Alexsa Burkett

ETEC 424.02
Dr. Petra Sassberg
1/29/15

My Educational Philosophy
Why teaching?
I chose the educational career path due to the fact that I was never extremely motivated in
high school. The only person that motivated me was my coach, so as an English teacher I want to
motivate my students to read and learn. I want to open new doors for them so they may continue
to broaden their minds and see how wonderful learning new things can be.
What and where I want to teach
When I become a teacher I want to teach high school and also coach high school as well
so I may influence them academically and in their athletic career. I am a country dweller, so I am
going to try to stay in rural area. I want to teach high school English because I believe English is
a lot more than just reading a book. It also tells us readers more about the society when it was
written and what cultural views and aspects contributed to the authors work at that time. In my
English class I want to show students that there is more to literature then just words on a page,
but to unveil the message the author is trying to convey to the reader because some students may
not see it.
As a teacher I will
In my classroom I will aspire to inspire each in every student in whatever way I have to. I
want to reach out to each and every individual and help them grow into a successful member of
society. I am not only striving to teach my students the course related material, but to motivate
them in every aspect of their life whether it is making good grades or other advice. I believe a
teacher should strive to be more than simply a teacher but a life coach and model to their
students because they may not have that figure at home.
Keys to student success
The focal point of the class is the teacher. Students are always taking in your every move
so teachers should always strive to be a role model and success coach for their students. One
main key to finding success among your students is to build off their strengths and never put
them down. Students that are confident in their learning abilities are always more successful at

learning and comprehending. If I recognize students are struggling I will give them the one-onone time that they need to understand the material. As instruct them I will not make them feel
uncomfortable but I will strive to build off of what they already know so the gap in their
knowledge may be mended for successful comprehension. I will try to make my classroom a laid
back open discussion so I can see what my students know and who is struggling. I also believe
an open discussion among myself and my student will capture and hold their attention. If
students are paying attention, comprehending and engaged then they are learning
Using the right tools
A teacher must find every students strengths and learning styles in order for students to
succeed. So that means a teacher must know her students and how to approach each and every
one while teaching them. All teachers need to do is find the right teaching style and the right tool
in order to reach their students. Since it is the 21st century a tool that all students are familiar with
is technology. The integration of technology in classrooms is a great tool used by teachers. There
are all kinds of programs used in schools today and this might be one tool a teacher may find to
be quite effective for some students.
Technology as a tool
This SAMR model below accurately represents the proper use of technology in this day
and time. Any use of technology should improve the process or outcome. We must ask ourselves
whether using technology is contributing to the improvement of teaching and students learning
effectively.

Texas Technology Standards:

Standard II. All teachers identify task requirements, apply search strategies, and use
current technology to efficiently acquire, analyze, and evaluate a variety of electronic
information.
2.1s use strategies to locate and acquire desired information from collaborative software
and on networks, including the Internet and intranets;
2.2s apply appropriate electronic search strategies in the acquisition of information,
including keyword and Boolean search strategies;
2.3s identify, create, and use files in various appropriate formats such as text,
bitmapped/vector graphics, image, video, and audio files;
2.4s access, manage, and manipulate information from secondary storage and remote
devices;
2.5s use on-line help and other documentation;
2.6s determine and employ methods to evaluate electronic information for accuracy and
validity;
2.7s resolve information conflicts and validate information by accessing, researching,
and comparing data from multiple sources; and
2.8s identify the source, location, media type, relevancy, and content validity of available
information.

Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and
modify solutions, and evaluate results in a way that supports the work of individuals and
groups in problem-solving situations.
3.2s plan, create, and edit spreadsheet documents using all data types, formulas and
functions, and chart information;
3.3s plan, create, and edit databases by defining fields, entering data, and designing
layouts appropriate for reporting;
3.4s demonstrate proficiency in the use of multimedia authoring programs by creating
linear or nonlinear projects incorporating text, audio, video, and graphics;
3.5s plan, create, and edit a document using desktop publishing techniques including, but
not limited to, the creation of multicolumn or multisection documents with a variety of
text-wrapped frame formats;
3.6s differentiate between and demonstrate the appropriate use of a variety of graphic
tools found in draw and paint applications;
3.7s integrate two or more productivity tools, including, but not limited to, tables, charts
and graphs, graphics from paint or draw programs, and mail merge, into a document;
3.8s use interactive virtual environments, appropriate to grade level, such as virtual
reality or simulations;
3.9s use technical writing strategies to create products such as a technical instruction
guide;

3.10s use subject matter foundation and enrichment curricula in the creation of products;
3.11s participate in electronic communities as a learner, initiator, and contributor;
3.12s complete tasks using technological collaboration such as sharing information
through on-line communications;
3.15s integrate acquired technology applications, skills, and strategies and use of the
word processor, database, spreadsheet, telecommunications, draw, paint, and utility
programs into the foundation and enrichment curricula;
3.16s design and implement procedures to track trends, set time lines, and review/
evaluate progress for continual improvement in process and product; and
3.17s resolve information conflicts and validate information through research and
comparison of data from multiple sources.
Work Cited:
http://www.principals.org/tabid/3788/default.aspx?
topic=Technology_Integration_Will_We_Know_It_When_We_See_It_A_New_Taxonomy