Beliefs about Learning

First and foremost, I try to be a positive teacher.  I welcome my students at the door when they enter, I give each of them positive reinforcement during class, and when class ends I tell them I’m proud of the work they have done and look forward to seeing them next class.  The students always comment that I never get mad, even though I frequently do, I just try not to show it.  I want my room to be a place the students want to be.  Some of my students take me for two classes and have to spend three hours straight with me, but none of them complain.  They want to be there.  My own philosophy of learning strongly resembles the behaviorist theory of learning.  I believe my own encouragement and enthusiasm will reinforce their good behavior and make the students want to learn.  In my opinion, the most important factor that affects student performance is motivation.

Beliefs about Teaching

When I teach, I first find out what the students already know and then build on their prior knowledge while correcting any of their previous misconceptions.  I made the mistake early on of assuming too much.  I based my teaching on what I thought they should know, or what I thought I knew when I was their age.  I started college when I was 16, so my assumptions about what the students should already know were way off.  Not only were my assumptions wrong about their math ability, but also their reading ability.  Most of the 9^th graders I teach this year read on a 4^th or 5^th grade level.  Even their classroom behavior was not what I expected.  I had to teach the students how to take notes and keep a binder of their work.  I had to get over my assumptions and find out about my students.  My theory of teaching now resembles the constructivist theory of learning.