Running Head: PHILOSOPHY OF TEACHING AND LEARNING

Philosophy of Teaching and Learning

Rebecca Tremblay
St. Thomas University

February 26, 2015

PHILOSOPHY OF TEACHING AND LEARNING

Being a teacher holds great responsibility. It is not just a job and it does not only
encompass one role. As teachers, we are responsible for not only the learning, but for the
authentic learning, personal growth and character development of our young students. A good
teacher is a guide and facilitator, leading children on their educational journey through school,
giving them space to actively seek knowledge, to interact, to make mistakes, and to come up
with their own questions.
According to the constructivist theory, the nature of knowledge comprises three styles of
knowledge-gain: exogenous, which is about one's experience; endogenous, which is about
dealing with a situation that doesn't fit one's experience; and dialectic, which is learning through
social interactions (Applefield, Huber & Moallem, 2001). In this light, the ideal classroom
environment promotes student interactions and becomes a community of learners where there are
ample opportunities for dialogue. "Students in constructivist classrooms are challenged to
become more active learners, to interact with their peers and to always view learning as a search
for meaning" (Applefield, Huber & Moallem, 2001, 51).
In congruence with the constructivist perspective, I will aim for a classroom that is
student-focused as opposed to teacher-focused. Indeed, knowledge construction gained through
project-based learning, student interaction, peer dialogue and active participation is much more
valuable than mere knowledge transmission. "A constructivist framework leads teachers to
incorporate strategies that encourage knowledge construction through primarily social learning
processes, in which students develop their own understanding through interactions with peers
and the teacher" (Applefield, Huber & Moallem, 2001, 51). Appropriate teaching is about having
students create their own templates to understand how the world works. This understanding
should come from struggle, problem-solving and finding solutions independently - not formed by
a set view dictated by the teacher. I want to stimulate curiosity among my students and create
learning experiences that are authentic and meaningful, connecting to real life contexts.
In addition to increased involvement and curiosity, the constructivist approach highlights
heightened motivation as a result of peer work in small groups (Applefield, Huber & Moallem,
2001). Learners are motivated by many things, such as their own success, which motivates them
to continue to seek progress. They may be motivated by curiosity - perhaps they are intrigued by
a certain topic and want to know more. Students can also be motivated by fun. When a student
enjoys a lesson or an activity, the motivation to partake is automatic. Another major motivator is
reward. Rewards can be physical such as a prize, or come in the form of praise or a good grade.
As Kohn outlines in his book Punished by Rewards (1993), rewards make people focus
on the reward itself rather than the work required to get there. In order to tap into creativity and
true learning, teachers need to place their focus on the work, not the prize. Eliminating
continuous competition and replacing it with student collaboration will enhance our students'
learning experience and allow them to recognize that winning the game, achieving the highest
grade or receiving a prize is not the goal. "Rewards, punishments, incentives, threats, and other

PHILOSOPHY OF TEACHING AND LEARNING

external strategies create finishers, not learners" (Curwin, 2014). From experience, there is a shift
in attitude for the better when competition and rewards are eliminated from the equation. It
allows more space for students to be themselves, try new things, and work as a team.
Educational Psychologist Jerome Bruner (1996) explains that discussion and
collaboration lead to understanding. He promotes encouraging children to express their own
thoughts, thus allowing the child to achieve the meeting of minds with others who may have the
same thoughts. Bruner emphasizes the importance of diversity in learning approaches when he
writes, "...We want learners to gain good judgement, to become self-reliant, to work well with
each other. And such competencies do not flourish under a one-way "transmission" regimen"
(Bruner 1996, 21). The teacher should not monopolize the role of educating: learners are also
capable of helping each other learn. Although the teacher can motivate learners by modeling,
giving support, and providing tools for learning, the learner also has a vital role to play. There
should be combined ownership for learning shared between the teacher and the student, where
they work on setting a common goal (Wood et al., 1976). Instead of being a passive recipient, the
learner is an active participant, engaging in dialogue and interactions, and taking responsibility
for his or her own learning (Wood et al., 1976) (Bruner 1996).
Providing children with a sense of responsibility for their learning is key to engagement,
empowerment and intrinsic motivation. "When students are focused on goals that they had a
hand in choosing, it brings engagement, motivation, and progress to a whole new level"
(Serravallo, 2014). I consider intrinsic motivation to be the most important type of motivation for
students' continued growth and development as they move through the educational system. As a
teacher, I want to help the students in my classroom discover their passions and find the selfdesire to seek out knowledge. Unearthing incentive within themselves rather than relying on
external rewards will be the decisive factor in their achievement of real learning.
Furthermore, in my teaching I will be aware of the individual needs of my students. They
will be coming from different backgrounds, families and experiences, and I want to be openminded, informed, and flexible in meeting their diverse needs. Maslow's Hierarchy of Human
Needs (1993) depicts the human needs of each individual, starting with the foundational layers at
the bottom of the pyramid: psychological needs, safety needs, and belongingness and love needs.
Only when these basic needs are met can a person begin to achieve the higher levels of the
pyramid: esteem needs and the need for self-actualization. In order for students to have
confidence, improve their self-esteem, receive and give respect, establish good moral values, be
creative and develop problem-solving skills, they first need to be healthy, feel secure, be loved
and cared for, and have good relationships with others. Another one of my roles as a teacher will
be to create a classroom environment that is welcoming, positive, safe and empowering, with a
strong sense of community and collaboration, to allow my students to reach their full potential.
To conclude, I want to empower my students to become responsible for their own
learning, by participating in a shared learning experience with their peers where collaboration,

PHILOSOPHY OF TEACHING AND LEARNING

cooperation and project-based learning through dialogue and teamwork is the focus. Our students
are capable and intelligent beings. We need to believe in their abilities, and help them to believe
in themselves too. Of course, they cannot accomplish their goals alone. Teachers are a very
important part of the education equation, with the vital role of guiding, encouraging and
providing students with the support and tools they need to move forward. In fact, we as teachers
are the ultimate change agents, playing a defining role in the lives of the children in our
classrooms. Let's make good use of our multitude of roles.

PHILOSOPHY OF TEACHING AND LEARNING

References
Applefield, J. M., Huber R. & Moallem M. (2001). Constructivism in Theory and Practice:
Toward a Better Understanding. The High School Journal, 84(2), 35-53.
Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press.
Curwin, R. (2014). Can Assessments Motivate? Educational Leadership.
72(1), 38-40.
Ewen, R. (1993) (4th ed.). Theories of Personality. Hillsdale, NJ: Lawrence
Erlbaum Associates,
402-411.
Kohn, A. (1993). Punished by Rewards: The Trouble with Gold Stars, Incentive
Plans, A's, Praise and Other Bribes. Boston: Houghton Mifflin Co.
Serravallo, J. (2014). Reading Time with Goals in Mind. Educational
Leadership. 72(1), 54-59.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem
solving. Journal of
Child Psychology & Psychiatry & Allied Disciplines,
17(2), 89100.