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Teacher Philosophy

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Summary

Please submit a link (shared with [email protected]) to your teacher philosophy document that includes your brainstorm (draft) and written response (final) tabs by 2/26 at 8:30 p.m.

25 Comments

  1. My experience as a student has been both positive and negative. I had an ENL teacher that was very aggressive and didn’t build a relationship with the students. She was very strict. I never looked forward to her coming and teaching us. I was always scared of being in her group. All this led me to failure because I couldn’t pay attention to the instructions. However, when I changed schools I dreaded being in an ENL class because I assumed that all ENL teachers were not nice. In this school, however, the teacher was much nicer. She built a relationship with the students. She wanted to know what our culture was. She showed respect to the students. I really valued her because she made me feel important. I looked forward to learning from her. My grades had improved drastically. Overall, I think as a teacher it is very important to make the students feel like they belong and are important. Once a relationship with a student is built, there will definitely be engagement from the student and improvent.

    My teaching philosophy centers on building students’ confidence and giving them a voice and space within the classroom. I strongly support Bloom’s Taxonomy—a framework developed by educational psychologist Benjamin Bloom that categorizes learning objectives and promotes higher-order thinking. For me, meaningful learning doesn’t happen when the teacher talks for the majority of the lesson; it happens when students actively engage, collaborate with peers, and apply critical thinking to create, evaluate, and analyze ideas. This still affects my role as a teacher because even now as I teach I look for ways when the students can be engaged through activities and discussions.

    In my classroom, I support all learners by tailoring engagement strategies to diverse learning styles. Visual learners benefit from pictures, charts, maps, diagrams, and interactive tools like dry-erase overlays on worksheets. Auditory learners thrive through class discussions, group work, and creative methods such as composing songs or poems to aid memorization. Kinesthetic learners engage through movement-based activities like sequencing numbers through line-ups, forming geometric shapes, or acting out story problems. I believe a successful educator meets the needs of all learners by thoughtfully incorporating varied approaches.

    Creating an inclusive, supportive classroom where every student thrives is rooted in engagement, which I view as multidimensional: behavioral, physical, social, emotional, and cognitive. Behavioral engagement is developed through routines and clear cues. Physical engagement comes from incorporating movement into lessons to keep students actively involved. Social engagement occurs through collaborative work opportunities. Emotional engagement is vital; I am committed to showing students that I value and appreciate them and their efforts. Cognitive engagement is evident when students adopt a growth mindset—believing they can persevere and succeed through effort

    I like hands- on activities because I sense more student engagement. I hear more student voice and interactions. I like student discussions either through debate or when students sound their opinion on a topic. This is really important because as educators we allow students to have an identity. Which helps them build on what their beliefs are or what they might think is morally right or wrong. I like light bulb moments when students understand what you are teaching because as an educator it makes me feel successful that I have done my part in teaching and all the hard work was paid because students were able to grasp the topic.

    Dislikes:
    I dislike pop-up observations because it makes us as educators feel like we are constantly being evaluated which can be draining. For example, no one can be perfect every day. When there is a pop-up observation, it is crucial to not judge that teacher just on the day you observe him/her. There is more to the picture because teachers can be giving it their best on a day that no one is watching and the day someone comes to observe can be a tough day or can be a good day.
    When students aren’t able to engage because you are talking for a long time. For example, I believe that if there are long lectures then students’ attention span decreases and they cannot comprehend the information given to them. Sometimes when you prepare a lesson expecting it to go a specific way but it doesn’t go as planned. Many times as educators we plan many lessons expecting them to be “perfect”. However, the true reality is not every lesson will go as you might expect it. There will be changes depending on the students. How they interact with one another and how much time they take to grasp a topic.

