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My teaching philosophy is heavily informed by the NCTE Position Statements, the Danielson Framework for Teaching, and the experiences I have had so far. Below, I outline some of my core beliefs about teaching.
Beliefs About Students
Beliefs About Students
Teaching should always be centered around the students. I believe that...
Each person is a uniquely created individual, and this uniqueness makes each person valuable.
Every student should be given the chance to use their voice to share their perspective with others, as well as be taught how to respectfully listen and learn from the perspectives of others.
Every individual student has a capacity for growth and creativity.
Beliefs About Teachers
Beliefs About Teachers
In reality, the act of teaching is coming alongside of students to support and encourage them. A teacher's primary responsibility is to remind students of their ability to always grow and improve.
The content I teach to students is important and valuable in and of itself, but my job goes beyond content. I often choose to focus on how my students can use what I teach them in their own lives, for their own passions, creating their own world. My ultimate goal as a teacher is to remind my students of who they are: unique, creative, capable, and valuable. After this, it is to help them gain and grow skills of communication and critical thinking that they will be able to use in whatever capacity suits them in their future.
Teachers should always remain students while they teach. It is important to continue to keep the spark of learning alive in your own life in order to authentically model the power and beauty of curiosity. It is also imperative that teachers remember the feelings of struggle and triumph that comes with learning in order to understand their students better.
The Value of Secondary English
The Value of Secondary English
I believe that an education in literature and writing greatly benefits students because it helps them improve their communication and critical thinking skills. Language and communication is also the foundation of a society, meaning that if a student can communicate well, they are much more likely to excel in life.
There is no limit to communication and literacy skills, so students should continue receiving guidance and being challenged as they grow.
Though students are generally proficient in their first language by the time they reach high school, those who are able to assume mastery over their language are the ones who will be at a greater advantage in the future. Mastering the skills of reading, writing, listening, and speaking in multiple contexts improves a person’s ability to participate more fully and with more awareness and success in their society.
Instruction in reading and writing should be practical and "geared toward making sense in a life outside of school” (NCTE 2004).
Language is also the foundation of storytelling and should therefore be FUN! While I know not every student will love literature or grammar as much as I do, I do know that everyone loves a good story. Sometimes, my role as a teacher is simply showing them how much is out there for them to enjoy.
Teaching Remotely
Teaching Remotely
Instruction delivered remotely should still be student centered and meaningful. While I believe that there are valuable aspects of face-to-face classroom instruction that cannot be replicated in or transferred to an online format, that does not mean that online learning is all busywork or is an inadequate form of teaching. In an online setting, students are given more freedom and flexibility not only in how their learning is paced but also in the products they create. Provided the teacher has adequate time and resources, online learning allows for greater individualization of education.
Because of these advantages, I believe that while teaching online, it is the responsibility of the teacher to continue to challenge students to think deeply, apply their learning in real settings, and to center the learning around student interests, resources, and abilities (in just the same way that instruction is delivered in a live classroom setting).
Teaching Abroad
Teaching Abroad
Ultimately, to teach anywhere is to love anywhere. Wherever my students are (or are from), my job is still to love them and empower them.
No matter the location, I greet my students with an asset-based approach: I look for strengths they already have which can then be built upon and used throughout the whole learning process. For me, this focus on the assets rather than the deficits is foundational, relating back to my belief that students are unique and valuable.
Simultaneously, I believe that, as the person from another culture who is entering into a new community, I need a disposition of humility. I will always be a student, a guest. I can model this humility for my students as well. Cultural differences are not "right" or "wrong" and therefore do not need to be corrected. My job will never be to change the home culture of a student; it is merely to help students sharpen their academic skills and their sense of self. It is up to the students to use what they learn with me in a way that fits their culture, goals, and interests.
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