My Philosophy as an Educator

Children are fascinating. They are constantly engaged with the task of navigating
situations which are novel or unfamiliar, while pursuing a greater understanding of the world
around them. The presence of a stimulating environment inspires a natural curiosity in most
children, which promotes effective learning during this rapid period of their development; still,
each child learns differently and so many children require additional support in order to initiate
this process of discovery. It is my responsibility as an educator to tap into the inquisitive spirit
of all types of students with the intent of encouraging their participation in the learning process.
I identify myself as a constructivist. Ive noticed that children learn best when they are
able to actively engage with their surroundings so that they can practice performing the skills I
aim to teach them. This cannot be achieved by simply teaching at students instead of
teaching with them; education should be a reciprocal process between student and teacher.
My job, essentially, is to guide this process to ensure that learning is both purposeful
and positive. Proper guidance involves incorporating student-directed activities as well as
teacher-directed activities into the curriculum. This allows for a more organic learning
experience that is receptive to the needs presented by each unique classroom environment,
rather than relying on a one-size-fits-all approach to education. There should always be room
for flexibility in the classroom.
As a professional, I acknowledge my additional role as a caregiver for my students. I
strive to develop positive relationships between myself and my students built upon a foundation
of warmth and mutual respect. I ensure that my classroom represents an environment which is
both physically and emotionally safe for my students. It is important to me that children feel
comfortable as they explore; for this reason, I prioritize fostering moral values within my
classroom such as tolerance, fairness, respect, compassion, and personal responsibility.
I believe that the most important criterion to consider when evaluating my own teaching
goals is to determine whether skills being developed within the classroom are able to be
utilized by students outside of the classroom. It is critical that student learning is functional,
and that life skills learned in the classroom can be applied and contextualized in a method
which is responsive to the needs of all students. This involves teaching according to both
academia (science projects, development of reading and writing skills, introduction to

mathematical concepts) in addition to social and emotional learning (regulating personal

behavior, critically evaluating fairness, successful interaction with students and faculty). These
concepts are not necessarily discrete; creative instruction allows for academic and social
learning to take place in combination for example, giving students ample opportunity to
engage in collaborative problem solving.
Lesson content should be presented in a manner that is developmentally appropriate for
each student. I accomplish this, not by disregarding concepts that are complex, but rather by
organizing the information in a way that is likely to resonate with the students current base of
knowledge. This requires adapting careful modifications within the structure of each lesson so
that students who reside at different levels of performance (developmental delays, disabilities,
advanced aptitude) have to opportunity to receive information in a way which maximizes their
potential to learn. This involves individualizing materials and lesson plans, in addition to
utilizing effective teaching strategies such as grouping students who require additional support
with peers who might be in a position to offer assistance.
Unfortunately, a plight well understood by most educators is the scarcity of resources
necessary to teach effectively. This requires teachers to efficiently utilize all resources available
to them. I identify our most valuable resource to be the wealth of knowledge possessed by our
students caregivers. It is imperative that educators take advantage of this availability of
information by forming a positive relationship with all families and working collaboratively with
them. In addition to interacting with families, I also make it a priority to frequently consult with
other specialists in the education field and in related fields in order to continue to develop
professionally; an educator should always be aware of their own potential for growth. I
acknowledge that I must continue be a passionate learner if I aspire to remain passionate
teacher.