    Link for my Rough draft: https://docs.google.com/document/d/1BEeBJU62237wB2BtJz7c2rg4hu6mPE1oVlR6WtMBtDs/edit?usp=sharing

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  3. My beliefs about education have been strongly shaped by authors who focus on personal growth, mindset, and becoming a better person. Unlike traditional education writers, these authors helped me understand how confidence, motivation, and self-belief affect learning. Gary Coxe’s Don’t Let Others Rent Space in Your Head, Jim Rohn’s Twelve Pillars, and Tony Robbins’s Awaken the Giant Within all changed the way I see people, learning, and potential. Their books taught me that growth starts from within, through belief, reflection, and resilience. They explain that people succeed when they learn how to manage their thoughts, emotions, and goals, and that message stayed with me because I saw how true it was in my own life.

    These ideas deeply shape the way I see my role as a teacher. I do not see teaching as only explaining lessons or giving assignments. I see it as helping students grow as people who believe in themselves and feel capable of learning. Because I learned English later in life and went through moments of doubt and insecurity, I understand how powerful encouragement can be. I know what it feels like to struggle to express yourself and worry about making mistakes. That is why I want my classroom to be a place where students feel safe to try, safe to grow, and safe to be themselves. These authors strengthened my belief that students need support not only academically, but also emotionally and personally. I want my classroom to be a place where students feel motivated, confident, and proud of their progress, not just a place where they complete work for a grade.

    I also bring my personal background into my teaching. I am a bilingual woman originally from Honduras, and Spanish is an important part of my life, my family, and my identity. Because of this, I believe language should never be a barrier to learning or to feeling valued in school. I want students who are learning English, or who speak another language at home, to feel proud of who they are and confident in their abilities. My own experiences help me connect with students who may feel unsure of themselves, and they remind me to always be patient, understanding, and supportive.

    I want my classroom to be a place where students feel welcomed, respected, and understood. I want them to know that their culture, language, and experiences matter. I hope they feel comfortable asking questions, sharing ideas, and even making mistakes, because mistakes are a normal and important part of learning. I also believe families play a big role in student success, so I want to build positive and respectful relationships with them. To me, teaching is not only about lessons and assignments. It is about creating an environment where students feel they belong and where they are encouraged to grow academically, socially, and emotionally.

    When I think back to my own schooling, I remember both challenges and moments that helped me grow. Learning a new language was not easy, and there were times when I felt nervous or unsure of myself. Those experiences taught me how important it is for students to feel supported and encouraged. I want my students to feel confident enough to try, even if they are not sure their answer is right. I want them to understand that learning takes time, effort, and patience. These memories remind me every day why kindness and encouragement are such important parts of teaching.

    What I enjoy most about teaching is building relationships with students, seeing their confidence grow, and helping them connect learning to real life. I have noticed that students participate more and try harder when they feel comfortable and supported. I also see that students understand lessons better when they can connect what they are learning to their own experiences. I do not enjoy situations where learning feels rushed, stressful, or focused only on memorizing information. I believe students learn best when they truly understand ideas, not just repeat them.

    My experience as a full-time substitute teacher has allowed me to work with students of many ages, learning styles, and language levels. These experiences have taught me how important it is to be flexible and responsive. Every classroom is different, and every group of students has different needs. I have learned to adjust my approach so that I can support students in the best way possible. In addition, my years as a stay-at-home mother helped me understand how children grow and learn in real-life situations. Balancing graduate school, work, and family responsibilities has also taught me persistence and dedication, qualities I hope my students see and learn from.

    In my teaching, I focus on encouragement, real-life connections, and individual support. My goal is for students to feel confident, capable, and proud of their progress. One of the clearest signs that these goals are being met is when a student who is usually quiet begins to participate more or when a hesitant student starts taking risks and trying. Seeing that kind of growth shows me that they are not only learning academic skills, but also building confidence in themselves.

    Ultimately, I want my students to see me as someone who truly cares about them and believes in their potential. I want them to know that I am patient, understanding, and always on their side. More than anything, I hope they leave my classroom feeling stronger, more confident, and ready to keep learning. My goal as a teacher is not only to help students succeed in school, but to help them grow into individuals who trust themselves, value their abilities, and feel prepared for whatever comes next.

