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.

Spare the Rod, Spare the Child

I had every intention of leading a class discussion on corporal punishment this summer with the MTC First Years, but alas, we ran out of time. I know Chris Elias was really upset about this, and I promise that I will have this discussion at some point. Maybe I will try to fit it in on the last day of EDSE 600. I have a PowerPoint I created that highlights research on the negative effects of corporal punishment. A few of my favorite quotes from this PowerPoint are below.

“Punitive discipline is by definition need-depriving as opposed to need-satisfying.” -Dr. Thomas Gordon


“Everyone, regardless of age or dependency, is entitled to freedom from violence. In the US, it is against the law to hit prisoners, criminals, other adults. Ironically, the only living beings it is legal to hit are the most vulnerable members of our society - those we are charged to protect - children. Does this make sense? Adults must quit using "discipline" as an excuse to treat children in ways they would never tolerate for themselves.”
-Center for Effective Discipline


"If we are ever to turn toward a kindlier society and a safer world, a revulsion against the physical punishment of children would be a good place to start."
- Dr. Benjamin Spock

Independence Day

Holly Springs' Summer School has ended. Post-test scores show the students have learned much from the experience. The students from Marshall County are free to enjoy their last few weeks of summer vacation. The second year Teacher Corps members are also basking in their freedom from another summer of classes at Ole Miss. They will now start preparing for a second year of teaching.

While the first year Corps members are not done yet, they have gained a sense of independence and confidence that can only come from an authentic teaching experience. The students at Holly Springs have no idea they gave more than they received.

I too have gained a sense of independence and confidence. Nearing my second summer with MTC I feel I have a firm grasp on what my role is in MTC and what I need to communicate to the first years. I have learned more from them than they have from me.

I enter the month of July with a profound sense of optimism. The class of 2005 will begin a new year as an experienced group of "veteran" teachers. They will experience a level of success they never thought possible. They are probably unaware of how much they have grown over the past year. The class of 2006 may be the most prepared group that has ever left MTC summer training. They will start teaching in just a few short weeks. I expect great things from them.

The Headache or The Difference Part II

Teacher Corps 2006 has just started and I already have a headache. The first years seem great. Seeing the second years makes me smile. It is a joy to be working with Joe Sweeney. Germain and Ben have actually made summer school at Holly Springs a reality. Things couldn't be better. So why is my head killing me? I think it has something to do with lesson planning. I get stressed just thinking about teaching "the anatomy of a lesson plan." How can I teach lesson planning in five days when it takes the SOE four years to prepare our undergrads for this task? I have never been comfortable teaching the fine art of writing lesson plans. Give me a topic like classroom management, parental involvement, or social and emotional development and I'm good to go. I, myself, have a hard time putting into words what I want to teach and how I want to teach it. It is all in my head and it all makes sense. The thought of putting it down on paper gives me a headache.

I walk into room 115 with dread and a headache. I leave two and a half hours later with tons of energy and a feeling of accomplishment and excitement. That's what teaching can do for you. The instant I begin class my mood changes and my energy level increases. One of the first years blogged that I was bubbly, almost too bubbly. This statement is proof positive that teaching is like a drug. If he only knew what I was like at home- definately not bubbly! I take his comment as a compliment. I am genuinely enthusiastic. I love to teach. I want my students to do well. I want them to learn, to succeed. I think enthusiasm is important ( see previous post on enthusiasm and teaching-"The Difference"). I think it is neccessary-even when it comes to lesson planning!

Nothing pathetic about it.

This evening, I was walking at Lake Patsy Park with Emily, a friend who recently started her first year as a fourth grade teacher. We were chatting casually about her classroom—she sharing with me all the joys and pains of her first-year experience. Suddenly, beside the pond near the path we saw a young boy pull a rather large fish from the water. Everyone walking around the pond noticed his fine catch. The others stared, but they said nothing. Almost instantly, however, Emily and I broke into applause. It wasn’t planned or coordinated, but it was spontaneous. We began peppering him with questions like “Do you know how to take it off the hook?” “What kind of fish is that?” “Is that the biggest one you’ve ever caught?” He grinned and answered our questions with “Yes Ma’am.” “It’s a bass.” and “Maybe.”

We continued walking and then looked at each other and started laughing. “Only teachers would start applauding,” said Emily.

“We are so pathetic.” I responded.

