, waiting for them to master one strategy, and then teaching the next. By

using this chaining method my students are able to slowly master each concept and eventually

succeed in putting these concepts together and comprehending more difficult texts; this notion

applies to another theory, the Schema Theory.

Schema Theory

Important Concepts

The Schema Theory is a constructivist theory that explains the brain’s ability to retain

and organize new and learned knowledge. Therefor each individual’s schemata is unique to

their past experiences. The role of schemata in learning is described in one article, “... they

serve as organizers for input and how without them new experiences would be

incomprehensible” (Richgels, 54). Comprehension occurs when a person’s pre-existing

knowledge is presented with new information and the learner is able to make a connection and

add the new information to their schemata. “In fact, meaning is neither in the message itself, nor

in the comprehender’s schemata in their abstract, pre-instantiated state, but rather is a result of

the process that combines the two” (Richgels, 1982, 55). Learning takes place when a learner is

presented with new information that does not fit their current schemata. Research in artificial

intelligence has strengthened the Schema Theory. When answering a question, humans are

able to filter through their memories (schemata) and find an appropriate memory or response.
Personal Teaching Philosophy
3

Even if a computer is programmed with the correct information, it lacks the ability to complete

that process.

My Philosophy

When teaching a new concept or skill it is important for the teacher to help students

recall past experiences or knowledge in order for them to make a connection to the new

concept. “...Activated schemata guide inferences, so that inferences are not separable products

of an isolated process called inferencing but are the natural, ordinary, and pervasive

consequences of comprehension” (Richgels, 55). When “chaining” through Operant

Conditioning students recall previously learned skills from their schemata and are able to build

upon them in order to create newly learned knowledge and more complex skills. A person’s

schemata is complex and organizes information a person observes even from vicarious

learning, which brings me to the next theory: Social Learning Theory.

Social Learning Theory

Important Concepts

Social Learning Theory contrived by Albert Bandura focuses on “vicarious learning,” the

belief that people are able to learn simply by observing others complete a new or unknown task.

“Bandura suggested that it is fortunate that humans are capable of observational learning;

without it we would all have to experience everything ourselves in order to learn” (Tracey &

Morrow, 130). The four stages to observational learning, attentional, retention, reproduction, and

reinforcement phases are directly related to formal education in schools. Social Learning applies

not only to new skills pertaining to every subject area, but to social behaviors as well. “Modeling”

is a widely applied method used by teachers across all subject areas.

My Philosophy
Personal Teaching Philosophy
4

Not only do I believe the Social Learning Theory is large part of education, but I believe it

is especially crucial in primary grades. Primary students are like sponges, they see so much

more than adults realize and they are constantly “testing” behaviors and skills they observe.

“Bandura and his collaborators have shown that children watching the behavior of a model are

quick in imitating the specific responses as well as the generalized response patterns of the

model” (Muuss, 64). When it comes to literature, reading and writing, I model all day and every

day for my students. If I have already modeled a skill, I model it again the next day and the day

after that. Think alouds are effective for writing, comprehension, and decoding instruction, if

used correctly students can observe many strategies to use when they come to a problem when

working independently. If I expect my students to do something independently I want them to

see it done successfully first. Modeling creates independent learners as a result of teaching

skills such a metacognition, which brings us to our next theory.

Metacognitive Theory

Important Concepts

Metacognition, thinking about one’s own thinking, could be one of the most difficult

concepts for a child to learn. VanKeer and Vanderlinde stated “The goal of metacognitive

instruction is to help readers become more aware of their own thinking during the reading

process, which ultimately, should lead to increased text comprehension” (Tracey & Morrow, 73).

While reading, if a student realizes they do not understand what they are reading, they are able

to stop and independently apply learned skills to aid in their comprehension of the text. Not only

does metacognition assist in comprehension, but it in all academic areas as well. Researchers

have found that high levels of metacognition paired with goal setting creates the most

successful outcome when compared to low metacognition and no set goal. “Specifically, the
Personal Teaching Philosophy
5

findings tentatively suggest that effective self-regulation is partially a result of setting explicit

goals that are based on high levels of self-awareness” (Ridley, Schutz, Glanz, & Weinstein,

304). When students are aware of how well they are doing, they will be able to make the

appropriate adjustments to sustain their success.

My Philosophy

If a student does not realize there is a problem then there is no opportunity to fix it; the

same thing applies to comprehension and making progress in reading and writing abilities. For

my reading intervention students I believe it is important that they are given the opportunity to

acknowledge their current situation and set goals that will help them become successful

readers. Metacognition should be taught through explicit instruction, modeling, and gradual

release. Baker states “In addition to the central notion that metacognitive instruction must be

explicit, is the idea that metacognitive instruction must take place through a gradual transfer, or

‘release,’ of responsibility from the teacher to the student for the application of the strategy”

(Tracey & Morrow, 73).

Next Steps

I explained the importance and relationships between Operant Conditioning Theory,

Schema Theory, Social Learning Theory, and Metacognitive Theory, but now they need to be

applied to my classroom in such a way that promotes success. Operant Conditioning is already

a huge part of my instruction; I believe success with Operant Conditioning and “chaining” begins

with planning and starting each lesson well prepared. Each skill that is taught needs to have a

clear plan complete with previously learned skills and learning objectives. Schema Theory is

applicable when students recall previously learned skills and apply new information to them, like

with “chaining.” At the start of each lesson and unit it is important not only to state your objective

for that particular lesson, but to set the tone by discussing related past experiences and
Personal Teaching Philosophy
6

knowledge. Modeling is a huge part of primary education and should be used on a daily basis

with new concepts. One area I lack enough modeling in is writing. Children learn through

observation and it is easy to forget that the skills that come most naturally to adults was learned

at one point and my students have not necessarily learned those skill sets yet. I think it would

benefit my students if I taught with the four stages of the Social Learning Theory in mind. I want

to make sure my students have enough time for the retention phase before they are expected to

complete the reproduction phase. Lastly, I want to focus on metacognition for my intervention

reading groups. This year I have been focusing on comprehension and using text based

evidence to answer comprehension questions. I want to focus my small group time with them on

explicitly teaching metacognitive strategies to aid in their comprehension of multiple types of

on-grade level text. Overall I feel I have been able to teach while supporting these theories

naturally. My next step as a literacy instructor is to focus on and plan ahead with these theories

in mind.
Personal Teaching Philosophy
7

References

Altman, K. I., & Linton, T. E. (1971). Operant conditioning in the classroom setting: A review of

the research.​ Journal of Educational Research, 64(​ 6), 277.

L'Allier, S. K. & L. Elish-Piper (2007). "Walking the walk" with teacher education candidates:

Strategies for promoting active engagement with assigned readings. , 338-353.

Doi:10.1598

Muuss, R. E. (1976). The implications of social learning theory for an understanding of

adolescent development.​ Adolescence, 11(​ 41), 61.

Ridley, D. S., Schutz, P. A., Glanz, R. S., & Weinstein, C. E. (1992). Self-regulated learning: The

interactive influence of metacognitive awareness and goal-setting.​ The Journal of

Experimental Education, 60(​ 4), 293.

Richgels, D. J. (1982). Schema theory, linguistic theory, and representations of reading

comprehension.​ Journal of Educational Research, 76(​ 1), 54.

Tracey, D.H., & Morrow, L.M. (2012). ​Lenses on reading: An introduction to theories and models

(2nd ed). Guilford Press, NY.