Teresa Worthy

ED 698
1/23/20

1. A teacher can describe the teacher’s philosophy of education and demonstrate its
relationship to the teacher’s practice.

I wrote my philosophy of education paper in 2016 before I had completed any of my

practicum courses or had any classroom teaching experience, but my foundational beliefs remain

the same. Now I simply have more life experience and knowledge to refine my thinking.

My original philosophy of education paper addressed theories on cognitive and social

development. Additionally, I review multiple learning and motivational theories and how I see

them fitting into my own practice. I go on to discuss standards and assessment, the foundations

of my teaching practice, and how I confront diversity.

I continue to be a strong advocate for making learning culturally relevant, meaningful, and

accessible to all students. Willingham (2003) found that an effective teacher is one who

discovers ways to make information meaningful to students by connecting content with the

students’ lives outside of the classroom. I currently work in an Alaska Native village. The

scripted curriculum provided by the school district is not designed with my students in mind.

Therefore, I must work to mold the content to my students’ needs, and show them how it pertains

to their lives. I have seen simple modifications on an assignment, such as place names,

completely change the level of student engagement.

I actively employ Gardner's theory of multiple intelligences when differentiating my lesson

plans. “Thus, to promote learning across student intelligence profiles, teachers need to offer

students rich experiences- activities in which they can engage with the material personally rather

than just absorb it in an abstract decontextualized way,” (Moran, Kornhaber, & Gardner

2014/2006). I look for connections the students can relate to and ways for them to make the

knowledge and the learning experience their own.

Teresa Worthy
ED 698
1/23/20
I am able to make these connections because I prioritize forming relationships with my

students. This is one of the most important things you can do in the classroom because it gives

the teacher a view into what interests a student and how they will best learn the material. Perrone

states “when teachers know students well...they can more productively engage them on a

personal basis, ensuring a deeper entry into learning,” (Perrone, 1991, p. 27). For example, I

have a student who loves to go hunting, but does not care so much for school, so whenever I can

I make learning connections to hunting or being outside. If I had not taken the time to get to

know what this student does outside of the classroom, I would have missed these opportunity for

engagement.

In order to assist my students’ growth as learners, I give frequent formative and summative

assessments. I see assessment as a form of dialogue with my students. They tell me what they

have learned, or what they don’t understand, my feedback lets them see where they are at in their

learning. Feedback should be instructive, specific, timely, and supportive (Hammond, 2015). It is

this constant back and forth that stimulates real educational growth.

As for summative assessment I give students as much choice and flexibility as is

developmentally appropriate. “In a learning situation, a child should realize that the real

objective of the learning activity is not a particular task or puzzle but the child’s own thinking,”

(Kozulin & Presseisen, 1995, p.70). This not only supports their academic growth, but their

emotional growth as well. Young adolescents need opportunities to be in control of their own

development (Glasser, 1997).

In conclusion, I am at the very beginning of my teaching career and I have a lot to learn, but

I am proud to see that I am following through with the ideologies that propelled me into teaching

in the first place. I look forward to continuing to mold my thinking and my practice.
Teresa Worthy
ED 698
1/23/20

References

Glasser, W. (1997). “Choice theory,” and student success. Education Digest, 63,

p. 16-21.

Hammond, Z. (2015). Culturally responsive teaching & the brain: Promoting authentic

engagement and rigor among culturally and linguistically diverse students. Thousand

Oakes, California: A Sage Company.

Kozulin, A., & Presseisen, B.Z. (1995). Mediated learning experience and

psychological tools: Vygotsky's and Feuerstein's perspectives in a study of student

learning. Educational Psychologist, 95(30), 67-75. doi: 10.1207/s15326985ep3002_3

Moran, S., Kornhaber, M., & Gardner, H. (2014). Orchestrating multiple intelligences. In

L. Abbeduto and F. Symons (Ed.), Taking sides: Clashing views in educational

psychology (pp. 112-115). New York, NY: McGraw Hill. (Reprinted from Educational

Leadership, 2006, pp. 23-27).

Perrone, V. (1991). A letter to teachers: Reflections on schooling and the art of teaching.

San Francisco, Ca: Jossey-Bass

Willingham, D. (2003). Students remember what they think about. American

Educator, 27(2), 37-41.