Philosophical Beliefs
Many experiences have shaped my beliefs about teaching and learning. The foundation of my philosophy rests on the experiences I had as a child. The nurturing environment, opportunity to explore, and language rich experiences my parents provided have become the building blocks of my decision making and daily activities as an educator. Building on this foundation has been my initial teacher training and subsequent graduate education. I have learned about theory and practice and have been immersed in the current literature. However, the biggest influence on my philosophical beliefs has been my teaching experiences.
I have had the great fortune of working in two wonderful school environments. I could not have had a more positive experience as a young third grade teacher. I was guided by two dedicated mentors at a nationally recognized school known for its parental support and inclusiveness. For four years I had the opportunity to share in the learning experiences of the most wonderful and talented third graders in the world. Here at the University of Mississippi I have come to know many superb teachers and researchers who continue to influence my professional development.
The following five philosophical beliefs have been shaped by these experiences, are grounded in theory, and reflect my strong commitment to the lives of children.
1. A positive learning environment is essential to growth and development.
I have seen the fear and anxiety on far too many young faces. I have seen the excitement and exuberance drain from children’s bodies when they are turned away by an insensitive teacher. I know in the deepest part of my heart that kindness, compassion, encouragement, and fairness, are far more valuable than content knowledge or experience. Children can not learn in a negative environment.
Growth and development thrive in a positive, nurturing, and caring atmosphere where children feel valued and loved. I have always strived to create such an environment for my students whether they are third graders or undergraduates. Alfie Kohn (1997) reminded his readers that teachers aren’t just models of kindness, compassion, and respectfulness, they ARE kind, compassionate and respectful because they want to create a learning environment where children can thrive.
My shame research has solidified my stance on this topic. Our schools are set up in such a manner that failure is unacceptable. We have created an environment where mistakes are bad and perfection is king. This is not how learning works. Learning is dependent on failure. Learning is dependent on risk-taking. I’m not sure who said it, but I have always loved the saying that learning or success is the ability to make better and more complicated mistakes. When failure is seen as a weakness, children feel shame. After all, they can not avoid failure. It is in our nature as growing and evolving beings to fail. The message being sent is one of inferiority: “Because you fail, and you can’t help it, there is something wrong with the very nature of who you are.” This type of message is the essence of shame. What a terrible and destructive message.
Teachers are in the business of building self confidence. One way to ensure success in this business is to create an environment free from ridicule, open to failure, and ripe with love.
2. Social Interaction is a vital component of the learning process.
Vygotsky’s socio-cultural theory of learning places social interaction at the heart of education. Children must be given the opportunities to interact with each other and with caring adults in order to build the knowledge needed for growth and development. Teachers can provide opportunities for social interaction in a variety of ways. One strategy stressed throughout my graduate program has been cooperative learning. I have participated in cooperative learning groups throughout my college coursework and have given my own students the same opportunity.
The benefits of cooperative learning have been supported by research. Johnson and Johnson (1994) found that cooperative learning increases student learning, motivation, and social skills and creates positive attitudes in the classroom. It is important to note that the research on cooperative learning has also found that it is only effective if it is used strategically. Research done by Slavin (1999) found cooperative learning is only successful when activities require inter-dependency and independent responsibility. Cooperative learning works best when the use of manipulatives is involved and when the teacher interacts with each group periodically. Slavin’s research also found that assigning each group member a role made the learning experience better.
3. Student choice is important.
The pressures of state mandated standards, district pacing guides, and the threat of high stakes testing has led to a decrease in the number of choices students have in the classroom. Teachers feel a need to control every experience and activity in order to “cover the material.” Choice is important. It gives students the opportunity to express themselves in their own way. It allows students to use their strengths.
I have learned so much about the importance of choice through the language arts and reading courses I teach at the university. We stress to our preservice teachers that students should choose their own literature selections. We teach these preservice teachers how to plan reader response activities that give students the freedom of expression. We encourage our preservice teachers to plan opportunities for independent reading and we show them how to run a writer’s workshop where children choose the topics they want to write about. We require our students to plan center activities that provide for student choice and independent thinking. I hope that I have set a good example and that those I teach at the university will adopt student choice as one of their philosophical beliefs.
