Matt DesRochers

Teaching Philosophy

Teachers must be goal oriented and have a clear roadmap of where they want to take their
classes. Any teacher who enters a classroom without any idea of which direction to travel is
almost certain to fail. From a strictly academic standpoint, this roadmap is created through a
teachers understanding of state and district standards. Teachers are encouraged to add their own
personal touch to their lessons. However, at the end of the lesson, teachers must be able to reflect
on the events of the day and confidently say they have met the guidelines placed before them by
the state and local administration. Granted, individuals serving in the education field in other
capacities other than teaching have a great influence upon what is taught in the classroom.
However, this does not mean that a teacher cannot consider what he or she considers important.
It is entirely possible for a teacher to cover all topics and still put extra emphasis on ones he or
she considers more important.
Students can only truly become immersed in their learning when it is engaging and
enjoyable. It is no secret that science courses require students to master an abundance of
concepts over the course of a year. However, it is my belief that incorporating a variety of lesson
formats is essential in delivering important content in a way that is both stimulating and
meaningful. Science cannot be learned through only reading through a text book or running
through slides on the computer. Rather, science is learned through conducting lab experiments,
running computer simulations, and stepping outside the front door to explore nature. As an
educator, it is my goal to help students see the connection between what is written in their books
and what is occurring around them on a daily basis. Furthermore, it is essential that I understand
the various learning styles. Understanding these styles will help me better understand how to
mold these more engaging lessons to how each student learns.
Content literacy also plays a significant role in a students science knowledge. I believe
reading is the most important skill a student can possess. Without this skill, students are at a
severe disadvantage in all other academic areas. Students cannot possibly be expected to think
critically or write persuasive arguments if they cannot comprehend the information contained in
the sources designed to fuel such tasks. Despite specializing in Biology and Chemistry, I
understand it is my responsibility to develop literacy and have learned several ways to do so.
Such methods of instruction range from prediction guides and critical reading activities to
independent and class reading projects.
I also believe all students are capable of learning. When given the proper instruction and
feedback, I believe every student can leave a classroom with a proficient understanding of
content. Additionally, the effective utilization of grouping structures plays an important role in
contributing to student learning. Homogenous groups can be utilized to help students of similar
skill levels collaborate in their application of knowledge. Heterogeneous groups can be
employed to help students of different skill levels accomplish a common goal. It is ultimately the
teachers responsibility to create this instruction, feedback, and grouping structures. I believe a
teacher has the obligation to change his or her teaching methods in order to overcome the
misunderstanding. Furthermore, a teacher must give corrective feedback to his or her students. A
student does not learn by getting a test back and seeing the correct answer to number one was
A instead of B. Rather, a student learns through understanding why answers are the way
they are. It is a teachers responsibility to provide corrective feedback early enough so a student
does not build additional understanding on a faulty knowledge base. Various methods of
assessment also play a critical role in this regard. Therefore, I believe in both formal and
informal forms of assessment. These will manifest themselves in my classroom in the forms of
small quizzes at the beginning or end of certain class periods along with times for group
discussion and collaborative projects.
I believe encouragement plays a huge role in determining a students success. In addition
to correcting a students errors in a constructive manner, a teacher must not let a students
accomplishments go unnoticed. Such encouragement can range from applauding a students
input on a class discussion to realizing they have an academic gift and you, the teacher, will be
there to help them use it to their best advantage. A teacher being aware of a students
accomplishments stretches outside the confines of a classroom. Taking an interest in the personal
lives of students lets them know the teacher truly cares about them. I believe students who are
recognized for being who they are as individuals outside the classroom are more likely to
actively participate within the class.
One of the most important factors in determining how effective a teacher can be is an
effective classroom management system. A teacher must find the balance between mentor and
figure of authority. Such a balance is established through the development and implementation of
classroom rules, procedures, and consequences. I do not believe in publicly humiliating a
troublesome student in front of the entire class or sending that student to the office. Rather, I
believe the best solution to such situations is proper prevention. I believe making ones rules and
expectations known at the beginning of the year is one of the best ways to establish effective
classroom management. Furthermore, dealing with problems on a one-on-one basis is also
effective. Utilizing small and medium management methods allows a teacher to maintain order,
yet not have to deal with wasting valuable class time in dealing with the issue.