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  6. Politics and Theory:
    My beliefs about teaching are rooted in fairness, curiosity, and student voice. I don’t believe learning should be about teachers giving students all the answers, but about helping students ask question and explore ideas together. I am especially influenced by inquiry based and student-centered approaches, including ideas from Pablo Freire about moving away from teacher-controlled, lecture-heavy classrooms. These beliefs shape how I see my role as a teacher, not as the only authority in the room, but as someone who guides discussion, encourages thinking, and creates space for students to share their ideas.

    Students and Community:
    My role in supporting students, families, and the community is to create a classroom where everyone feels respected, safe, and valued. I want my students to feel comfortable expressing themselves, asking questions, and taking risks without fear of being judged. I want my classroom to be a place where students feel seen for who they are, including their cultures, languages, interests, and experiences.
    Connecting with families is also important becuase the students do best when school and home work together. I want the families to feel welcomed and included, not just contacted when there is a problem. I want to be able to communicate regularly, share what we are learning to the community by helping students see that what they learn in school matters outside the classroom. Whether through local projects, community resources, or discussions about real-world problems, I want the students to understand that they are a part of something bigger.

    Brainstorm:
    When I think back to my own schooling experiences, I remember how important extra support was for my success. I struggled at times, but after-school tutoring sessions made a big difference for me. Having a place where I could ask questions, review material, and get help without feeling rushed helped me build confidence and understand the materials more deeply. I want to make sure I am available to support the students who need extra help, expecially those who may feel beh ind or unsure of themselves, since I was once in that position too.
    I also remember feeling overwhelmed by the workload at times, especially when teachers expected large amounts of class work to be finished while also assigning heavy homework. I want to be mindful of how much work students are given and recognize that they have responsibilities and lives outside of school.
    The experiences In oils want to recreate in my classroom are the ones where the students feel supported, encouraged, and understood, not pressured or discourages. I want my classroom to be a place where the students know that asking for help is normal and that effort matters more than perfection.

    Likes and Dislikes:
    Likes:
    – Building strong relationships with the students and getting to know them as individuals.
    – Supporting the students who need extra help and seeing their confidence grow
    – Creating a classroom environment where students feel safe, included, and excited to learn.
    Dislikes:
    – Overwhelming workloads that focus more on completion than understading
    – Strict grading systems that don’t account for different learning needs or progress
    – Situations where the students feel afraid to ask for help or make mistakes.

    Elaborate:

    I realized how important a supportive classroom environment is becuase of my own experiences as a student. In middle school, I had this math teacher who would call students up and react negatively when they got answers wrong, which made me anxious about participating. A moment that really stuck with me though was when I also saw a coworker at an after-school respond harshly to a child’s wrong answer, even when they got the right answer, the coworker wouldn’t be satisfied because she would assume they were guessing. It was clear how embarrassed and discouraged the students felt. Experiences like that made me understand how much a teacher’s tone and reactions can affect a student’s confidence.
    Because I did not always feel comfortable speaking up, I want my classroom to be a place where students feel safe asking questions, making mistakes, and asking for help. I want my students to know that wrong answers are a part of learning, not something to be ashamed of

    Expertise:

    Since I just started working as a 3K teacher last year, I would say I have the most expertise working with students in after-school programs and tutoring settings. I began tutoring when I was
    16 and have worked in after-school programs since I was 17, supporting students with homework, skill development, and general academic support. I have also assisted in summer school programs through church gatherings, where I helped supervise activities and support the students’ learning in a structured environment.

    Teaching Methods:
    – Providing individualized support by working with students one-on-one or in small groups to meet their specific needs.
    – Using encouragement and positive reinforcement to build the students’ confidence and motivation.
    – Scaffolding tasks by breaking down complex work into manageable steps.