4. Every child is valuable because of their differences, not despite them.
What a boring world we would live in if everyone were the same. Every child should be valued because of their unique differences. Children learn from each other not because they are the same, but because they are different. The knowledge of learning styles and the theory of multiple intelligences are the foundations for this belief.
Many learners are global in nature. They see the big picture and worry very little about the details. Some learners are analytic. They want to know the rules and expectations and are concerned with every last detail. Then, there are those in the middle. It is important to know how each student thinks. Once you have discovered the learning style, differentiating instruction is the next step.
Teachers have really grabbed hold of Howard Gardner’s theory of multiple intelligences. Good teachers seek out the special talents of each student and encourage them to develop those skills along with others. Good teachers provide opportunities for success by playing to the strengths of each student. Good teachers value these differences and foster acceptance in their classrooms.
5. Real learning only takes place when knowledge is self-constructed.
The University of Mississippi elementary program is based on the constructivist philosophy of Piaget and Vygotsky. Deep understanding can only occur when children are actively involved in the construction of knowledge. Children are not sponges ready to soak up what the teacher spills out. Instead, they are the construction workers of their own minds. When they are given the opportunities to manipulate and discover the world around them, they are able to build magnificent structures.
Jerome Bruner highlights the importance of authentic experiences in the construction of knowledge. Bruner’s ladder of learning and experience gives educators a framework for thinking about authentic learning. The first rung on the ladder is the most important. Without it, all other learning becomes more difficult. This bottom rung consists of real world experiences. As you move up the ladder the learning takes on a less authentic feel. If real world experiences are not possible, the next best thing is simulation. If we can’t simulate, then we need to offer vicarious experiences. And, if this is unattainable, pictures and other visuals must suffice. The ladder moves from most desirable to least desirable ending with verbal explanation. Interestingly enough, teachers spend far too much time with verbal explanation and lecture.
The importance of a positive environment, of social interaction, of student choice, of valuing differences, and of self-constructed learning can not be understated. These beliefs are grounded in theory and practice and shape the way I interact with those around me. I feel I am a better teacher because I employ these beliefs in my classroom and because I have the best interests of my students at heart.
I have had the great fortune of working in two wonderful school environments. I could not have had a more positive experience as a young third grade teacher. I was guided by two dedicated mentors at a nationally recognized school known for its parental support and inclusiveness. For four years I had the opportunity to share in the learning experiences of the most wonderful and talented third graders in the world. Here at the University of Mississippi I have come to know many superb teachers and researchers who continue to influence my professional development.
The following five philosophical beliefs have been shaped by these experiences, are grounded in theory, and reflect my strong commitment to the lives of children.
1. A positive learning environment is essential to growth and development.
I have seen the fear and anxiety on far too many young faces. I have seen the excitement and exuberance drain from children’s bodies when they are turned away by an insensitive teacher. I know in the deepest part of my heart that kindness, compassion, encouragement, and fairness, are far more valuable than content knowledge or experience. Children can not learn in a negative environment.
Growth and development thrive in a positive, nurturing, and caring atmosphere where children feel valued and loved. I have always strived to create such an environment for my students whether they are third graders or undergraduates. Alfie Kohn (1997) reminded his readers that teachers aren’t just models of kindness, compassion, and respectfulness, they ARE kind, compassionate and respectful because they want to create a learning environment where children can thrive.
My shame research has solidified my stance on this topic. Our schools are set up in such a manner that failure is unacceptable. We have created an environment where mistakes are bad and perfection is king. This is not how learning works. Learning is dependent on failure. Learning is dependent on risk-taking. I’m not sure who said it, but I have always loved the saying that learning or success is the ability to make better and more complicated mistakes. When failure is seen as a weakness, children feel shame. After all, they can not avoid failure. It is in our nature as growing and evolving beings to fail. The message being sent is one of inferiority: “Because you fail, and you can’t help it, there is something wrong with the very nature of who you are.” This type of message is the essence of shame. What a terrible and destructive message.