A classrooms physical appearance also plays a significant role in fostering student
development. Throughout my entire academic career, I have been the most comfortable in
classrooms where I was surrounded by knowledge in an inviting manner. I loved being able to
look around my Biology classrooms and see wildlife posters that were created by Michigans
DNR. I will definitely create the same level of comfort for my own students. From an anesthetic
standpoint, my ideal classroom has the walls painted a shade of green to create a science-like
feel and make the room feel more intimate and comfortable. Furthermore, I can see posters upon
posters depicting plants and animals native to the region in which I am teaching. Furthermore, I
can see plants and animal cages that quite literally surround the students with the physical
manifestation of what I am teaching them. I also see bookshelves containing both fiction and
non-fiction books about various science subjects. The presence of these literature sources would
be to promote content literacy among my students through the use of class book reports and
individual leisure reading. When students see how content is applied to the world around them, I
believe there is a greater chance they become interested in the class.
My ideal classrooms appearance stretches beyond what is on the walls and tables. I can
see the lab area stationed at the back of the room. These stages are arranged so students can meet
in groups because I believe one of the best ways to learn is to discuss ones ideas with peers. I
can see the lecture tables/desks in rows that create a loose semicircle angled toward the front of
the room. This shape will allow the students to remain centered on the board at the front of the
room while still allowing me to move around the room to establish my presence. I also see many
technological devices spaced around the room. I understand the world outside a classrooms
walls is very technologically-oriented. As such, I believe it is important to utilize a much
technology as possible in delivering content. This may range from using a smart board and
picture/lecture-sharing software for photosynthesis presentations to using iPad applications for
genetic recombination assignments.
My ideal classroom also contains books ranging from various scientific topics to personal
literacy books. The logic behind this decision is simple: if students are to develop their literacy
skills, they must be provided with resources and methods of doing so. From this collection,
students can check out books to be used for both class reading assignments and personal reading.
In the case of the latter, books entirely unrelated to the topic will be provided. I am a believe
students minds need breaks from strictly content text. However, they can still develop their inter-
disciplinary literary skills by investigating their own reading interests.
It is my belief that schools serve the purpose of teaching students both academic content
and the ability of being productive members of society. A school has to be an institution where
students are encouraged to develop their interests and create a better understanding of what they
want to become. Students must be able to look forward to coming to school; no student should
ever be afraid to walk through a schools doors. Schools, as well as teacher, must find the
balance between teaching the appropriate amount of content and fostering student self-
actualization.
Green highlighting: My decision to add this paragraph came from the knowledge I
attained during EDC 346. The content of this course as well as its placement at Republic High
School made me realize just how much of an advantage literacy serves. As teachers, we must
provide our students with every advantage to be successful. So, naturally, literacy is absolutely
essential. Furthermore, this means teachers of all content areas much teach this vital skill.
Teachers state all the time that content material is interrelated. However, the mechanism used to
connect math to science to English is never really addressed. Literacy is this mechanism.
Red highlighting: This added section was the result of my instruction in EDC 311/303.
This course taught me how important grouping can be in developing a students learning.
Incorporating this kind of instruction opens so many doors for an educator. First, groups provide
students with a change from the usual lecture-based curriculum. Second, group
instruction/activities allow students to develop interpersonal skills and acquire new insight.
Finally, groups provide opportunities for student-directed instruction. This makes students more
engaged in classroom learning because it allows them to play a greater role in the delivery of
content.
Yellow highlighting: Just as with the green highlighting, my decision to add this section
came from EDC 346. However, I wanted to mention more of a personal application of literacy to
my content area. Through EDC 346, I have learned how important it is for kids to read content
material they are interested in. This situation is the best of both worlds: students are developing a
priceless skill while learning about something they are genuinely interested in. I have seen this
importance in my own life. I love reading literature about the United States military. Through
reading these books, I feel my literary skills in core areas have improved as a result.