Philosophy of Teaching and Learning

Kaitlyn Bell

There are no miracles in successful education; it just requires

endless commitment and determination.
-Marva Collins

An educators philosophy of teaching and learning is ever changing. As pre-service

teacher I have formed my current philosophy from my years of being a student, outside of
school experiences, and my internships. This philosophy is who I am, and how that will
reflect in my teaching.
I am a Constructivist.
Students have their own cultural and social experiences, these shape their understanding
(Vygotskii & Cole, 1978). That is why I believe that it is essential to create authentic
learning experiences by making connections to their prior knowledge and interests. If
concepts are taught in isolation than students will fail to recognize the importance and
significance. Its important to relate subjects and their concepts to real life. It
demonstrates to students that there is a lasting value in the material and it can assist them
in furthering their understanding of not just that one concept, possibly many others. In the
classroom students create their own meaning through experience (Applefield, Huber &
Moallem, 2000), as result my teaching style will consist mainly of the top-down approach
but, when necessary, the bottom up approach as well. There will be times when students
will need the bottom up approach, if there are rules about safety or other important
notions that need to be covered.
I recognize and celebrate diversity.
Classrooms consist of students from a variety of cultures, languages, learning abilities,
socioeconomic backgrounds and personalities. I value the multiplicity of perspectives this
will offer the classroom. All of these elements form students, but should not define them.
It is importance to know and understand your students. All students have the potential to
be successful. Some students will struggle to see this; therefore it is my responsibility as a
teacher to reveal it to them. I will teach to students learning styles, not force them to
learn to my teaching styles. In my lessons I will differentiate to respond to the needs of
students. If a student can effectively show that they have learned through a song or dance,
I will encourage this creativity. There are many learning styles, just as there are teaching
styles. My classroom will embrace this variety and diversity. If a student has an
exceptionality, I will make sure they receive the learning opportunities they deserve. An
exceptionality is something a student has, not who they are. There is no such thing as an
unteachable student (Cozolino, 2013). I will put in the time, dedication and care needed
for all students.
I will stay current in my understanding of educational research.
Education research includes educational psychology as well as what Sousa (2010) calls
educational neuroscience. I recognize the importance of maintaining current
understanding of how the brain works in regards to learning. Teachers should always

remain up to date on new research that supports learning in the classroom. For example,
research reveals that it takes children more time to process speech (Williams, 2010), this
brain-based research reveals how a child learns and should effect how an educator
teaches. Knowing how the brain works will support effective teaching methods and
strategies.
I believe in learning by doing.
Students need to be engaged and involved in all aspects of the learning process. When
students are involved in designing the lesson and assessment, they better understand the
goal and become more emotionally invested in and attached to the learning outcomes.
Choices should be available for assignments, projects and assessment. In the classroom
students will provide ways to show that they are and have learned, that aspect is tight. But
how they show that they are and have learned is loose. Students will have options to
choice from, so they can best express what they have learned in a form they find suits
their strengths. I believe that the classroom should be student-centered, not teachercentered. Students develop their knowledge through an active construction process, not
the passive reception of information (Applefield, Huber & Moallem, 2000). To build their
own understanding students must inquire and discover through hands on activities
(Daniels, 2001). A child will not learn to swim by reading about it, the only way to truly
learn how is to dive in.
Learning will be fostered in a positive and safe learning environment.
I believe in creating an atmosphere of openness, exploration and a shared commitment to
learning. Students will only allow themselves to experience mistakes in an atmosphere
where they feel safe, both emotionally and physically. It is essential that students in safe
environment that promotes risk-taking. It is important that all students feel valued and
their dignity preserved inside and out of the classroom. Students will feel valued and
respected and in return value and respect other. I believe students offer more to our world
then we often acknowledge and, as teachers, we need to be open to listen and encourage
them. Students self-esteem and self-efficacy will be nurtured, so that they will feel
comfortable to share ideas and try new things. I view a mistake as an opportunity, not a
failure. We all make mistakes and can learn from them, something that valuable should
not be considered failure.
I believe in creating successful learners, not winners and losers.
Rewards have no place in the classroom. Learning is a continuous process, but when
rewards are offered this limits students thinking. Students become answer oriented, and
will work for the reward and only the reward. Teachers should foster students love and
interest of learning, not limit it. Rewards can be de-motivating, when students do not
recieve the rewards they were hoping for they are disappointed and feel that trying their
hardest is not good enough (Kohn, 1993). When students do not receive the reward this
creates the small feelings as being punished. For the students that are motivated by
rewards once they are removed from situations, students lose their motivation and
interest. Rewards not only punish but they do nothing to promote collaboration or a sense
of community (Kohn, 1993). Rewards force students to compete against each other; this
ruins their relationships, which are necessary for optimal learning.

Collaboration and teamwork are essential.

Learning requires teamwork and collaboration. Dialog is the catalyst for gaining
knowledge (Applefield, Huber & Moallem, 2000). No one person is the holder of all
knowledge and good ideas. Everyone has something to offer, especially the young minds
of today. Therefore students should not only learn from the teacher, but from each other.
Students should be constantly questioning and explaining, and challenging and
supporting their peers. Social life is a necessary condition for the development of logic
(Daniels, 2001). Research has shown that social interactions are more than simple
influences on cognitive development; they actually create cognitive structures and
thinking processes (Vygotskii & Cole, 1978) Therefore teamwork is an essential
component of learning. One of the first things that need to be recognized is the difference
between an individual working as part of a group and an individual working as part of a
team. In a team students work interdependently and work towards both personal and team
goals, and they understand these goals are accomplished best by mutual support.
Members of a team feel a sense of ownership towards their role in the group because they
committed themselves to goals they helped create. In a group members focus mostly on
themselves because they are not involved in the planning of their group's objectives and
goals and members are given their tasks or told what their duty/job is, and suggestions are
rarely welcomed. In my classroom there will be no group work, only teamwork.
Applefield, J. M., Huber, R., & Moallem, M. (2000). Constructivism in Theory and
Practice: Toward a Better Understanding. High School Journal 84(2), 35-53.
Cozolino, L. (2013). The Social Neuroscience of Education: Optimizing Attachment and
Learning in the Classroom. New York: WW. Norton and Co.
Daniels, H. (2001). Vygotsky and pedagogy. London: Routledge/Falmer.
Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's,
praise, and other bribes. Boston: Houghton Mifflin Co.
Sousa, D. A. (2010). Mind, brain, and education: Neuroscience implications for the
classroom. Bloomington, IN: Solution Tree Press.
Williams, D. L. (2010). The Speaking Brain in Sousa, D. A. (Ed.), Mind, brain, and
education: Neuroscience implications for the classroom (pp. 85-112). Bloomington, IN:
Solution Tree Press.
Vygotskii, L. S., & Cole, M. (1978). Mind in society: The development of higher
psychological processes. Cambridge: Harvard University Press.