Teachers are in the business of building self confidence. One way to ensure success in this business is to create an environment free from ridicule, open to failure, and ripe with love.
2. Social Interaction is a vital component of the learning process.
Vygotsky’s socio-cultural theory of learning places social interaction at the heart of education. Children must be given the opportunities to interact with each other and with caring adults in order to build the knowledge needed for growth and development. Teachers can provide opportunities for social interaction in a variety of ways. One strategy stressed throughout my graduate program has been cooperative learning. I have participated in cooperative learning groups throughout my college coursework and have given my own students the same opportunity.
The benefits of cooperative learning have been supported by research. Johnson and Johnson (1994) found that cooperative learning increases student learning, motivation, and social skills and creates positive attitudes in the classroom. It is important to note that the research on cooperative learning has also found that it is only effective if it is used strategically. Research done by Slavin (1999) found cooperative learning is only successful when activities require inter-dependency and independent responsibility. Cooperative learning works best when the use of manipulatives is involved and when the teacher interacts with each group periodically. Slavin’s research also found that assigning each group member a role made the learning experience better.
3. Student choice is important.
The pressures of state mandated standards, district pacing guides, and the threat of high stakes testing has led to a decrease in the number of choices students have in the classroom. Teachers feel a need to control every experience and activity in order to “cover the material.” Choice is important. It gives students the opportunity to express themselves in their own way. It allows students to use their strengths.
I have learned so much about the importance of choice through the language arts and reading courses I teach at the university. We stress to our preservice teachers that students should choose their own literature selections. We teach these preservice teachers how to plan reader response activities that give students the freedom of expression. We encourage our preservice teachers to plan opportunities for independent reading and we show them how to run a writer’s workshop where children choose the topics they want to write about. We require our students to plan center activities that provide for student choice and independent thinking. I hope that I have set a good example and that those I teach at the university will adopt student choice as one of their philosophical beliefs.
4. Every child is valuable because of their differences, not despite them.
What a boring world we would live in if everyone were the same. Every child should be valued because of their unique differences. Children learn from each other not because they are the same, but because they are different. The knowledge of learning styles and the theory of multiple intelligences are the foundations for this belief.
Many learners are global in nature. They see the big picture and worry very little about the details. Some learners are analytic. They want to know the rules and expectations and are concerned with every last detail. Then, there are those in the middle. It is important to know how each student thinks. Once you have discovered the learning style, differentiating instruction is the next step.
Teachers have really grabbed hold of Howard Gardner’s theory of multiple intelligences. Good teachers seek out the special talents of each student and encourage them to develop those skills along with others. Good teachers provide opportunities for success by playing to the strengths of each student. Good teachers value these differences and foster acceptance in their classrooms.
5. Real learning only takes place when knowledge is self-constructed.
The University of Mississippi elementary program is based on the constructivist philosophy of Piaget and Vygotsky. Deep understanding can only occur when children are actively involved in the construction of knowledge. Children are not sponges ready to soak up what the teacher spills out. Instead, they are the construction workers of their own minds. When they are given the opportunities to manipulate and discover the world around them, they are able to build magnificent structures.
Jerome Bruner highlights the importance of authentic experiences in the construction of knowledge. Bruner’s ladder of learning and experience gives educators a framework for thinking about authentic learning. The first rung on the ladder is the most important. Without it, all other learning becomes more difficult. This bottom rung consists of real world experiences. As you move up the ladder the learning takes on a less authentic feel. If real world experiences are not possible, the next best thing is simulation. If we can’t simulate, then we need to offer vicarious experiences. And, if this is unattainable, pictures and other visuals must suffice. The ladder moves from most desirable to least desirable ending with verbal explanation. Interestingly enough, teachers spend far too much time with verbal explanation and lecture.
The importance of a positive environment, of social interaction, of student choice, of valuing differences, and of self-constructed learning can not be understated. These beliefs are grounded in theory and practice and shape the way I interact with those around me. I feel I am a better teacher because I employ these beliefs in my classroom and because I have the best interests of my students at heart.
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