    Teaching Goals:

    My main goal is for students to feel confident, supported, and capable in their learning. I want the students to develop the courage to ask questions, make mistakes, and try again without fear of embarrassment. I also want them to build independence and problem-solving skills so they can take ownership of their learning. I also want them to try their hardest and provide all the resources they need to succeed.
    In addition to academic growth, I hope my students develop a positive attitude toward school and see learning as something meaningful rather than stressful. Most importantly, I want the students to leave my classroom believing in themselves and knowing they are capable of success.

    Assessment:
    One example fo a student achieving my teaching goals was a second grader name Roan from an after-school program where I worked. He was a bright and kind student, but he struggled with reading and was often bullied by his peers because his books were at a lower level. This made him feel embarrassed and discouraged, and he became hesitant to read aloud or even attempt his english homework
    To support him, I created a safe and private space where we could work together away from his peers. If he did’nt feel ready to read on his own, I would read with him and encourage him to point out or circle words he recognized. Over time, this reduced his anxiety and helped him build confidence. We continued working together for about two years, and by the end of fourth grade, he was reading above his grade level and choosing longer books on his own. He also became more confident speaking in class and was able to perform well on exams independently. This experience showed me how creating a supportive and safe learning environment can help students overcome fear and develop confidence. It reinforced my belief that patience, encouragement, and individualized support can make a lasting difference in a student’s academic and emotional growth.

    Reflection:
    I want my students to view me as someone who supports and believes in them. I hope they see me as a teacher who is patient, understanding, and approachable. I want to be remembered as a teacher who cared about them not only as students but as individuals.
    Most importantly, I want my students to feel safe in my classroom and trust that I will encourage them even when they struggle. If they leave my class feeling more confident, capable, and comfortable expressing tehmselves, then I will feel that I have done my job.

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  17. My beliefs about teaching are that learning is social and relational. Children learn when they feel care, respect, and are challenged at the same time. Care, trust, and high expectations can and should exist together. Thus, I value inclusion, equity, and collaboration. My understanding of teaching was shaped by John Dewey and Lev Vygotsky. Dewey believed students learn best by doing and through real experiences. Vygotsky emphasized that learning happens through social interaction and guidance. These ideas connect strongly to my own experiences as a student.

    When I recall my experiences as a student, I remember the care and support I got from my teachers and my peers. I was fortunate to have teachers who helped me not only academically, but also emotionally. I have been moving a lot when I was young and did feel hard to adjust to a new school, so I really appreciate the effort that my teachers put in to make sure I feel included. Also, I have learned a lot from my friends as well. They are from different backgrounds, and I remember I was so interested to see how, even though we are different, we also have things in common. Thus, I believe a classroom should be a place where students feel safe, respected, and supported.

    These experiences helped me recognize how important it is to build strong relationships with students and value diversity. Having lived in different places and learned from different people, I understand the importance of respecting others’ perspectives. Every student brings knowledge, culture, and identity into the classroom. I believe teachers should embrace and honor what students bring with them.

    Currently, I am a 3K teacher, working in a small classroom setting. Since my students are very young, I focus more on social-emotional learning. Each morning during circle time, we talk about our feelings. I ask students how they feel, why they feel that way, and what we can do when we have “big feelings.” We also discuss a question of the day connected to our curriculum. Students are encouraged to share their ideas and experiences. This allows them to build communication skills and confidence. Moreover, I use scaffolding to support student learning. I model language and behaviors before expecting students to use them independently. For example, at the beginning of the year, we created classroom promises such as “sharing is caring” and “gentle hands.” I also taught students simple sentences they could use during play, such as “Can I play with you?” or “I am still playing with it. Can you play later?” Over time, I observed students using these phrases on their own. I noticed fewer conflicts and more cooperative play. These moments showed me that they were learning how to build positive relationships. I also use many visuals and hands-on activities in my classroom. Young children learn best by seeing, touching, and doing. My goal is for students to learn and have fun at the same time.

