Running head: TEACHING PHILOSOPHY 1

Personal Teaching Philosophy

Stacy Spivey

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2019

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Personal Teaching Philosophy

As a teacher, I believe that every student should be provided with the opportunity to learn.

For this reason, it is my role to create a learning environment and instruction that is optimal for

each student - one that takes into account their specific needs as a learner. This includes being

cognizant of their learning styles, academic proficiencies, and any Individualized Education

Programs (IEPs). I will use my classroom management to create a productive learning environment

that fosters a positive relationship between myself and the students, equipping them to be impactful

members of society. By establishing demanding yet achievable expectations, I will help students

realize the potential I see in them to achieve academically and grow individually. My goal will be to

ensure that they perform at grade level while challenging them to improve at the level and rate

appropriate to them. I will achieve this by making sure that my instruction aligns with state-issued

standards, differentiating the material, and scaffolding it to promote growth.

Likewise, I will emphasize how my expectations reflect their worth. In other words, I will

intentionally design my expectations for them in such a way that encourages them to excel and

instills self-confidence, affirming their potential to be successful learners. When reinforcing these

expectations, I will be careful that my approach inspires and supports their achievement. I will not

use tactics that embarrasses or make my students feel ashamed or inadequate for not meeting the

expectations. This will build a foundation of trust that motivates students to learn. Also, I will foster

a sense of safety to be inquisitive and try new things. One of the goals of this will be to help them

gain independence as learners so that they will be motivated to assume responsibility for their

learning. Similarly, I will set aside time to allow them to set goals for their performance, to reflect

on their performance, and to formulate ways to improve their performance. Throughout my

experience as an educator, I have witnessed the effectiveness of having students set personal goals.

This changed my perspective and inspired me to integrate personal goals into my classroom. By
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helping students establish their own goals, this will motivate them to succeed while also giving

them confidence in their abilities.

My teaching style is relational, and it predominately mirrors that of a mentor or facilitator.

Personally, I strive to empower students to take accountability for their behavior and learning. By

giving them tools and strategies to help them understand the content and how to act, students will

be able to apply these in future educational settings and their personal lives. Using inquiry-based

instruction and assigning tasks that activate critical thinking, I will allow them to master pertinent

skills while guiding them to retain and comprehend information. I will use direct instruction when

introducing new material, but I will prioritize their ability to question, explore, and remember the

concepts. I will take a ‘back-seat’ approach, intervening and offering support when needed, but

prompting the students to engage with the concept individually to the best of their ability. My

application of this has evolved through my student teaching by learning instructional strategies like

the turn and talk strategy and engaging in cooperative learning. This may also take place through

independent practice as individuals or in small groups. I will also take into account where the

student is developmentally, using this to inform my instruction, classroom management, and other

relevant areas. I will only have the opportunity to teach my students for a year, so I want to equip

them with learning tools that will serve them throughout their lives (Proverbs 22:6 ESV).

In addition to academics, I will be shaping them into better moral citizens. This includes

morality in their actions and words in all areas of their lives such as the use of technology and in

their social interactions. I will be vigilant about demonstrating how they should act while also

explaining the significance of these things, such as why it’s important to be honest and kind. While

I have always seen this pursuit as necessary, I now realize how necessary this is as well as how to

practically apply it. I will help students begin to make these connections so that they will wish to
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demonstrate these virtues in their own lives. I will also allow students to feel comfortable to

question why we should have these virtues, allowing them to explore their own beliefs and

worldviews while also guiding them to form virtuous ones.

I will establish a support network for students that consist of tools and people that will help

students reach their full potential. For instance, I will establish strong connections with the students’

parents and/or guardians, communicating with them about the student’s progress and any concerns

or suggestions to help them improve. Similarly, I will cultivate firm relationships with other

teachers and faculty members, collaborating to provide the best education for each student. This is

especially relevant for students with specific needs such as special education (SPED) students or

English-language learners (ELLs).

I will be patient and optimistic. No matter the students’ behaviors, personalities, or

academic proficiency, I will care for every student and help them be the best they can possibly be.

With severe cases of misbehavior, I will remain calm and professional, only involving those who

can offer the best support. I will keep the parents and/or guardians informed, especially reporting

information when requested.

Each student that steps into my classroom has worth, and I will make this known to them.

One way I will achieve this is by utilizing servant leadership - I will act as a leader, but I will do

so from a position of humility and sacrifice, prioritizing their needs over my desires or personal

goals. Basil Moreau said, “Education is the art of helping young people to completeness; for the

Christian, this means education is helping a young person to be more like Christ, the model of all

Christians” (1856, p. 2). I want to help students attain this completeness, growing academically,

socially, physically, mentally, and morally. As C.S. Lewis states, “The task of the modern

educator is not to cut down jungles, but to irrigate deserts” (McKenzie, 2015). While there is a
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time and place for pruning and reducing certain habits or behaviors, I do not want to become so

focused on this that I forget to cultivate and sustain the areas in their life that are parched. I will

preserve each part of the student, namely their souls, so they can flourish holistically.
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References

McKenzie, R. (2015, January 03). C. S. Lewis on "Cutting Down Jungles" and "Irrigating

Deserts". Retrieved March 18, 2019, from

https://faithandamericanhistory.wordpress.com/2014/05/03/c-s-lewis-on-cutting-down-

jungles-and-irrigating-deserts/

Moreau, B. (1856). Christian Education. Retrieved March 18, 2019, from

https://www.holycrossinstitute.org/sites/default/files/u11/christian_education.pdf