My teaching philosophy aims to promote personal growth and development.

I believe

that it: Builds up character, Prepares students for what they need to know in the future,

Promoting this will lead to being a better citizen, Students will become more confident and

happier with themselves, Most childhood memories we remember are the engaging and learning

filled ones that interested us.

I bring a lot of energy to my class. If I can't get excited about my subject, why should my

students? My teaching philosophy can be best described as “Building on Small Wins”, a concept

that I created. Using small wins as building blocks are a key component for creating a successful

foundation for students. It is important to note that this philosophy creates a positive correlation

on failures as achievements. Students need to realize that their shortcomings are just as important

to their success as are their triumphs. This is one of the most important things that a student can

learn from, because without it there would be no room for improvement. I look to make this have

a positive impact in my classroom rather than have my students feeling defeated. I aim to create

a positive atmosphere where students are called upon to discuss questions, where any question is

treated as an opportunity to explore misconceptions, not as a reflection of a student's abilities.

My classroom would incorporate the ideology of progressivism, which views knowledge

as somewhat tentative and incorporates change as a fundamental part of life where students

choose their learning. The method is focused on the child's powers and interests. If the child is

thrown into a passive role as a student, absorbing information, the result is a waste of the child's

education. Information presented to the student will be transformed into new forms, images, and

symbols by the student so that they fit with their development and interests. The development of

this is natural and to repress this process would weaken the intellectual curiosity of the child.
 Behaviourism would also play a role in the classroom as it would take time for the

students to realize the positive impact that can be derived from their learning process.

A more indirect and learner focused approach (teaching approach? classroom management

approach? approach to lesson develop and design?) allowing students to work with their

strengths and learn about topics they are engaged in, interested in, and find meaningful

connections within their daily lives. It is important to use strategies that can engage the class as a

whole. I strongly believe in using "energizers" in my classroom. These are activities that build

class relationships as well as refreshing breaks to get blood flow moving and to refocus the brain.

Young children love to play small active games that get their minds off learning numbers or

words that allows them to interact. You benefit from taking five to ten minutes to later gain

twenty to thirty minutes of focused and high-performance work.

The use of instructional intelligences is slowly building its way into education systems,

especially in the province of Alberta. Utilizing group discussions, cooperative learning,

independent study, journals and learning logs, role-playing, cognitive organizers, are a great way

to maintain engagement within the classroom and further the students learning. Experiencing

these in a classroom setting have convinced me that these activities are integral to the function of

students learning ability, because they engage their minds using so many modes such as visual,

kinesthetic, auditory, tactile, etc. Some of these include fishbone diagrams, ghost walk, think pair

share, expert groups, placemats, four corners, and round robin. These concepts are used to grab

and engage a large number/percentage of students; whereas the traditional method may struggle

to engage the majority of the class and only involve one form of literacy. The greater percentage

of students you can hook onto your lesson, the more they will learn because they're interested

and engaged in what you have to say.