Marcy Lesperance

Middle School Language Arts Teaching Philosophy

My philosophy of language arts teaching has developed and solidified during the B. Ed

program and will continue to evolve over time. It is my firm belief that all students have the right

to equal opportunities to receive the best education possible, regardless of their socioeconomic

status, race, or gender.

My passion for Language Arts teaching is profoundly influenced by my personal

experiences as a student in a middle school Language Arts classroom. My Language Arts

classroom subjected me to inauthentic forms of learning and assessment, the implications of

which led me to become a disconnected, disengaged, and passive member of the classroom. For

better or worse, this learning environment influenced the learner I am today and the Middle

School Language Arts teacher I will be. I refuse to subject my learners to a learning environment

that impedes on their learning. I will establish a strong sense of community in my classroom

where students will be motivated to take control of their learning, and I will subject them to a

diverse range of texts and learning opportunities. I will work alongside my students to create a

safe and positive learning environment that will foster a love of learning.

In my Middle School Language Arts classroom, I will respect the diverse needs of my

students. I believe that strong teacher-student relationships and student- peer relationships are

imperative. In the classroom, I will promote motivation, student-teacher and student-peer

community, engagement, and self-guided learning.1I will promote students interpersonal

relationships by getting them to work collaboratively in workshops or small groups.2 I will

1 Canada. New Brunswick Department of Education. Educational Programs & Services. Atlantic
Canada English Language Arts Curriculum. Web. p.10.
2 Marchand-Martella, Nancy E, Ronald C. Martella, Sheri L. Modderman, Holly M. Petersen,
and Spencer Pan. "Key Areas of Effective Adolescent Literacy Programs. "Education and
Treatment of Children. 36.1 (2013): 161-184. p.176.
employ writers workshops to facilitate peer learning, and will encourage students to share their

notebook entries with their groups and encourage peers to provide positive feedback. In turn, this

will motivate students to achieve their goals and deepen their sense of community.3 I will also

use literature circles to facilitate collaboration and encourage students to communicate their

thoughts and ideas through discussion.4 I believe collaboration strategies must be implemented

into a middle school Language Arts classroom, and I will use several of such methods to enrich

my students sense of community and comprehension.

I will share a diverse range of text and learning opportunities that benefit my students

individual needs, interests, and abilities. I will provide my students with opportunities to explore

their individual interests and provide mediums for students to activate their prior knowledge5. I

will encourage my students to make connections based on their prior knowledge and encourage

them to apply it to real life situations.

When students leave my classroom, I want them to take pride in what they have learned. I

want my students to be able to share freely their thoughts and opinions with others and be

excited about what they are doing. There is no better feeling in the world than seeing a student

engaged and excited about learning in the classroom. As a middle school Language Arts teacher,

I will provide my students with the opportunities that I never had. I will provide them with

positive feedback that will give them the confidence they need to be able to develop their

3 Stockinger, Pamela C. "Living in, learning from, Looking Back, Breaking Through in the
English Language Arts Methods Course: a Case Study of Two Preservice Teachers." English
Education. 39.3 (2007): 201-225. p.212.
4Mackenzie, Carole, M. ED, and Young Gabrielle, Ph.D. Universally Designed Literature
Circles.p.2.
5 Marchand-Martella, Nancy E, Ronald C. Martella, Sheri L. Modderman, Holly M. Petersen,
and Spencer Pan. "Key Areas of Effective Adolescent Literacy Programs. "Education and
Treatment of Children. 36.1 (2013): 161-184. Print.
understanding and interpersonal relationships with others. Collaboration is key, and I want to

promote a classroom environment that encourages learners to express their interests. I want to

instill a love of learning in my students, an environment where my students love to read

independently and express their thoughts freely. Teachers have a lasting impact on youth, and it

is critical to nurture a diverse and authentic learning environment that allows students to develop

into lifelong learners.

Resources

Canada. New Brunswick Department of Education. Educational Programs & Services. Atlantic
Canada English Language Arts Curriculum. Web.

Mackenzie, Carole, M. ED, and Young Gabrielle, Ph.D. Universally Designed Literature Circles.
Marchand-Martella, Nancy E, Ronald C. Martella, Sheri L. Modderman, Holly M. Petersen, and
Spencer Pan. "Key Areas of Effective Adolescent Literacy Programs. "Education and Treatment
of Children. 36.1 (2013): 161-184.

Stockinger, Pamela C. "Living in, learning from, Looking Back, Breaking Through in the
English Language Arts Methods Course: A Case Study of Two Preservice Teachers." English
Education. 39.3 (2007): 201-225.