Running Head: MY TEACHING PHILOSOPHY

My Teaching Philosophy
Gina Lenz
County College of Morris

Running Head: MY TEACHING PHILOSOPHY

My personal journey toward a career in special education is quite unique. During my

freshman year of high school, my mother died of lung cancer, earning me a series of fairly
useless sessions with the school psychologist. During the first of these sessions, she assigned me
the task of finding a school activity that I might like to participate in, with an aim toward helping
me to better cope with my loss. That activity was Best Buddies: an international, non-profit
organization dedicated to enhancing the lives of individuals with intellectual disabilities through
one-to-one friendship and integrated employment. I soon became president of my schools
chapter, traveling across the United States to attend leadership conferences and collaborating
with other chapters. My buddy and I even won Buddy Pair of the Year in 2007 for all of
New Jersey and Pennsylvania, and our chapter was recognized for its outstanding achievement.
Most importantly, I came to know and love the people who would start out as my buddies and
become my dearest lifelong friends. Best Buddies was my reason for showing up at school
everyday, and although my involvement in this organization ensured my attendance, I struggled
to maintain success in my academic pursuits. In this regard, I received very little assistance from
my teachers and school counselors, who were at a loss as to how to handle my situation. I share
this experience because it laid the foundation for my interest in teaching and is the springboard
for my own personal teaching philosophy.
When I consider my personal values and goals as a future special educator, I consider the
individuals I love who have intellectual disabilities. What would I want for them? This question
has strongly influenced my concept of a good teacher. First and foremost, I believe a teacher
should make strides to gain an in depth understanding of each student, both as a student and as
an individual. Academically, every student, especially in a special education setting, has his or
her own distinctive inclinations and difficulties. I think teachers should be mindful of these

Running Head: MY TEACHING PHILOSOPHY

individual differences and incorporate methods that represent the needs of each student
effectively. Simultaneously, I think it is beneficial for teachers to appreciate and be relatable to
his or her students on a more personal level as well, without compromising professionalism. On
one hand, knowing what drives a students interest outside of school can help a teacher integrate
activities and techniques to engage the student in the learning process. Additionally, I believe that
this knowledge can allow the teacher to relate to a student in a way that fosters a safe,
comfortable, and trusting student-teacher relationship.
Furthermore, I believe that knowing a student to the best of ones ability is essential to
determining the focus of his or her individualized education program (IEP). What concepts and
skills are going to be imperative to each students ability to function in every day life? Should a
student be learning division, or is it more important that the student be able to determine if he or
she has enough money on his or her bus card to afford transport? Is it more beneficial for a
student to learn about weather cycles, or should he or she be focusing on how to dress oneself for
the weather? Is it more important that a student be able to read a novel or, perhaps, a recipe, signs
in the community, or warnings of danger? What will help each individual student successfully
navigate ones environment? I believe that questions like these must be asked in order to provide
students with an education that will support his or her own personal needs. Consequently, I
believe that to achieve this standard, a teacher must have a broad understanding of each
individual student and his or her respective needs. I think that teachers should also endeavor to
develop a rapport with students parents so that a functional team of individuals can come
together proficiently to work toward implementing the practices to achieve these goals.
Subsequently, I think that exceptional special educators advocate social integration for
students with intellectual and developmental disabilities. In my own experience, I have

Running Head: MY TEACHING PHILOSOPHY

personally witnessed the ways in which students with disabilities are treated differently by their
peers in general education. Although many students are tolerant and even accepting of students
with disabilities, it is my experience that the interaction between these two groups is often
awkward or age-inappropriate. For example, students, and even some educators, with the best
intentions will often offer no more than a compulsory greeting or speak as though they are
conversing with a child. By promoting awareness of intellectual disabilities and advocating for
social integration, I believe that special educators can help create a school environment that is
inclusive and supporting of its population of students with disabilities.
Overall, I believe that extraordinary special education teachers make efforts to know and
understand their students inside and out in order to facilitate trusting relationships and provide
the highest standard of education to each and every individual. Moreover, I believe that teachers
should go above and beyond to advocate social integration and advance opportunities for
students with disabilities. I want to be a special educator who relates to my students in a way that
allows me to make learning fun and be an outstanding supporter of each of my students both as
learners and as individuals. I want to work with parents and other experts to create education
plans that will be most effective for my students success and consistent with each of their
individual needs and abilities. Last but not least, I want to be an advocate for continuing
opportunities for individuals with intellectual disabilities, while promoting the kind of inclusion
that would make programs like Best Buddies obsolete. It is my goal and my intention to give to
my students what I would wish for those people in my life with intellectual disabilities, whom I
love and appreciate, whose abilities I champion, and whose journeys have paved the way for this
future special educator to do just that.