Beliefs about Learners Good teachers make the assumption that all students can learn and are

willing to act on that belief (Wiseman, Knight, & Cooper, 2005, p. 9). In addition to operating under that assumption, I will also recognize that each learner is different in personality and background as well as in their physicality. As a teacher, I will rejoice in those differences as opportunities for learning. I will treat each of my students with the respect and dignity they deserve as imagers of God and His creations. This attitude has been shown to affect classroom performance, which is an excellent indicator of its bearing on each teachers philosophy. When students believe that their teachers care about and respect them, they are more positive and have higher academic achievement (Phelan, Davidson, & Cao, 1992 as quoted in Wiseman, Knight, & Cooper, 2005, p.214). Beliefs about Teachers and Teaching Teachers must first and foremost be servant leaders. As Scripture indicates, the position of teacher wields great power over the learners lives. Thus, teachers will be called to account for their instruction. Not many of you should become teachers, my fellow believers, because you know that we who teach will be judged more strictly (Jam. 3:1 NIV). This is also reflected in the research of outside scholars such as Fenstermacher (1990), who emphasizes the ethical and moral decision making responsibilities of teachers (quoted in Wiseman, Knight, & Cooper, 2005, p.118). Knowing this, it is vital for teachers to study their craft carefully, that they may instruct effectively and accurately. This is a process that takes a lifetime of observation and learning. Fortunately, teachers have access to an incredible body of knowledge passed down from the observations of many wise teachers. Some of the characteristics consistently found in great

teachers are deep content knowledge (especially in verbal and math skills) and sharply honed skills in pedagogy (Haycock, 1998 quoted in Wiseman, Knight, & Cooper, 2005, pp. 8-9). In sum, [good teachers] are lifelong learners who focus their varied skills and abilities on working with other learners (Wiseman, Knight, & Cooper, 2005, p. 2). Beliefs about Instructional Strategies Because of the vast differences in students, great variety is needed in instructional strategies. Due to the challenges of age, background, and special needs, teachers must be purposeful and thoughtful as they plan their teaching days (Wiseman, Knight, & Cooper, 2005, pp. 209-210). Interestingly, no matter how differentiated and specialized the instruction, student success is greatly affected by the expectations of the teachers. Indeed, expectations can override teacher effectiveness as well as student abilities. When teachers hold low expectations for the learning achievement of some student, the most advanced teaching strategies are sure to be ineffective (Bartolome, 1994, quoted in Wiseman, Knight, & Cooper, 2005, p. 210). Still, using many types of instruction will enable all types of learners to absorb the information being presented, and this is vital to their academic success. Instructional Strategies Since my profession is that of teaching, instructional strategies are where students will most directly see my philosophy. Since I want them to see that the world is an understandable and exciting place and that they can learn about it, engaging their interest is key. Even in a world of scripted curricula and SOLs, it is crucial to find ways to astonish or intrigue students with the way the world works. While Im busy engaging their minds, critical thinking must be developed. Especially in an age known for the astounding amount of information available, students need to

be able to sort through the information to find the truth. One of the best ways to teach children is to pair explicit instruction with many experiences in the material allowing students to form as many connections to the content as possible. That way they can draw from their connections to more accurately assess and organize new information. Perhaps most importantly, I will always tell my students the truth. I will teach them to value accuracy and honesty and to demand it of themselves. That way they will always be headed the right direction in their search for knowledge.

Beliefs about Classroom Arrangement/Management Management procedures are most effective when tailored to instructional methods (Wiseman, Knight, & Cooper, 2005, p. 211). Since a variety of methods is most effective in teaching, a variety of management procedures will be necessary as well (McCaslin & Good, 1992, quoted in Wiseman, Knight, & Cooper, 2005, p. 211). According to Wiseman, Knight and Cooper, successful learning environments motivate, provide support for success, communicate high expectations, provide for flexibility and variation, plan relevant and meaningful activities, emphasize cognitive engagement, and provide feedback (2005, pp. 216-219). In other words, building a classroom community where everyone feels safe to contribute, where time is used meaningfully, and where the atmosphere is orderly and conducive to creative thought is necessary. With that sort of arrangement in mind, it is necessary for the management to be consistent as well. Positive enforcement has been shown to be the most effective means for guiding student behavior, and it certainly creates the most pleasant atmosphere. According to Francis Sinners

research as quoted in Wiseman, Knight, & Cooper, (2005), positive reinforcement is the most effective way of increasing desired behavior (p. 165). Through the constant study of my students and remaining open to new ideas, I will seek to teach them desirable behavior that will benefit them throughout their lives, including courtesy and a deep respect for learning. Utilizing the systems my school has in place as well as my own means of positive and negative reinforcements I will endeavor to maintain an orderly cheerful and pleasant atmosphere for my students where they feel free to try new things and explore the awesome world of learning. Classroom Management Strategies Of course, all the instructional strategies in the world arent going to be terribly effective if the classroom is out of control, or feels toxic in some way. My aim is to have as much teaching time as possible each day, and that requires minimizing distractions, heading off behavioral problems before the occur, and dealing quickly with breaches in conduct in a way that allows every student involved to most quickly re-enter the learning environment. In addition, my classroom will be a place that fosters good relationships, teaching the children how to be with people and how to build their own character. Through careful use of choices, a refusal to treat the children in a derogatory manner, as well as continual modeling of the behavior I would like to see in my students, I will teach them how to handle behavior problems and build friendships around them. In this way, I will still be pursuing my overall goal of establishing the thirst for wisdom inside each pupil. There are certainly wiser ways to behave than others. Whether it is teaching them the best way to research or the best way to solve conflict, I want to equip my students with the tools to behave well. Working closely with the administration and parents to achieve this goal will involve all interested parties and promote an even wider harmonious community outside our immediate classroom.

Classroom Arrangement Strategies When a student walks into a classroom on the first day, they are able to observe many things at once about their teacher and the atmosphere of their class for the rest of the term. Organization, creativity, a welcoming, safe environment or their opposites are readily apparent as one enters the room. As a teacher, I desire to use my space to most effectively eliminate timewasters such as traffic jams and unnecessary chaos. I want my students to learn personal responsibility and orderliness, two traits that will take them far in their academic and personal lives. Thus I will model those traits in how our classroom is arranged and run. They will be expected to put their materials away, and I will provide places for them to go that are clearly labeled and easy for them to access. Transitions during the day will be rehearsed so that students know the expectations and are able to go about their day in a safe, pleasant, and orderly manner. In every way, the classroom space and how we use it will reflect the overall goal of seeking wisdom and fostering learning.