TEACHING PHILOSOPHY

The main theme which guides my teaching philosophy is the idea of a growth mindset. Not only will this idea guide my teaching style as a whole, but it will govern the attitude I put forth as a teacher and the atmosphere I hope to foster in my classroom. In my opinion, this is really the first step in setting up a successful classroom environment. I believe promoting a growth mindset has the power to instill confidence in students and encourage them to take an active role in their own learning. By far, the most effective way to convey this message to students is to model it, to show students that it’s okay to make mistakes, and to struggle with material, but then to learn from those challenges. Overall, I think that this attitude will set the stage for the main facets of my teaching style, which are inspired by ideas of constructivism, peer learning, and multiple intelligences.

In line with a constructivist teaching style, I am a firm believer that students learn best from doing. This approach encourages students to go through the processes of accommodation and assimilation, which can help them to recognize relationships and develop vital skills such as critical reasoning. I plan to carry out this approach through inquiry-based lessons, which allow students to explore material and draw conclusions on their own. This will include labs, projects, and discussion. I will also offer numerous opportunities for students to work with their peers. I believe that peer learning offers a wealth of benefits to students. Not only are peers more accessible to many students, but they have the distinct benefit of sharing common classroom experiences. The benefits that students gain from discussing class material is multifaceted, offering students a form of self-assessment, giving students a chance to hear material presented in a new way, and allowing students to express their unique opinions.

Finally, though I am first and foremost a teacher, I am also a scientist and that is something that I would like to make central to my teaching. Furthermore, I want my students to feel that they too are scientists and to feel confident in their abilities. I believe a big part of fostering this attitude in my students is encouraging them to utilize their strengths and passions. I recognize that each student has their own strengths, something which I want to embrace in my classroom. In line with the idea of multiple intelligences, I want to offer students opportunities to use these diverse strengths, especially in the realm of assessing students. I plan to achieve this through multiple forms of assessment. Though I will include more traditional exams as a form of assessment, those scores will not dominate the student’s overall grade. Beyond tests, students will be assessed on their ability to apply their knowledge to projects, within which, students will have freedom to choose their method of expression. For instance, given a common theme, students will be given the choice to present their work in any form of their choosing, whether that be artistically, musically, linguistically, or otherwise. Not only do I believe that this methodology will increase student engagement, but it will give those students who view themselves outside of the realm of a “typical scientist” an outlet to express their scientific ability.

Ultimately, my goal is to instill confidence and a love for learning in my students. Through the use of a constructivist style of teaching and peer learning, and in combination with recognition of multiple intelligences and encouragement of a growth mindset, I believe I can achieve that.