Dante Greco

December 2020
Philosophy of Teaching Statement
From a young age I felt I should become a teacher. I found all the teachers I had to be
reputable and school was a place I felt safe and encouraged to learn. I hope, with sincerity, that I
am able to evoke the same feelings from students whom I influence. I have been fortunate with
employment opportunities, such as being an educational assistant for Edmonton Schools but also
voluntary opportunities such as coaching. These opportunities have further ignited my passion
for teaching and provided affirmation for choosing to be an educator. As my education journey
unravels, I prepare to be faced with successes and failures both of which I may learn and grow
from. Likewise, I wish for students to encounter the same expectations and to be equipped with
skills and knowledge to confidently lead themselves on their journey.
Afterall, I believe one of the most important outcomes for students is efficacy. The
curriculum is mandated and consistent, however, each student will not engage similarly nor have
common interests with one another. This variance may be attributed to the plethora of cultures,
backgrounds and identities found within Canada, such as fellow First nations, Inuit, and Metis
peoples. Considering this diversity and our commitment to pluralism, be wary of the knowledge
we impose, unlike the curriculum, truth is not consistent. A student is not an empty vessel for
knowledge to be poured into, rather a vessel ready to share its contents with others. Learning,
represented by these transfers, is best supported by a teacher who can harness the uniqueness of
others and encourage them to share what they know and feel while being respectful of others.
The student will decide what to accept, conflict should be acknowledged not ignored, educators
should do their best to model this effectively every day. Teach what is important for students to
be successful but learn from students and what they consider to contribute to their success.
Instruction is paramount but the environment in which learning is situated is equally
important. The environment as earlier mentioned should be respectful, also productive. This can
be achieved in a variety of ways reinforced with cooperation. Inclusion is best supported with a
universal design for learning, a setting where all have equitable opportunity to set and
accomplish goals. Students should be given a variety of tools and strategies where they continue
to excel, or to obtain proficiency in areas they may not have aptitude. There are multiple
intelligences which should be fulfilled, with each student realizing their full potential and being
enticed to learn. When conducting lessons, one should be organized, prepared and informed of
learners’ styles for capitalization of instruction. Believing in a learner focused environment,
opportunities provided should allow students to interpret their world through various forms of
communication, using their senses to venture all topics. Instruction and the environments should
promote creation and connectivity while celebrating students’ works.
I will continue to pursue educational knowledge and develop my proficiency. I will be
flexible and respectful, treating all of my interactions genuinely. I will continue to learn as much
as I teach. I will instill efficacy in students so they may progress through their journeys with
confidence.
“If you would understand anything, observe it’s beginning and it’s development”
~Aristotle