Personal Philosophy: Teaching & Learning

Despres

Personal Philosophy Statement

Victoria Despres

University of Connecticut
EPSY 5510
Dr. Anthony Artino, Jr
Fall 2011

Personal Philosophy: Teaching & Learning

Despres

I recently dug out my first teaching portfolio, because I knew that once upon a time, I wrote a
philosophy of teaching when I was in college. I had no quality classroom experience on which to develop
a well-founded and theoretical philosophy. As I flipped through the portfolio, I came across numerous
color-coded sections containing certificates, transcripts and test scores, letters of reference and samples
of work from my undergraduate and graduate education. The yellow section labeled Philosophy of
Teaching was empty except for one laminated document. The immature and inexperienced thoughts
that had formed my philosophy were gone.
This laminated document, bound by blue string, was a gift given to me by the 3rd and 4th grade
special education teacher I taught under while student teaching in graduate school. Titled, Advice for a
Beginning Teacher, this statement was written by the students and staff of that classroom. Reflecting
on the wisdom of those 3rd and 4th graders, and all of the experiences I have had thus far in my career, I
am able to develop a more comprehensive, theoretical, and practical view of teaching and learning.
Think of math problems that kids can do. Shane
As Shane so eloquently stated, students learn best when they are presented with challenging
work within their range of ability. Lev Vygotsky, a noted Russian psychologist, coined the term Zone of
Proximal Development (ZPD) which is, the range of tasks children cannot yet perform independently
but can perform with the help and guidance of others (Ormrod, 2008, p. 332). Allowing students the
opportunity to learn alongside a knowledgeable adult, and follow their lead, provides them with
experiences that will not necessarily be easy successes, but will encourage them to be persistent and
accept challenges. Since Vygotskys original conception of ZPD, the concept has been expanded and now
termed scaffolding (Wikipedia). The technique of scaffolding is a highly effective way of helping
learners acquire complex reasoning, metacognitive, and problem solving skills (Ormrod, 2008, p. 335).
Scaffolding encourages learners through guided questions and positive interactions. I think scaffolding is

Personal Philosophy: Teaching & Learning

Despres

an important concept and best practice. The responsibility of the teacher to structure interactions, and
develop their instruction in small steps based on what the learner is able to do, will encourage students
to eventually work through tasks independently.
I understand ZPD is a highly scrutinized theory by those who believe conventional
testing/standardized testing accurately measures development. Vygotskys development of the ZPD
idea, allows us to move beyond the confines of standardized testing, and look at what someone
(students) can do independently, and when collaborating with others. When the student can complete
something beyond their current level, we discover an indicator of potential. As a Special Education
teacher, I am surrounded by standardized testing, particularly in October and May. Initially in my career,
I believed, much like psychologist Edward Thorndike, that standardized testing, is a preferred method
so that more reliable estimates of learning can be had (Thorndike, 1917). At this point in my career, my
belief moves further from that of Thorndikes, and especially as I work with high school students, I
believe that the role of standardized testing becomes less important. I believe if we focus on what the
students are able to do when supported by instructors versus what they can complete independently;
we will have a more accurate evaluation of their learning abilities.
Give stickers and sing songs. Lee
If only Lee had known B.F. Skinner, a well known behaviorist who formed a basic principle of
operant conditioning, a response that is followed by a reinforcer is strengthened and is therefore more
likely to occur again(Ormrod, 2008, p. 51). I believe providing positive reinforcement to students is
important in developing, maintaining, and encouraging a purposeful learning environment. When adults
acknowledge the good and meaningful work students do, students are reinforced to produce this
behavior again, and thus, learning is the result. I encourage students, to feel proud and share their

Personal Philosophy: Teaching & Learning

Despres

accomplishments. For example, when they receive outstanding marks on school assignments, I
encourage them to make the work refrigerator material.
Not only do I find myself using positive reinforcement to encourage repetition of behavior, but I
have also learned that certain reinforcers are more successful in changing behavior, than others. I often
have Sticker Friday when I give fun little stickers out to kids who have had a great week. Something
small and simple as a sticker can remind students of when they have earned stickers in the past;
remembering associations between being successful and feeling successful. Though I find this works, the
most productive forms of positive reinforcement are positive feedback and intrinsic reinforcement
(Ormrod, 2008). Feedback is especially likely to be effective when it communicates what students have
and have not learned, and when it gives them guidance about how they might improve their
performance (Ormrod, 2008, p. 57). Additionally, for many students, the true reinforcers for learning
are probably the internal reinforcers feelings of success, competence, mastery and pride that their
accomplishments bring (Ormrod, 2008, p. 57). I understand that reinforcers are individual; what may
work for one student, may not work for another. I believe it is important to encourage the development
of students internal satisfaction, rather than only doing well for an external reward. Internalizing this
satisfaction will take them further in life; they will not receive stickers forever.
When kids go to recess, go to recess with them. -Austin
Social interaction is extremely important in developing cognition; Vygotsky believed, social
interactions provide the very foundation for thought processes (Ormrod, 2008, p. 346). I think playing
an active role in both structured and unstructured learning environments allow students to interpret
their culture and the world. As we adults share meaning, experiences and interpretations, students are
able to build their own ideas and concepts, and interpret and internalize them. Ormrod (2008) continues
by explaining, Informal conversations are one common method through which adults pass along

