Teaching Philosophy

Ms. Courtney Cepec

“Educating the mind without educating the heart is no education at all”—Aristotle

My philosophy stems from the idea that all students deserve an equal opportunity to learn. Every student
is unique in the qualities they bring to the classroom, and, thus, differentiation is one of the most
important classroom strategies I incorporate into my pedagogical practice. This starts with building
relationships with each student; getting to know my students as individuals, as well as scholars helps me
to develop relevant classroom experiences and have meaningful one-on-one interactions. It is essential for
adolescents to understand themselves and strive as individuals, as stressed in Erik Erikson’s stages of
Psychosocial Development—in my classroom students will gain a sense of self, a sense of independence,
and a sense of confidence.
As an educator, I firmly believe that all of my students have the ability to learn and succeed. In order for
any student to be successful, they must first know that their presence is valued in the classroom. This
teaching goal is underscored in Dr. Milner’s book Start Where You Are, But Don’t Stay There:
Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms (2013),
“…opportunity gaps can undermine one of our most powerful beliefs that we as Americans cling to: that
no matter what circumstances children are born into, all have the same opportunity to become educated
and, if they work hard, to pursue their dreams” (p. 31). Becoming familiar with students’ home lives will
help me in creating relevant classroom activities and offering each student an engaging experience.
Learning, or wanting to learn, may not come easily to all students. Some students come to school with
baggage from prior negative classroom experiences. As Herbert Kohl (1994) argues in “I Won’t Learn
From You” and Other Thoughts on Creative Maladjustment: “…we must enter other worlds of literature,
imagination, and culture in order to enrich ourselves” (p. 101). English can, and should, be an enjoyable
class where students can let their imaginations and differences radiate. One specific way to do this is
through differential classroom experiences: full class, small group, partners, and individual activities.
Allowing students to socialize, and to work together will help in gathering ideas from various
perspectives, while also teaching students how to be open and respectful to opinions different from their
own. It is, however, important for students to think for themselves, which leads me to the importance of
journal writing for adolescents. Students should have time throughout the school week, if not every day,
to write and express their opinions on multiple different guided topics—this also allows the teacher to
check individual growth and development.
Classroom management is one of the most difficult topics to teach and understand. Although I do feel
confident in my abilities to manage my classroom, there is always room for improvement in this specific
area. As an educator, I am always learning, whether it be from my students, my peers, or through
something new I am reading. My professional goals are constantly changing, as are my teaching
strategies. My main professional goal is to continue to be a lifelong learner, while sharing my knowledge
with those around me. I have an overall goal to write about my experiences to later contribute to the field
of education, specifically focusing on urban education. I have a passion for teaching students who have
previously been underserved by their curriculum, and desire to eventually create a classroom where high
expectations and support for all, joy for learning, and principles of social justice flourish each and every
day.