ELEMENTARY EDUCATION PHILOSOPHY STATEMENT
When entering a classroom, I am fully aware that my goal is to ensure the growth and success of future adults. This goes beyond their grades in Science or Math, but carries over to how they conduct themselves socially, approach problems, interpret information and accept responsibility for their ideas and actions. As an elementary teacher, I am to provide a safe, supportive environment to facilitate active learning, provide meaningful challenges and guidance, and assist the students’ exploration in discovering their optimum learning strategies.
An atmosphere of mutual respect is necessary for any successful learning to take place, where students trust their teacher and peers. When students feel safe from ridicule and negative criticism, they are more likely to be open to learning new ideas, asking questions, and seeking help when needed. To encourage this trust, I lead by example: greeting each child by name as they enter the classroom, respectfully addressing questions and highlighting the lessons to be learned by mistakes that have been made. Social skills are practiced by the children through morning greetings, in which the students shake hands, use eye-contact and wish each other a good morning. This repetition has had a beneficial effect on their interactions with their peers, as they use more eye-contact when speaking to their classmates and often elaborate on each other’s thoughts during lessons.
My lessons center around active learning in order to supply students with the tools to question the information they are posed with. By thinking critically about the material, students activate prior knowledge, make connections and display mastery of the subject. I often ask that students re-teach the material to assess their understanding, as I believe that the ability to teach a subject shows successful comprehension. Activities in which each student helps me solve a problem and teach the class keeps them engaged and eager to participate. Each new topic is posted in the classroom before embarking on the lesson in order to prepare each student mentally for the material. Yet this by no means limits the conversation. As a supporter of making parallels, I encourage all of my students to make connections between elements or lessons. These can include other texts, subjects, tools or even an observation made outside of school. But as students present them, they not only give me deeper insight into their learning style and knowledge bank, but also share a teachable moment with their classmates.
Through requiring each student be an active participant in the learning conversations, the lessons go beyond memorization and become activities that they apply and remember. Rather than simply ingesting the information, I ask that students think critically about it in order to make connections and explore their optimal learning strategies. If caught in the middle of a math lesson, one would see at least five different approaches to the same problem on the board. By showing a wide array of how to solve a problem, students are exposed to more opportunities for them to find a style that they feel most comfortable with.
Elementary school is a stage of a student’s life that requires guidance and structure. But in order to prepare for future schooling, I believe that they should take ownership of their learning and practice independence as early as possible. This would foster a sense of responsibility and pride that will support their growth socially and intellectually. When paired with the genuine curiosity that I hope to instill in each student, a generation of future learners emerges.
An atmosphere of mutual respect is necessary for any successful learning to take place, where students trust their teacher and peers. When students feel safe from ridicule and negative criticism, they are more likely to be open to learning new ideas, asking questions, and seeking help when needed. To encourage this trust, I lead by example: greeting each child by name as they enter the classroom, respectfully addressing questions and highlighting the lessons to be learned by mistakes that have been made. Social skills are practiced by the children through morning greetings, in which the students shake hands, use eye-contact and wish each other a good morning. This repetition has had a beneficial effect on their interactions with their peers, as they use more eye-contact when speaking to their classmates and often elaborate on each other’s thoughts during lessons.
My lessons center around active learning in order to supply students with the tools to question the information they are posed with. By thinking critically about the material, students activate prior knowledge, make connections and display mastery of the subject. I often ask that students re-teach the material to assess their understanding, as I believe that the ability to teach a subject shows successful comprehension. Activities in which each student helps me solve a problem and teach the class keeps them engaged and eager to participate. Each new topic is posted in the classroom before embarking on the lesson in order to prepare each student mentally for the material. Yet this by no means limits the conversation. As a supporter of making parallels, I encourage all of my students to make connections between elements or lessons. These can include other texts, subjects, tools or even an observation made outside of school. But as students present them, they not only give me deeper insight into their learning style and knowledge bank, but also share a teachable moment with their classmates.
Through requiring each student be an active participant in the learning conversations, the lessons go beyond memorization and become activities that they apply and remember. Rather than simply ingesting the information, I ask that students think critically about it in order to make connections and explore their optimal learning strategies. If caught in the middle of a math lesson, one would see at least five different approaches to the same problem on the board. By showing a wide array of how to solve a problem, students are exposed to more opportunities for them to find a style that they feel most comfortable with.
Elementary school is a stage of a student’s life that requires guidance and structure. But in order to prepare for future schooling, I believe that they should take ownership of their learning and practice independence as early as possible. This would foster a sense of responsibility and pride that will support their growth socially and intellectually. When paired with the genuine curiosity that I hope to instill in each student, a generation of future learners emerges.