Philosophy of Teaching

I have implemented both the Behaviorist learning model and the Constructivist learning model regardless of the grade level I am teaching. It is my assertion that the constructivist learning model aligns with the new common core standards we see in most schools presently. The goal is to teach students in a way that will better prepare them for the future. In order to do this, real world simulation needs to take place within the classroom. With the implementation of new technology, it is key that educators learn which style will have the most impact on learners. This is why I base my teaching style off of the Constructivist model with aspects from the Behaviorist model intertwined.

Philosophy of Equity and Inclusion

In any educational institution the idea of “diversity” typically refers to the incorporation of a heterogenous student population. This establishes a balanced enrollment of a diverse student body. A diverse student body includes gender populations, as well as racial and/or ethnic minority groups, disabled individuals (both physical and mental), LGBTQ+, as well as those from lower socio-economic standings. In this sense, diversity provides an equal opportunity for students across social groups to attain an education.

Equity, however, usually refers to the outcomes of the social groups which interact with the educational institution. Equity relies upon both individual and institutional supports which strive to counterbalance the various inequalities which impact students before they ever enter any academic institution. Equity suggests that institutions need to provide more than the opportunity for diverse populations to just merely gain an education-rather, the institution must account for the numerous ways in which students might be disenfranchised within the organization.

Diversity is significant in two ways. It is important for students and staff, but more so for courses and course materials offered to students. It is pertinent that places of diversity are offered to social groups that are represented on campus, as well as within the content of courses available. Equity is significant in terms of both library policy and instruction. In this sense, equity may call for increased accommodations for certain groups, as is often the case with the disabled community. It may also call for increased flexibility around the goals of the courses offered, or around standards for writing, depending on the composition of the students on campus. In this respect, teaching information literacy should not only aim to provide students with a technical or analytical understanding of evaluating and finding information– it should strive to address the disparities which may exist in terms of cultural capital among its students in its practice.