Final Philosophy Paper

Philosophy Paper: Josie Parry March 30, 2019 Having a teaching philosophy is crucial, as it puts my values and beliefs into concrete words. It sets a path for a number of different classroom components: the environment, the curriculum, the interactions between the teacher and a child, as well as a child’s family. Formulating a teaching philosophy assisted me in uncovering my own identity, better enabling me to strengthen my individuality. A teaching philosophy considers the following: how a child learns, the involvement of families, the role of educators, curriculum implementation, assessment practices, and ultimately why teachers choose to teach. Through the process of developing my teaching philosophy, I first identified and developed my own beliefs of how a child learns. Through my experience of teaching in a Reggio Emilia-based school, it is no surprise that my beliefs in regard to child development and learning closely align with that of the Reggio approach. According to Biermeier (2015), “Children construct their own knowledge through a carefully planned curriculum that engages and builds upon the child’s current knowledge, recognizing that knowledge cannot simply be provided for the child” (p. 73). A child learns through hands-on experiences and explorations; a child learns from his/her environment and his/her peers; a child learns through play; a child learns when he/she is given the opportunity to be a part of the teaching process. A child is capable of so much more than he/she is given credit for, and when given the tools and opportunities needed to be successful, he/she will exceed all expectations. Understanding a child’s home life is critical in giving him/her the tools and opportunities needed to succeed; therefore, the role of families takes part in the forefront of my teaching philosophy. My classroom may have different definitions of “family.” One child may have two

parents while another has a single parent; one child may have five siblings while another is an only child; a child’s grandparents may be considered the parents, due to a loss or a disconnect with a parent. No matter how a child defines his/her families, each one plays a large role in the success of the child. Families are a great source of information in regards to a child’s emotional, social, physical, and cognitive development. While student teaching in Pugsley, I conducted home visits at the beginning of the semester, where I was assigned seven children and I attended each of their homes. Through these visits, I gained perspectives into each child’s family beliefs, values, cultures, and traditions. Not only that, but I was also able to gain an understanding of the family’s goals for the child. Giving a child’s family an opportunity to express input will not only make them feel more involved, but will also help the child feel more comfortable in the classroom. According to the Reggio Emilia approach, the family is a child’s first teacher and the classroom teacher is second; however, a classroom teacher does not play the role of a teacher alone. As a classroom teacher, I will serve as a guide and a mentor, a role model, a resource, a documenter, a facilitator, an enforcer, a counselor, and a communicator. When thinking of the role of a teacher, I often refer back to Vygotsky’s theory of zone of proximal development (ZPD) and scaffolding. According to Welsh (2017), “The role of the teacher involves circulating through the room and guiding collaborative groups through hints, directed questions, and clarification… The method helps students develop problem-solving skills as they think through problems collaboratively” (p. 10). As an educator, I will help a child become his/her own teacher. Rather than giving the child precise directions of how to do an activity or complete a project, I will present an idea and allow him/her room to grow and develop independently, guiding him/her along the way.

One of the main tasks I will have as a teacher when guiding my classroom is the implementation of an effective curriculum. I, along with teachers across the nation, will be responsible for incorporating the Common Core standards mandated by the federal government. According to the Common Core website (2017), “The standards were created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live” (sect. “About the Common Core State Standards”). Although I will be held responsible for the completion of these set standards, I will have some flexibility in how to meet them. Within my teaching philosophy, I recognize the importance of developmentally appropriate practices. To help me identify developmentally appropriate practices, I often refer to Erikson’s eight stages of psychosocial development. Dunkel and Harbke (2017) found the following: “Child-initiated goal-directed actions increase marking the beginning of the third Eriksonian stage of initiative versus guilt… Caretakers that assist in the development of initiative and help the child develop the strength of purpose by helping children formulate and reach realistic goals.” (p. 59). Each stage within Erikson’s theory is important, and depending on what age level I have in my classroom, I will be sure to refer back to the stages to ensure I have a curriculum that implements developmentally appropriate practices. Another responsibility I will have as a classroom teacher will be the conduction of assessments, whether formal or informal. Assessments should be collected and analyzed through continuous observation, and they should not only center on a child’s academic performance, but his/her social and emotional development as well. Assessments can be completed in a number of different ways: through observations, anecdotal notes, surveys, pictures/videos, checklists,

portfolios, and so much more. Utilizing a variety of tools will allow me to determine where each individual child is at in his/her developmental progress, better enabling me as the teacher to make decisions in regards to curriculum and lesson planning. I will communicate effectively with a child’s family and keep them informed on their child’s progress. A child also benefits from assessments, as he/she can create personal goals and strive to reach them, as well as monitor his/her own progression in the classroom. Developing my teaching philosophy has given me insight into why I chose the profession of teaching. Curriculum and assessments are certainly a part of teaching, but they are most certainly not the reasons I chose this rewarding career. Thinking about the idea of working with children who will ultimately determine our society’s future gives me so much excitement and a sense of pride. Becoming a teacher will give me the opportunity to be a positive influence and role model in a child’s life. Becoming a teacher will allow me to work with families who will give me new and different perspectives and views of the world, and I will learn so much by working with the families of the children in my classroom. My teaching philosophy, as stated before, includes a number of components: how a child learns, the involvement of families, the role of educators, curriculum implementation, assessment practices, and ultimately why teachers choose to teach. It is important, however, to understand that I am continually changing and developing my teaching philosophy with each new experience I have, and I do not think my teaching philosophy will ever be finished.

References Biermeier, M. A. (2015). Inspired by Reggio Emilia: Emergent curriculum in relationship-driven learning environments. Young Children, 70(5), 72-79. http://www.naeyc.org/yc/files/yc /Reggio%20Emilia.pdf. Common Core State Standards Initiative. (2017). About the standards. Retrieved from http://www.corestandards.org/about-the-standards/. Dunkel, C. & Harbke, C. (2017). A review of measures of Erikson’s stages of psychosocial development: Evidence for a general factor. Journal of Adult Development, 24(1), 58-76. DOI: 10.1007/s10804-016-9247-4. Welsh, M. J. (2017). Assist student learning through scaffolding. Pennsylvania CPA Journal, 88(1), 10-11. http://web.b.ebscohost.com.excelsior.sdstate.edu/ehost/.