Teaching Philosophy
When I finish my master’s and licensure program at Chaminade University I will be starting my career as a secondary English teacher. As an educator I will create a safe place for students to learn, be inspired to learn, and be inspired to challenge themselves. Through using an anti-bias education as a basis for my teaching philosophy, I will teach for social justice, teach for understanding, and empower my students to think critically in every aspect of their lives.
By teaching an anti-bias curriculum, I will be able to create a safe learning environment where all my students feel respected. I want my students to feel safe to be able to ask questions, or share personal stories and feel that their opinions and stories will not be judged or repeated outside the classroom. An important part of anti-bias education is having a safe learning environment where the students are free to share their differences. To illustrate, “Children’s questions, comments, and behaviors are a vital source of anti-bias curriculum. They spark teachable moments…” (Sparks & Edwards, 2010, p. 8). Through teaching anti-bias education, the students in my class will be able to learn about respecting differences in and outside of the classroom.
In addition to a safe classroom environment, students will also be challenged in their role in social justice by “confronting issues of justice, equity, power, race, gender, and class in middle school teaches adolescents how to speak up for their beliefs and rights” (Kraft, 2007). Social justice is why I became a teacher and it is important to incorporate in the classroom. The study of social justice benefits all students in the classroom, and one of the main goals “…is to empower traditionally marginalized students and their more privileged classmates with the confidence and skills to work together to effect social change” (Kraft, 2007). Working together for change is a primary goal in my classroom and is an important aspect of my teaching philosophy. I want to encourage the students I teach to take it upon them to do their part in making a difference.
Teaching for understanding is a concept that is important to my teaching philosophy. This means that students are gaining more from what they are being taught in the classroom than just passing the class and getting a good grade on the test, “…we must teach for understanding in order to realize the long-term payoffs of education” (Perkins, 1993). I want my students to gain more out of my class than just passing tests. As a teacher, I want my students to be able to gain true understanding that can relate to the rest of their classes and lives outside of school. Having a deeper understanding of concepts will benefit my students in the long run.
Lastly, I want my students to become critical thinkers. Through providing my students with a classroom environment that encourages deep thinking and a safe environment to ask questions, I will encourage my students to think critically. For example, “teaching critical thinking skills and fostering a social consciousness among students are fundamental components of a curriculum designed to teach for social justice and to empower students” (Kraft, 2007). I want to encourage critical thinkers through the use of anti-bias education for social justice, as well as teaching for understanding.
References
Kraft, M. (2007). Toward a School-Wide Model of Teaching for Social Justice: An Examination of the Best Practices of Two Small Public Schools. Equity & Excellence In Education, 40(1), 77-86. doi:10.1080/10665680601076601
Perkins, D. (1993). Teaching for understanding. The Professional Journal of the American Federation of Teachers, 17,p. 8, 28-35.
Sparks, L. M., & Edwards, J. O. (2010). Anti-Bias Education for Young Children and Ourselves. Washington, DC: National Association for the Education of Young Children.