Philosophy of Education

All of life is an educational journey and I, as a teacher am just one guide along the
way. The purpose of education can be summed up by a single word: Growth. My
purpose as an educator is to guide students to become lifelong learners who grow in
their pursuit of excellence, truth, and the development of strong character.

My educational philosophy is based around the following beliefs:
Instruction Must Be:
o Active & Interactive Active participation is key for long-term
learning to take place. Students must be involved in the learning
process and it must be varied in its delivery.
o Authentic The importance of real-life connections cannot be
underestimated. This provides students with purpose and direction.
o Student-centered - Students should influence the teaching process.
Their interests, abilities, and learning styles all need to be taken into
account when planning, delivering, and assessing student learning.
Teachers:
o Uncover Content - It is my goal to uncover content, rather than
simply cover the curriculum
o Guide and Scaffold Teachers act as a support to students, providing
them with the resources, instruction, and assistance that will allow
them to succeed.
Goal: intrinsically motivated, independent learners - Although a teacher
must provide guidance, it is my first priority to create students who reach
beyond extrinsic motivations and gain a passion for the learning process.
Independent learning is a key outcome.

As an educator, I desire to impact not impress; to encourage discovery and
exploration not download information; to unlock potential not create it; to learn
alongside my students not just teach them.

Philosophy of Classroom Management

There are four key areas that summarize my philosophy of classroom management:
Relationships A well-managed classroom is built on the foundation of
positive relationships between the teacher and students. Many classroom
behavior concerns can be avoided if a relationship of mutual trust and
respect exists in the classroom.
Reasonable Expectations A students actions enters the realm of a
discipline problem whenever their behavior interfere with the teaching act,
interfere with the rights of others to learn, is psychologically or physically
unsafe, or destroy property (Levin & Nolan, 2014, p. 23). Classroom
expectations need be clear and reasonable and be based around the theme of
respect: Respect for self, others, and property.
Responsibility - Teachers have the power to positively influence and guide
students in specific directions; however, students must learn that they are
ultimately responsible for their actions. Students must be held accountable
for their actions especially when these actions are in breech of classroom
rules.
Restorative Discipline - All discipline should have at its heart restorative
purposes. Consequences should be logical and suited to the action.
Correction of a misbehavior is the goal and even discipline can become part
of the teaching and learning process in the classroom.

Philosophy of Inclusive Education

Access by all - Every student has the right to be taught.

Unique learners - Students learn in diverse ways and teachers need to
recognize the unique learning needs of each individual.
Benefits of the Classroom The regular classroom provides the majority of
students with the best opportunities to grow and learn mentally, socially,
physically, and emotionally. Whenever possible, and as resources permit,
students should learn alongside their peers in the classroom.
Students are at the heart All decisions regarding inclusive education must
keep the best interests of students at the center. This means assessing each
individual need and providing the least restrictive environment for students to
learn in.

Philosophy of Assessment

Student-focused - The purpose of assessment in the classroom is for the benefit

of the student. Assessments are used to direct the teaching and learning process.
Fair & Consistent Students should be assessed in a manner that reflects the
curricular outcomes learnt clearly and fairly and according to the best possible
method. Assessment should be consistent with classroom standards and
ongoing in nature.
Varied Approaches - Because students learn in multiple ways, it is only fair
that assessment in the classroom is varied. Using a combination of projects,
assignments, exams, and performance tasks is the best way to ensure that all
student

Philosophy of Teaching Language Arts

Model LA Skills Many students require an example before feeling confident to
explore Language Arts. Teachers should model good writing and consistently
use spelling, grammar, and sentence structure they wish to see in their students
work. Reading out loud to students can pick interest and teach a love for
literature.
Daily Practice Consistent practice is the best way to improve students
literacy skills. An example of such a program is the Daily 5 which allows
student choice and practice in the areas of reading to self, working on writing,
reading to someone, listening to reading, and word work.
Integrate Across Subjects Literacy skills are necessary in all subject areas.
Incorporating LA skills into other subject areas reinforces concepts and makes
stronger connections in students minds. Language arts is the foundation of all
other subjects, because the ability to read and write is essential for everything
students will do
Balance all Strands Students will focus on reading, writing, listening,
speaking, representing, and viewing
Focus: Literacy
o Comprehension
o Accuracy
o Fluency
o Vocabulary

Philosophy of Teaching Mathematics

Make Connections:
o Connect to prior learning Students build new concepts upon prior
knowledge. It is important to bridge this gap and build logical
pathways from past knowledge to new knowledge
o Connect to real-life Real life connection attaches meaning to
mathematical concepts. Without it, there is little reason or purpose
for students to learn math. Concepts should have every-day
applications, and whenever possible, authentic assessments should be
incorporated alongside traditional testing.
o Logical connections Mathematical skills rely on logical thinking. As
such it is important to structure math teaching in a logical manner,
proceeding from simple to complex, and concrete to abstract.
Focus: Numeracy
o The goal is to produce mathematically literate individuals who can
translate their learning into new contexts. This can be accomplished
by using multiple approaches, hands-on teaching, and numerous
practice opportunities. Students need to learn how to become fluent
in the language of math.

Philosophy of Teaching Science

Build on Natural Curiosity Children are naturally curious about the world
around them. It is a teachers job to give students the resources and the
opportunities to allow this curiosity to grow into discovery. A Science program
should be built with the curiosity of students at its heart and they should be
encouraged to explore and discover.
Active & Interactive Science is best learnt when children are involved in the
process. The unique nature of science allows for hands on learning and
encourages students to be active participants in the discovery of information.
Focus: Exploratory and Discovery Based Learning
o Students learn best by doing. Involving them in the processes of science
allow them to discover and build knowledge for themselves.

Philosophy of Teaching Social Studies

Teaching Orientation: Personal Development

o My goal as a social studies teacher is to develop the character, beliefs,
and opinions of each individual student. I believe that individuals
with strong identity and character are what make a society strong.
Students should be given opportunity to respond and analyze
scenarios, develop opinions, and create innovative solutions. As the
individual is strengthened, they learn how to fill the role of a
responsible citizen.
Focus: Citizenship and Identity
o Central to the study of Social Studies are the concepts of citizenship
and identity. By exploring individual and others identities, students
can learn to fill the role of a citizen in Canada and the world as a
whole.