Edgerly Portfolio 1

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

When first applying for the Masters of Elementary Education program at UAS, I

was asked to reflect on my personal teaching philosophy. At the time I was relatively new

to teaching, having been a preschool teacher for only a few years. Still, when I look back

at my initial teaching philosophy I can see that my beliefs and practices have stayed quite

consistent. My original teaching philosophy was based on three main elements:

classroom environment, differentiated instruction, and family partnership. These remain

central components in my teaching practices today. In my current teaching philosophy

presented here, classroom environment and differentiated instruction remain central.

There is also the addition of the importance of teachers as positive role models. I still

hold family partnership in high regard, and it will be discussed in greater detail later in

my portfolio.

As previously mentioned, the first element of my teaching philosophy is an

inclusive and safe environment. This is an environment where students feel cared for, and

the expectations, routines, and classroom are clear and organized (Charles, 2014).

“Positive learning environments prepare students for the difficult task of learning” (Souse

& Tomlinson, 2011. p. 31). When both a classroom and a routine are clear and organized,

it creates this space where a child’s unique personality will not disrupt an entire

classroom and they can feel safe taking the intellectual risks that are necessary for their

learning process (Mackenzie & Stanzione, 2010). Although I believe in consistent, clear

and well-structured routines, it is important to remember that these “routines and

procedures exist not to control the students, but to facilitate learning in ways that work

best for the various individuals in the class” (Sousa & Tomlinson, 2011, p. 12). The
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students know what to do throughout the day, such as lining up procedures, what to do

when they have a question or finish their work early, or even how to clean the classroom.

For example, when I taught preschool, my students knew exactly what to do when they

got to school each morning: they hung up their coats and back packs on their hooks, put

their name on the “name tree”, got their Play-Doh out of their cubby, and sat at the table

until the timer went off and it was time to clean up. This clear structure allows more

streamline flow in the classroom, and less need for redirection from the teacher, saving

time and energy to be dedicated towards learning and exploration. Having clear

expectations give students a sense of security and safety, as they know what they expect

when they come to school. This foundation of certainty and safety allows the brain be

free form self-protection, and instead use its energy on learning, taking academic risks,

and participating fully and joyfully in school. Of course, classroom routines are not the

only aspect of a positive classroom environment. The relationships within a classroom

are just as paramount. “The foundation for successful learning and for a safe and secure

classroom climate is the relationship that teachers develop with their students” (Sousa &

Tomlinson, 2011, p. 20). A teacher must have respect and investment in each student and

believe that each student is worthy of receiving kindness and a quality schooling

experience. With clear structure in place, and a commitment to kindness and respect, a

classroom environment can become one in which students flourish.

Another aspect of my teaching philosophy is the importance of differentiated

instruction. This is our way as teachers to not only reach all of our students, but also

celebrate them for their unique strengths and learning styles. Classrooms are a reflection

of diversity, and it is our job as educators to get to know our students in order to
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understand how to best serve them. Differentiation “moves us away from seeing and

teaching students as a unit toward reflecting on and responding to them as individuals”

(Sousa & Tomlinson, 2011, p. 9). This includes understanding the learning styles,

interests, cultural backgrounds, and strengths of each of our students; and reflecting those

differences in our activities, lessons, and teaching modalities. Content can be explored

through writing, reading, story telling, discussions, music, art, and other modalities

depending on the learning styles present in your classroom. For example, when studying

bats with my first grade class last semester, we watched videos, listened to songs, and

read fiction and non-fiction books about bats. We also talked about them as a group and

in partners. Finally, we wrote and illustrated books about bats. Incorporating art allowed

non-confident writers to share their knowledge through drawings rather than relying on

their writing alone. It is also crucial to make connections between the content and the

lives of students. Integrating the interests your students, be it fishing or unicorns, is a

great way to make content more meaningful to them. Education is not a one-size-fits all

operation. Our students are gifted with beautiful differences. “The teacher’s job is to

study the differences and to respond to them in ways that maximize student growth”

(Sousa & Tomlinson, 2011, p. 171). This requires teachers to be respectful, invested, and

interested in each of their students. As teachers we must be fully equipped with a plethora

of instructional strategies, and then use our knowledge of our students, and the critical

understandings of our content, to match our strategies to the needs of our students

(Tomlinson, 2014). We need to be invested in knowing our students fully in order to

“[build] bridges between the students and critical knowledge, understanding, and skills”
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(Sousa & Tomlinson, 2011, p. 113) and to create a meaningful and relevant learning

environment where each student has the ability to be successful.

The final component of my teaching philosophy is the power of the teacher as a

positive role model. As teachers we have a unique opportunity to be positive examples to

our students and nurture change through our positive actions. Everything we wish to

cultivate in our student, we need to cultivate in ourselves first. It is vital that we are

models of positive behavior and mindset. We must be diligent to be sure that our actions

reflect our philosophies and our goals for our students. For example, as we try to cultivate

a growth mindset in our students, we must illustrate that mindset in our own habits by

celebrating our own mistakes as learning opportunities, honoring the process of learning,

and choosing positive self-talk (Johnson, 2012). “We make our thinking visible to show

students what we want for them; we’re showing them how being curious, thoughtful and

reflective…as active teachers, learners, and citizens of the world” (Miller, 2008, p. 51).

We have the amazing opportunity to share our love for learning, the power of kindness,

and the importance of resilience with our students. Make no mistake, our students are

paying attention to the way we carry ourselves throughout the day. As Debbie Miller

explains in her book Teaching with Intention (2008), “our students are learning from us

all the time” (p. 49). When we speak kindly to our co-workers, we are modeling

respectful communication. When we work through a difficult problem, we are teaching

work ethic. When we remain calm after spilling our coffee, we are teaching our students

self-regulation. Certainly we are teachers of content, but we are also teachers of life; and

it is our responsibility to be intentional about our actions in order to be positive role

models to all of the students that we interact with.

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As I reflect on my teaching philosophy, and how it has reshaped over the years, I

expect that classroom environment, differentiation, and the importance of being a

positive role model to remain central in my beliefs; and I also hope to continue to grow as

a teacher, and allow my philosophy to grow with me.

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References:

Charles, C. M. (2014). Building classroom discipline (11th ed.). Allyn & Bacon.

Johnston, P. H. (2012). Opening minds: Using language to change lives. Stenhouse

Publishers.

Mackenzie, R. J., & Stanzione, L. (2010). Setting limits in the classroom: A complete

guide to effective classroom management with a school-wide discipline plan (3rd

ed.). Three Rivers Press.

Miller, D. (2008). Teaching with intention: Defining beliefs, aligning practice, taking

action, K-5. Stenhouse Publishers.

Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How

neuroscience supports the learner-friendly classroom. Solution Tree Press.

Tomlinson, C. (2014) Differentiated classrooms: Responding to the needs of all

Learners 2nd ed. Boston, MA. Pearson Education.