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My Teaching Philosophy
Transcript of My Teaching Philosophy
Horizontal learning provides students with the
opportunity to learn from each other, as well
as the teacher. All members of the learning
community are viewed as equals, each with
knowledge and experiences to share. This idea
stems out from Paulo Freire's "Banking Education" and
the Participatory Approach to teaching.
All students should feel safe in the classroom, and as members of the larger learning community. In order to create such environment, there needs to be...
A co-constructed list of group norms that holds everyone accountable to the space, their classmates and their work.
All identities should be welcomed, but also included in the classroom content. When providing examples or stories, prioritize diversity in characters, settings and plots.
Using the "I, Thou, It" Triangle
My Eclectic Teaching Philosophy
By Stephanie Brown
The teacher, their preparation
and their influences.
The content, the educational institution
and outstanding demands
The students and their abilities,
needs, interests and role in learning.
Critical thinking empowers students, because they begin to ask questions and find answers within their own learning and the world. Encouraging questions and following the lead of the students, the classroom becomes an environment of exploration and motivation.
Students are give the opportunity to participate in communicative and interactive activities. These activities allow for students to interact with each other, and build both communicative and linguistic competence. This focus stems from Communicative Language Teaching (CLT).
There should be balance between the use of technology and natural materials in the classroom. Students should have the opportunity to interact with a variety of different materials to enhance learning and to better support them in the outside world.
The classroom should prioritize the use of authentic (real world) materials in the classroom. Such items might include menus, maps and newspaper articles. These materials allow students to practice the content and language needed in order to engage with these materials outside of the classroom.
The content and language focus of the classroom should be generated or influenced by the students needs, interests and abilities. Adapting lessons and activities to these areas, allows for students to draw on personal experiences, build schema, and find motivation in the classroom.
Problematizng education and providing tasks, also for students to develop a more complex understanding. Seeings education this way draws from Task-Based Instruction (TBI), Content-Based Instruction (CBI), and Silent Way among others.
Reflection is key in developing a classroom community, enhancing lessons, better assisting students and growing as an educator. For reflection to be successful it should be used before teaching, during teaching, and after teaching. Each type of reflection allows for a teacher to assess the many steps of preparing, producing and concluding lessons.
A teacher has many roles in the classroom. The most important role is as facilitator for student learning and growth. A teacher provides a space for students to learn from everyone in the classroom. A facilitator isn't the most important person in the classroom, but instead allows the students to take the lead.
A teacher must be mindful in the actions, preparations, interactions, and conclusions that they draw from teaching and their students. They must be aware of the classroom, the students, and their needs. The teacher should also create a space that focuses on using mindfulness when teaching and learning.
Nothing ever goes as planned, and teaching is no different. A teacher must be able to adapt. Each student has different needs, interests and abilities. In order to accommodate and support each student, the teacher must be flexible in their preparation, content, language focus, and environment.
A teaching philosophy should be more than a list of ideal teaching situations or concrete methodologies. So I've created an interactive Prezi teaching philosophy, that is flexible to portray the fluidity of teaching.
I've used the "I, Thou, It" Triangle to show the dynamic relationships between the teacher, students and content.