Running heading: Educational Beliefs

Personal Teaching Philosophy Walter F. Ottaway Regent University

Running heading: Educational Beliefs Personal Philosophy Who am I? My teenage years were difficult and troubled. I grew up in conditions that some might consider as trailer trash. My family did not have much money and at times life was very hard. I am a product of an uncaring public education system. A school system that

allowed a gym teacher to stand by and watch a group of boys brutally beat me. This unprovoked beating and the subsequent punishment I received for defending myself, ultimately led me to drop out of high school. I was three months from graduating and all I had to do was bring a letter from my parents stating that they had given me permission to dropout. No one tried to stop me, no one called my parents, and no one cared. This is what drives me now. I will be an advocate for my students. I have promised myself that I will never let this happen to another child. My past shaped my beliefs and because of this, I will fight as hard as I can to provide my students with the tools they need to be successful. Beliefs about instructional strategies As a professional educator, I know that all methods of teaching become obsolete over time. This happens because new technologies are shaping the world around us at an unprecedented pace. Children are quickly able to grasp these advances in technology and because of this; it is my responsibility to ensure that I meet these changes with an open mind. I will embrace these changes by quickly incorporating these new technologies into the classroom. Partin (2009) writes, the most outstanding teachers have a variety of instructional techniques in their repertoire (p. 184). I never want to lecture a class, but instead I want to teach through discovery.

Running heading: Educational Beliefs Beliefs about classroom arrangement My student teaching has reinforced what I believed about classroom arrangement. Simply put, the days of columns of desks are over. A classroom should be inviting, safe, and bright. By providing these three elements in my classroom, students will be able to relax and

focus on the days lessons. Desk arrangement should promote group interactions and easy traffic flow, thus providing minimal distractions during class. Jones, Jones and Jones, (2007) write the optimal room arrangement allows you to get from any student to any other student with the fewest steps" (p. 43). I will achieve this by arranging my classroom in a wagon wheel configuration. Student desks will be placed in groups of four to facilitate cooperative learning. Additionally, this arrangement will allow me to group students by skill, interest, and learning style. Beliefs about classroom management Kriete and Bechtel (2002) write, Teachers and students crave a certain amount of predictability and routine in the school day, especially at the start (p. 7). This predictability is key to a successful school day because it eliminates morning chaos. As a result, student and teacher stress and tension will remain neutral in the classroom. By providing an environment that starts with a smile and a friendly greeting from me, it is my hope to have a positive impact on each child. Fay and Funk (1995) write, An important factor in efficient classroom management is your ability to put a stop to disruptive behavior before it becomes serious enough to necessitate applying consequences (p. 309). As a professional educator, I will utilize the methods of Love and Logic to establish positive classroom management. By following the Love and Logic

Running heading: Educational Beliefs principles, I will stay in control of the situation while at the same time, teaching my students problem solving skills, personal responsibility, and real life experiences. Beliefs about teachers and teaching

All teachers should make students their number one priority. No one gets into teaching to become rich. We all know that the pay is inadequate to begin with and because of this, teachers need to stop complaining about low wages and get back to why they chose teaching as a career. Teaching children to be the best that they can be is my focus. I believe as Powell (2009) says, to be an advocate for students is to support and defend them, always putting their needs first (p. 15). This is my purpose for becoming a teacher, to advocate for the child and never let what happened to me happen to another child. I will accomplish this by becoming the best that I can be, by learning from master teachers and conversing with those who have lived the life I have chosen. I will strive to always seek new methods in teaching, thus expanding my tool bag, and ensuring that I have the means to educate all of my students.

Running heading: Educational Beliefs References

Fay, J., & Funk, D. (1995). Teaching with love & logic, taking control of the classroom. Love & Logic Pr. Jones, F. H., Jones, P., & Jones, J. L. (2007). Fred jones tools for teaching, discipline, instruction, motivation. (2nd ed.). Santa Cuz: Fredric H. Jones & Associates. Kriete, R., & Bechtel, L. (2002). The morning meeting book. Northeast Fndtn for Children. Partin, R. L. (2009). The classroom teacher's survival guide. (3rd ed.). San Francisco, CA: Jossey-Bass. Powell, S, D. (2009). Your introduction to education: explorations in teaching (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.