My Belief Statement
· My beliefs about the purpose of education:
Education should cultivate well-rounded individuals with critical thinking, problem-solving and communication skills; cultivate students' interest in learning and cultivate people who are creative, adventurous and innovative; and cultivate open-minded and compassionate global citizens.
· My beliefs about the role of a teacher:
My role as a teacher is to be a guide, to promote students' inquiry, cultivate their interest and initiative in learning, help students grow into creative thinkers and explorers. Guide them to achieve their goals and become lifelong learners.
· My beliefs about children that serve as your guiding principles for reaching and teaching every student:
Every child is unique, every child has his or her own unique path to success, and every child should be treated differently. Teachers and parents should look for healthy education methods that suit their children's needs, abilities, and learning.
· My beliefs about the ethical responsibilities of a teacher:
Teachers are expected to be law-abiding, inclusive, respectful of students from different cultures, supportive of diversity, and responsible for protecting student privacy and safety.
· My beliefs how teachers make instructional decisions based on the developmental domains of their individual students:
- Differentiated instruction. Meet the learning needs of different students at different development levels.
- Teaching diversity. Including the diversity of teaching purposes, teaching methods, teaching materials, teaching evaluation and student diversity.
- Learning is fun. Interesting teaching methods and a good classroom environment can mobilize and maintain students' enthusiasm.
· My beliefs about your mission to promote positive change as a teacher:
Teachers can support students to understand the world with deep knowledge and empathy, and encourage students to use their abilities to change, create, and make the world a better place.
My Teaching Philosophy
My core beliefs about education center on holistically developing well-rounded individuals with strong skills for success, while also cultivating their intellectual curiosity and desire to be lifelong learners. I believe the ultimate purpose is to create knowledgeable, creative, and compassionate global citizens who can positively impact their communities.
These beliefs are heavily influenced by my own educational experiences. The teachers who had the biggest impact did not merely impart static facts, but sparked my innate inquisitiveness and coached me to think critically and solve problems. They made learning an adventure of exploration and discovery. Conversely, my learning stagnated in classrooms that relied solely on rote memorization without any hooks to engage my interests and creativity. As John Dewey (1997) espoused, "There is an intimate and necessary relation between the processes of actual experience and education" (p20). I strive to make my classroom brim with authentic, experiential learning.
As a teacher, I see my role as a guide and facilitator. While I will share my own knowledge and expertise, I believe students must be actively engaged in constructing their own understanding, constantly building upon prior knowledge and revising misconceptions (Piaget, 1977). My role is to skillfully scaffold learning experiences that provoke robust questioning, thinking, and meaning making through a constructivist approach (Bruner, 1966). The classroom is a collaborative environment where the teacher and students are equal partners in the learning process.
Every student is a unique individual who brings diverse experiences, abilities, interests and cultural backgrounds. Education must be differentiated and personalized to target students' specific needs and learning preferences (Carol, 2001). Some students may need more concrete experiences and scaffolding, while others thrive with more abstract challenges. Respecting this diversity, I plan lessons through multiple means of representation, engagement and expression (Rose et al., 2014). Project-based learning allows students to take ownership and pursue their passions.
Just as I differentiate students' cognitive development, I also nurture the growth of the whole learner in alignment with developmental theories (Erikson, 1959). I create an inclusive classroom community that supports social-emotional needs through an ethic of care (Nel, 2013). When students feel safe, respected and their voices are heard, deeper learning can occur. My instruction integrates character education and opportunities for self-reflection.
With a strong ethic centered on equity, I aim to be a transformative force that empowers all students. By drawing upon students' funds of knowledge (Gonzalez et al., 2006), validating their cultural identities, and teaching through authentic contexts, I make learning culturally sustaining and relevant. My pedagogy challenges students to critically analyze systems of injustice and envision new possibilities (Freire, 1970). I model and inspire habits of open-mindedness, empathy, civic engagement and respect for diversity.
Ultimately, for me, teaching is an opportunity to drive change. By developing students' critical thinking skills, creativity, and moral compass, I hope to foster the next generation of innovative problem solvers capable of solving complex global problems. As Parker Palmer (2007) beautifully states: “Good teaching cannot be reduced to technology; Good teaching rests on the identity and integrity of the teacher” (p10). This philosophy represents my core identity and integrity as an educator and encapsulates my strong beliefs and noble aspirations.
However, I know that this living document will continue to evolve as I gain more experiences, perspectives and ideas through reflection and ongoing professional development. By continually refining and adapting my philosophy to my teaching practices, I can devote myself to the self-learning and development that is so important to an effective teacher. Education, like life itself, is a journey of growth and constant reinvention based on our experiences.
Bruner, J. S. (1966). Toward a Theory of Instruction. Harvard University Press.
Carol Ann Tomlinson. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd edition. ASCD.
Dewey, J. (1997). Experience And Education.
Erikson, E. H., Paul, I. H., Heider, F., & Riley Wetherell Gardner. (1959). Psychological issues: identity and the life cycle: studies in remembering; on perception and event structure and the psychological environment; Cognitive control. Internation Universities Press.
Freire, P. (1970). Pedagogy of the Oppressed.
Gonzalez, N., Moll, L. C., & Amanti, C. (2006). Funds of Knowledge. Routledge.
Nel Noddings. (2013). Caring: a relational approach to ethics & moral education. University Of California Press.
Palmer, P. J. (2007). The courage to teach exploring the inner landscape of a teacher’s life. Jossey-Bass.
Piaget, J. (1977). The Origin of Intelligence in the Child. Harmondsworth [etc.]: Penguin.
Rose, D. H., Meyer, A., & Gordon, D. (2014). Universal design for learning - theory and practice. Cast Professional Publishing.