It was only a joke, but I knew that we weren’t really pathetic. We were just naturally delighted at the accomplishment.

That’s a teacher’s job: to be naturally delighted at the accomplishments of children. Teachers encourage, praise, question, and revel in the happiness of the little ones they share their days with. This is the joy of teaching. Nothing pathetic about it.

Professional Development

“Scared but prepared”: that was my motto in the fall of 1997 as I embarked on my first year of teaching. I was going to have 27 third graders of my own and felt confident that I could handle the challenge. My teacher preparation program had given me the theoretical knowledge I needed as well as valuable classroom experience. I knew what I believed about education and was ready to put my beliefs into action. With the support of two mentor teachers, I began the school year and came out the other end alive and well.

Four years later I found myself with a choice to make. I was given the opportunity to complete my master’s and doctoral degrees while teaching and supervising student teachers at the university. I could go back to school to improve my own teaching while helping a new group of beginning teachers as they embarked on their first year: “scared but prepared.” I had to choose between a job I loved at a school that had meant so much to my professional development and the opportunity to grow as a professional while helping others just starting out. I chose the latter and am a better teacher for it.

When I started my graduate program, I was ready to learn all about new teaching strategies, management techniques, and materials that would help me become a better teacher. I did learn about these things, but what I really learned to do was to rethink my philosophy and redefine who I was as a teacher. Delving back into theory in my graduate courses cemented my philosophy of education and gave me some assurance that what I believed could translate into appropriate practices. I was at times surprised by the lack of consistency I displayed as a teacher. My practices did not always reflect my philosophical beliefs about teaching and learning. I began to realize that the stress and time constraints on teachers lead us to implement practices that do not mesh with our beliefs. We may give weekly spelling tests using the words from our district mandated spelling texts when in our hearts we know spelling words are more meaningful when taken from the students’ writing and reading. These mistakes are not symptomatic of irredeemably ineffective teachers, but are symptomatic of teachers overwhelmed by daily responsibilities. Such an over extension of duties leaves little time for these teachers to reflect on their practices, and to employ theoretically based models into their instructional decisions.

Teachers need time to reflect and collaborate. Most teachers have little if any planning time throughout the day. Districts allocate a few days throughout the year for professional development but end up mandating what the teachers will do on these days. Much of the time, professional development is dedicated to curriculum renewal instead of teacher renewal. What a shame when what teachers really need and want is a reawakening; the time to reflect, read, and interact with other teachers.

As a doctoral student starting my dissertation work, a university instructor with a 15 hour course load, and a faculty member with MTC, I feel the need for a reawakening. I can only imagine what our MTC first years are feeling. Are they getting the time they need to reflect, read, and interact with other teachers? I doubt it. I have read about the frustrations of these first years and the tremendous strain they are feeling. What can I do to help?

A New Year

I've always thought of August as the first month of the year. To teachers, and probably students, a new year begins on the first day of school. Tomorrow is my first day of school. I am anxious and excited. I can't wait to get back in the swing of things.
As a child I can remember the thrill of the annual trip to P & S School and Office Supply where we loaded up the cart with new notebooks, pencils, pens, Trapperkeepers,and of course the almighty pencil box. When I was in school, we kept our crayons and pencils in cardboard cigar boxes. The plastic Rubbermaid variety didn't exist. My favorite box was the one I had in fourth grade. It sported a map of the United States on the lid and a list of the capital cities along the sides. I thought this was very sophisticated. I did however opt for the very unsophisticated Charlie Brown lunch box with matching thermos. I never used the thermos. I always thought the kids who brought soup in their thermos were weird.
Structure, schedules, rules, and routine have always been my thing. That is one reason the start of school has been one of my favorite times of the year. It holds the promise of a fresh start, a new beginning. You pledge to do your best and hope you can keep up with the pace. You begin the journey with optimism and all the new shiny supplies your backpack can hold.
Teachers are no exception. The same excitement and nervousness that filled me as a child still fills me today. I get a kick out of preparing a syllabus or creating a new assignment. And, there is no end to the joy I receive when purchasing new file folders, pens, pencils, etc. I am still crazy for an office supply store.
I start this new year with a sense of joy and optimism ( and a little dread at the thought of starting my dissertation!). I can't wait to hear from the MTC first years on August 20. I hope their year is off to a great start.