Personal Philosophy: Teaching & Learning

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culturally appropriate ways of interpreting situations (p. 330). I believe, in a way, Austin knew that not
only would students learn from teachers while at recess, the teachers could also learn something from
the students. This idea leads back to one of my initial beliefs about teaching; though I may think I do, I
do not know more than my students do. I may have a larger knowledge base than they do, but I cannot
say I know more than they do. Any number of students may know more about playing guitar, basketball
statistics or how to navigate by the schools online filtering system. In this case, they know more than I
do. I believe that if I feel my students can teach me, they will be more willing to let me teach them.
Be good at showing students how to work. Bruce
Modeling both expected behavior and academic skills are two very important concepts that go
hand-in-hand. According to Albert Bandura, a social cognitive theorist, many behaviors people exhibit
have been acquired through observing and modeling what others do (Ormrod, 2008, p. 127). Modeling
is a successful way to teach desirable behaviors and skills. Social cognitive theory proposes that
modeling has several effects on behavior including teaching new behaviors and influencing frequency of
behaviors (Ormrod, 2008, p. 127). I believe that showing students how you want them to act, and being
consistent with these expectations, will lead to students internalizing these expected behaviors. With
appropriate modeling, there is little room for interpreting what is expected. I also believe modeling
affords students the opportunity to notice non-verbal cues while observing modeling; cues such as
posture, eye contact, facial expression and gesturing. In addition to modeling behaviors, modeling can
have a positive effect on academic skills. Students can learn from their teachers and their peers. When
skills are modeled and explained, students are able to acquire academic skills more effectively. I believe
when demonstration is paired with explanation, a student is able to process and interpret the
information in order to build understanding.

Personal Philosophy: Teaching & Learning

Despres

Have courage, especially when you step into the room for the first time. Beth
According to Bandura, people are more likely to engage in certain behaviors when they believe
they are capable of executing the behaviors successfully (Ormrod, 2008, p. 135). My self-efficacy for
teaching has grown exponentially since the first day I set foot into my classroom. I believe its grown
because Ive h ad wonderful and supportive mentors, Ive sought and heeded advice from my
colleagues, and Ive never felt I know more than the students I work with. Certainly, my experiences are
not without failure, and from these failures, I have come to understand what I am capable of and what I
am not. Through these failures, I have also learned how well I would handle situations differently; I
have come to appreciate and understand the importance of reflection. I think, because I understand and
accept my teaching abilities, I am more willing to take risks and set higher goals for myself.
I am sure if I could find it, I would find my original philosophy of teaching essay to be a
combination of theories, ideas and best practices. Not to say it wouldnt be well founded, but now I
have experiences to incorporate into these theories to develop my own ideas of what I find works best
for me; both as a teacher and a learner. These ideas are a small piece of my personal philosophy that
over time will change and grow. Fortunately, the advice once left for me by these elementary students,
will remain the foundation for successful learning and teaching.

Personal Philosophy: Teaching & Learning

Despres
Works Cited

Coffey, H. (n.d.). Zone of proximal development. LEARN NC, University of North Carolina, Chapel Hill,
North Carolina. Retrieved 11 November 2011, from http://www.learnnc.org/lp/pages/5075
th

Ormrod, J.E., (2008). Human Learning (5 Edition). Upper Saddle River, NJ: Merrill.
Thorndike, E. (18741949) - The Man and His Career, A Psychology for Educators, Education as Specific Habit
Formation. Retrieved 11November 2011, from http://education.stateuniversity.com/pages/2509/ThorndikeEdward-L-1874-

1949.html

Thorndike, E. 1917. Thorndike Arithmetics. Books 1, 2, and 3. Chicago: Rand McNally.

Wikipedia Contributors (2011, October 28) Wikipedia, The Free Encyclopedia. Retrieved 11 November ,
2011 from http://en.wikipedia.org/wiki/Zone_of_proximal_development.