    Last but not least, I see myself as a partner to families. Teachers and families work together to support children academically, socially, and emotionally. I respect the knowledge and experiences families bring, and I value open communication. I hope my students will see me as a friend and a trusted adult. Someone like their parent figure in the classroom. I want to be someone they feel comfortable talking to, someone they can turn to for help and guidance, and also someone they can laugh and play with. I hope they view me as supportive and caring, and most importantly, feel comfortable and belong in the classroom.

    https://docs.google.com/document/d/1iILQey2U9mPU587kuUusOK0pQsbMVW–pdh_MaXL258/edit?usp=sharing

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  19. Brainstorm-https://docs.google.com/document/d/1ALQ6GYe2tx7zbTBcFcD4fg5KdXg3OOpCTLCKIXuyhzg/edit?tab=t.0

    Final Paper-

    Introduction:
    I am not a teacher yet at the moment and still in the process of learning about the education field and I have a little experience in a classroom because I have been doing fieldwork and observation in school. My teaching philosophy is going to be a perspective as a future teacher on what I want to achieve as a teacher. This will guide me through my career and help me support the students as much as I can. This paper is about helping students grow, think and help them feel confident when they are working on assignments and participation in the classroom. Also I will be connecting my teaching philosophy to the reading of James Baldwin, Yolanda Sealey-Ruiz, and Alfie Kohn that helps shape my goals and my roles as a teacher teaching students concepts.
    Teaching Beliefs:
    I believe every student can learn but with different methods and different ways. Also the pace as well meaning some might take a little more time on the assignment and some students might get the concept right. My main values are respect, patience, inclusion in the classroom and fairness while learning are very important values. I want students to feel safe asking questions and tell them that it is okay to make mistakes because that is part of learning.
    In the reading “The Price of the Ticket” by James Baldwin explains that the purpose of education is to help students think for himself and start asking questions(Baldwin, 1985) I totally agree because I want students to be able to question things and how they will really understand the concepts. I don’t just want students to just memorize information, I want them to understand the meaning of an event or learning and connecting it to the real world.
    My beliefs connect to students’ learning is really important and my main focus. This theory focuses on students being active when it comes to participating in the classroom. I want them to not just listen to the concept but further investigate and question the concepts that are part of learning. Supporting my beliefs is having group work and more class discussion that builds student confidence. Also it gives a chance for students to learn from each other.
    I believe in an inclusive setting meaning that all students learn together in the same classroom no matter their condition, abilities, language and culture. It means school should learn the same concepts but the teaching method will change to adjust with students’ needs and support to succeed. Overall every student deserves equal opportunities and support levels. Classrooms should adapt to students’ needs.This belief affects my role as a teacher because I see myself as a teacher guiding, supporting and helping students. I don’t just want to give information I want students to further think and ask questions as much as they can.

    Implications for my Future Classroom.
    In my future classroom, I plan to create a safe classroom environment where there is a lot of participating in their learning. I will encourage students to ask questions and I want to connect what they learn to the real world. Also life experiences. Inspired by Sealey-Ruix(2022), I will reflect on my own teaching practice and incorporate cultures, and different backgrounds to connect to students.
    I will be mindful of how I use grading and make sure that grading is not the center and it should control our learning. I want to have different assessments to check students understanding such as portfolio work, class discussion, projects and even reflection. My goal is to make sure student feel confident, support in their work and create motivation for student to learn
    Closing Reflection:
    As I continue learning and preparing to become a future teacher. I am still thinking about the academic system, grading, and what are the academic expectations. I am also thinking about how to grow and reflecting on my beliefs to create the best classroom rules and environment for students to learn to the best of their abilities. But as I teach I will begin learning everyday and gain more experiences. My beliefs will guide me to my teaching career.

    Work Cited:
    Baldwin, J. (1985). The price of the ticket: Collected non-fiction 1948–1985.
    Kohn, A. (2013). The case against grades. Counterpoints, 451, 143–153.
    Sealey-Ruiz, Y. (2022). An archaeology of self for our times: Another talk to teachers. English Journal, 111(5), 21–26. https://doi.org/10.58680/ej202231819

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