My Philosophy of Teaching

My philosophy of teaching is a reflection of my own worldview that incorporates itself into everything that I do; having a certain optimism for our society and world, and believing the best way to make a positive impact for future generations is to ensure our knowledge is passed on. Some in society may express doubt for the future, but I know, logically that things are on their way to getting better and better. Learning is something that we all do in different ways and at different rates. The trick is to find out which way works best for me? Since most people don't have the necessary skills to help identify which way works best for them, it is the role of the teacher to help students learn which learning style best suits their educational needs and particular intelligences. I believe the best way to achieve mastery learning for students is to be guided by a teacher and be subject to their own self assessment in the cognitive, affective, and even the psychomotor domains. If students are taught objectivity when evaluating their own work or behaviour for example, and then learn to set their own goals, no matter how modest, this will then trigger their own motivation. Older students, using critical thinking and the curriculum outcomes, can help teachers come up with criteria for many of the expectations and consequences within a class. This becomes a cycle within the class and helps reinforce good behaviour and goal setting. In my classroom I hope to break the"taboo" that can happen in classrooms, where it is socially difficult to raise one's hand if students do not understand a concept, for example. Well planned procedures, expectations, and consequences help mould the classroom into a cohesive place, especially during the first days of school. This kind of cohesion can help mitigate the apprehension some students may feel about asking questions in front of their peers. This will help establish a comfortable, open atmosphere, giving ownership of both behaviour and criteria to students. Ownership will help students realize that learning takes place at different times for different people, and manifests itself in many ways. Helping provide student ownership of 'evidence' of their own learning will also help students establish their own high standards. Utilizing Information and Communications Technology within the classroom can provide ways for students to 'show' what they have learned. I fully intend to utilize ICT in many of my upcoming courses in a myriad of ways, looking to the cognitive, affective, and psychomotor domain yet again. ICT provides opportunities for students who may have learning exceptionalities, or not, a wide range of ways to share what they know. Students today have access to more information more quickly than any generation before. It is our job as teachers to show them how to use computers, the internet, image and audio devices, and other programs effectively . Familiarization with ICT and the ICT Continuum is incumbent upon up and coming teachers, and will be an important part of my classroom.

I became interested in education when I was working as a substitute teacher in northern Manitoba. My approach to teaching has changed greatly since the first time I stepped foot into a classroom. When I began supply teaching my approach relied much on the instructional technique instilled into me by the military, relying on my subject knowledge and sense of humour, as well as being an authoritative figure when needed. I was far from draconian, and I knew how to take on behaviour problems one at a time, but I had much to learn about classroom management. Rather than coming from a knowledgable, research based background, I was 'managing' simply by emulating what I'd seen my previous teachers do. I have since learned much about being empathetic and culturally sensitive, and bring these virtues into the classroom. Much of my practicum experience has been with "at-risk" learners. I worked with a class in the Pas known as "Great Expectations", which was a classroom for highly at-risk and usually below level learners. During this experience I learned much in the way of patience and classroom management skills in a very challenging atmosphere and under all kinds of conditions. Because these students' worldviews were subject to their own experience, which were quite different than mine; so I couldn't sympathize, having never experienced what they have. What I was able to do was empathize, or imagine and try to relate to, their experiences. Ultimately, being empathetic and patient was what made me successful in that classroom. My experience in the Kenanow Education program at University College of the North has helped me see how learning occurs and how it is shown in many different ways, especially for those with learning exceptionalities. The Kenanow program has been established to incorporate Aboriginal ways of knowing into not just the curriculum, but into the very methodologies teachers teach with. This can be manifested in classrooms by including outdoor education, circle-learning, story telling, and other Aboriginal ways of teaching and knowing. This has teachers incorporating a more 'holistic' model revolving around group and community level learning that affects students in the cognitive, affective, and the psychomotor domains, often all at the same time. Kenanow, combined with explicit instructional With my education and training, my experience in leadership, instruction, and working with youth, I feel I can be a positive, relatable role model in the classroom. My philosophy has helped these students be successful learners, and I believe I can use my philosophy and teaching style to help guide many, many more!